Article Effects of Information and Communication Technology (ICT) on Students' Academic Achievement and Retention in Chemistry at Secondary Level (original) (raw)
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Journal of Education and Educational Development, 2017
The current paper investigated the effects of information and communication technology on the students' academic achievement and retention in chemistry. Fifty students of 9 th grade were selected randomly from Kohsar Public School and College Latamber Karak. samples t-test were applied through SPSS for data analysis. Based on statistical analysis, it came to light that information and communication technology positively affects students' academic achievement and retention and ICT was found more compelling, effective and valuable in teaching of chemistry when contrasted with conventional techniques of teaching. It is recommended that information and communication technology should be used in teaching chemistry for enhancing students' academic achievement at secondary level.
2019
The purpose of present research was establishing influence of Integrating Information Communication Technology (ICT) on performance in chemistry among public schools. The results showed a moderate significant positive correlation (at a confidence level of .05 where p=.05): r = .518, p=.033 in 2017, (p<.05, df = 1) between available ICT resources and software in teaching and learning and performance. Results further indicated a moderate positive correlation r = .560, p =.019 in 2017, between e-revision papers and performance; e-topical questions had a moderate positive correlation coefficient (p=.05): r = .610, P=.009 and r =.574, p = .016 respectively for the year of analysis; Internet access in schools correlated moderately r=.659, P=.004 in 2017. Regression analysis r 2 =.545 meant 54.4%, (p=.001, df = 1) of variation in mean grade could be explained by variation in use of Internet. It was concluded that ICT when well utilized has positive influence on education.
The Evaluation of Application of ICT in Teaching and Learning of Chemistry in Secondary Schools
2021
The study investigated the evaluation of application of ICT in teaching and learning chemistry in secondary schools in Katsina Local Government Area of Katsina State. The purpose of this study is to examine the extent of evaluation of application of ICT resources in teaching and learning chemistry in secondary schools. The research questions and hypothesis were formulated and tested at 0.05 alpha level of significance. The research instrument used was questionnaires using percentage as descriptive statistics to proffer answers to the research questions. The null hypothesis were tested using independent t-test for acceptance or otherwise. The population for the study consisted of students and teachers of public secondary schools in Katsina Local Government Area. A sample size of three hundred and sixty four (364) students and eighty six (86) teachers were randomly drawn from the entire population of the study using the sample size table put forward by Krejcie & Morgan (1971) revised (2006) to determine sample size for the study. Findings show that the importance of ICT integration into teaching and learning of chemistry cannot be overemphasized. Recommendations were put forward as a part of the measures that could boost the application and integration of ICT in the teaching and learning of chemistry in secondary schools in Katsina Local Government Area of Katsina State and also assist student’s performance in chemistry. It was suggested that a work plan be designed to address the challenges of integrating ICT in teaching and learning chemistry in secondary schools educational system. Also, ICT facilities should be provided by the government to urban and rural areas in the state for easy accessibility that will enhance teaching and learning in secondary schools.
Online Submission, 2003
There is an assumption that high-school students are becoming more computer literate, but published studies of specific skill level are lacking. An anonymous multiple-choice survey self-assessed the ICT (information and communication technology) skills of first-year chemistry students at the beginning of 2002. The general level of ICT skill continues to improve. There are minor deficiencies in the use of word processors, email attachments, the WWW, and in metacognitive skills. There are significant deficiencies in the use of spreadsheets, library databases, presentation software and computer conferencing, with major deficiencies in the use of relational databases. * Small group learning in first year chemistry: Does it work? 9 Vivienne Munk and Adrian V. George Research papers * Teachers research their students' understanding of electrical conductivity.
EFFECTS OF INFORMATION AND COMMUNICATION TECHNOLOGY ON STUDENTS ACADEMIC PERFORMANCE
SEMINAR, 2018
Information and communication technology (ICT) is the technology that has made positive impact in information generation, storage, retrieval and transmission or communication. Adeyinka, (1999). According to Adeya (2005), information and Communication Technologies (ICTs) cover internet services provision, telecommunications equipments and services, information technology equipment and services, media and broadcasting, libraries and documentation centres, commercial information providers, network based information services and other related information and communication activities.
CERN European Organization for Nuclear Research - Zenodo, 2013
The fast growing accessibility and capability of emerging technologies have fashioned enormous possibilities of designing, developing and implementing innovative teaching methods in the classroom. The global technological scenario has paved the way to new pedagogies in teaching-learning process focusing on technology based learning environment and its impact on student achievement. The present experimental study was conducted to determine the effectiveness of technology based learning environment on student achievement in chemistry at secondary level. A pre-test-post-test equivalent group design was used to compare the achievement of the two groups. A Pre-test and A post-test containing 50 items each from Chemistry textbook were developed and administered. The
The Utilization and Integrating of ICT in Chemistry Teaching in Iranian High Schools
2009
The purpose of this paper is to find some features to develop the utilization of ICT (Information and Communication Technologies) in practical classes and derive some findings useful to experts, making ICT applicable in classes. A questionnaire was developed to investigate experts' views toward integration of ICT in practice classroom. Twenty high school science experts were randomly selected to fill the questionnaires. It was found that in general they highly agreed to change chemistry curriculum using ICT for accessing the internet and other teaching-related facilities. The surveyed experts had very positive views toward ICT and their comments were effective for changing the learning environment.
Journal of Education and Practice
Purpose: The main aim of this study was to determine the types of ICT instructional resources integrated and the level of motivation and achievement in learning of chemistry practical in secondary schools. Methodology: The study was conducted through descriptive survey design. The target population for this study were the teachers of chemistry, form three students and the heads of the institutions who were key informants. The schools were selected using stratified random sampling to ensure that there was equal representation of the region. The teachers of chemistry and ICT assistants were selected using simple random sampling technique while purposive sampling was used to select the heads of institutions. The learners were selected using simple random sampling. In the mixed secondary schools, stratified sampling technique was used to ensure gender equality. A sample is a smaller group selected from the target population; 34 teachers of chemistry were used in this study, 14 ICT assis...