Assessing the integration of e-learning in the teaching and learning of chemistry in tertiary institutions in ebony state: a need for enhancing effective teaching and learning of chemistry

Abstract

OJ Ikenyirimba*, CC Uwaleke and E Nwigboji

Climate The everyday increasing inevitability of education in the face of the COVID-19 pandemic, the regard for chemistry as an abstract subject, and the need for effective teaching and learning of chemistry in the modern technological world necessitated the search for alternative methods. Although several studies have investigated the effects of E-learning processes, there is no work that assessed the integration of E-learning in the teaching and learning of Chemistry in tertiary institutions in Nigeria amid the current pandemic facing the world. Therefore, this research is carried out to provide answers to questions regarding the assessment of E-learning integration in the teaching and learning of chemistry in tertiary institutions in Ebonyi State, Nigeria. The research was conducted on lecturers and students of chemistry and chemistry education in which data were obtained via a questionnaire survey. After analysing the quantitative data obtained, the findings among others showed that the extent of E-learning integration in tertiary institutions in Ebonyi State is at the lowest limit. The outcomes likewise uncovered that coordinating E-learning in the instructing and learning of science in tertiary institutions will improve compelling educating and learning of the subject. Thus E-learning integration in tertiary institutions needs to be improved through effective implementation of E-learning policy, adequate fund allocations by the Federal government, and NGOs, and following close monitoring to avoid the Nigeria factor.

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