This study is aiming at finding the uses of remote learning in the teaching and learning of chemistry in secondary schools. The study is therefore interested in the effective teaching and learning of chemistry by introducing remote learning to educational system in Nigeria in other for bring about positive impact on education. It also examines effectiveness of remote learning on teaching and learning can be sustained during emergency situations.
This study will be designed to examine the readiness of the students in adopting. Four research questions were raised to guide the study: What are the tools/facilities available for remote learning? Do the students possess the skills for remote learning? Do students have access to remote learning facilities? What are the challenges facing the implementation of remote learning?
Covid-19 pandemic forced many schools to abruptly adopt full-online remote learning. Such unprecedented abrupt adoption requires a degree of student readiness to ensure the success of learning delivery. However, the students in secondary schools have no level of awareness to adopt remote learning in Nigeria. Majority of the students has no skills towards the use of remote learning and also have no access to the facilities/tools in implementing remote learning. Therefore this study intends to investigate the students’ readiness to adopt fully remote learning in the teaching and learning of Chemistry.
Table of Contents
CHAPTER ONE: INTRODUCTION
1.1 Background to the study
1.2 Statement of the Problem
1.3 Objective of the study
1.4 Research questions
1.5 Significance of study
1.6 Scope/Limitation of the study
1.7 Definitions of Terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.0 Introduction
2.1 Concept of Remote Learning
2.1.1 Place of the Remote Learning platform in the Implementation of Pedagogical Practices
2.2 Factors that Influence Students’ Adoption of Remote Learning
2.3 Emergencies Situations that calls for Remote Learning
2.4 Tools/Facilities for teaching and learning in Remote Learning
2.5 Students awareness/skills in Remote Learning
2.5.1 Technology Usage in Remote Learning
2.5.2. Self-Efficacy
2.6 Teaching and learning of Chemistry through remote learning
2.7 Challenges facing the implementation of Remote learning
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Technique
3.4 Research Instrument
3.5 Validity and Reliability of the Instrument
3.6 Method of Data Collection
3.7 Method of Data Analysis
CHAPTER FOUR: PRESENTATION, ANALYSIS OF DATA AND DISCUSSION OF FINDINGS
4.1 Introduction
4.2 Data Analysis
4.3 Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
5.2 Findings
5.3 Conclusion
5.4 Recommendations
Research Objectives and Themes
The primary objective of this study is to investigate the readiness of chemistry students in secondary schools to adopt fully remote learning, particularly in the context of emergency situations like the COVID-19 pandemic. The research seeks to identify available tools, assess students' technical skills, evaluate their access to necessary facilities, and determine the challenges hindering the successful implementation of remote learning in Nigeria.
- Availability and accessibility of digital tools and facilities for remote learning.
- Evaluation of students' technical and soft skills required for remote education.
- Identification of barriers and challenges to the implementation of remote learning systems.
- Assessment of current infrastructure and institutional readiness for chemistry instruction.
Excerpt from the Book
1.1 Background to the study
Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, and habits. Education frequently takes place under the guidance of educators however learners can also educate themselves. Education is described as the art or science of transmitting culture, norms, traditions, values and ethics of a society from one generation to its succeeding generation (Vanessa, 2017). To this end education can be seen as act of giving intellectual or moral instruction to a child or group of learners for the betterment of their characters in the society.
Science is the pursuit and application of knowledge and understanding of the natural and social world following a systematic methodology based on evidence. Modern science is typically divided into three major branches that consist of the natural sciences (e.g., biology, chemistry, and physics), which study nature in the broadest sense; the social sciences (e.g., economics, psychology, and sociology), which study individuals and societies; and the formal sciences (e.g. logic, mathematics, and theoretical computer science), which study abstract concepts (Rucker, 2019).
Chemistry as a branch of science is an important area of focus in national development all over the world. This is because chemistry education plays a vital role in the technological transformation of any nation. In Nigeria, there seems to be an increased awareness that chemistry education plays an important role in influencing the rate of economic and technological growth. It has equally been realized that chemistry education has the capacity to solve the age-long problems of increasing unemployment, high poverty rate and insufficient manpower.
Summary of Chapters
CHAPTER ONE: INTRODUCTION: This chapter introduces the foundational concepts of education, science, and the specific role of chemistry, while highlighting the sudden shift to remote learning due to emergencies like the COVID-19 pandemic.
CHAPTER TWO: REVIEW OF RELATED LITERATURE: This section reviews existing literature on remote learning concepts, required infrastructure, student skill sets, and the specific difficulties associated with teaching chemistry remotely.
CHAPTER THREE: RESEARCH METHODOLOGY: This chapter details the descriptive survey design, population, sample selection, and the research instruments used to collect data from secondary school students.
CHAPTER FOUR: PRESENTATION, ANALYSIS OF DATA AND DISCUSSION OF FINDINGS: This section presents the analysis of the questionnaire results, providing empirical data on tool availability, student skills, access to facilities, and implementation challenges.
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS: This chapter provides a summary of the key findings, draws conclusions regarding student readiness, and offers practical recommendations for stakeholders and the government.
Keywords
Remote Learning, Chemistry Education, Secondary Schools, Student Readiness, Digital Tools, COVID-19 Pandemic, Educational Technology, Infrastructure, ICT, Skill Acquisition, Teaching Methodology, Laboratory Practice, Emergency Education, Nigeria, Academic Performance.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on assessing how prepared chemistry students in Nigerian secondary schools are to engage in fully remote learning.
What are the primary themes investigated in the study?
The study examines tool availability, student skill levels, access to learning infrastructure, and the various obstacles to implementing remote learning effectively.
What is the central research question?
The research is guided by questions regarding what tools are available, whether students possess the necessary skills, if students have access to these facilities, and what specific challenges face the implementation of remote learning.
Which methodology does the author employ?
The study utilizes a descriptive survey design, employing a self-developed questionnaire to gather data from 100 students selected from five different secondary schools.
What is covered in the main body of the work?
The main body covers the theoretical review of remote learning, current challenges in chemistry instruction during emergencies, and a detailed analysis of findings related to hardware, software, and student capabilities.
Which keywords best describe this study?
The most relevant keywords include Remote Learning, Chemistry Education, Student Readiness, ICT, Educational Infrastructure, and Secondary Schools.
What does the study conclude about chemistry practicals?
The study notes that practical-oriented subjects like chemistry face significant difficulties in remote settings due to the requirement for laboratory equipment and the lack of virtual simulation resources in most schools.
How does the lack of electricity affect the results?
The research identifies erratic power supply as a major challenge that prevents many students from consistently accessing remote learning platforms.
- Citation du texte
- Joshua Adetayo (Auteur), 2021, Are Chemistry Students in Nigeria Ready to Adopt Fully Remote Learning? A Study in the Context of the Changes Caused by the Covid-19 Pandemic, Munich, GRIN Verlag, https://www.grin.com/document/1159544
