CONTRIBUTIONS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) TO EFFECTIVE TEACHING AND LEARNING OF CHEMISTRY EDUCATION IN PUBLIC UNIVERSITIES IN BAYELSA STATE, NIGERIA.

ABSTRACT This study investigated the contributions of Information and Communication Technology (ICT) to the teaching effectiveness of chemistry education in public universities in Bayelsa State, Nigeria, specifically Federal University Otuoke and Niger Delta University. A descriptive survey design was employed, with 19 chemistry lecturers from the study population of 25 lecturers responding to a structured questionnaire, yielding a 95.0% response rate from 20 distributed questionnaires. The instrument assessed lecturers’ perceptions of ICT usage, infrastructure, and training on ICT integration, using a 4-point Likert scale. Data were analyzed with mean, standard deviation, and t-tests at a 0.05 significance level. Findings revealed that ICT usage (mean = 3.70) significantly enhances teaching effectiveness by improving concept delivery and student engagement. Reliable ICT infrastructure (mean = 3.76) was critical, though inadequate facilities posed barriers. Lecturer training on ICT integration (mean = 3.80) was highly valued, boosting confidence and lesson design. All null hypotheses were rejected (p < 0.05), confirming significant relationships between ICT usage, infrastructure, training, and teaching effectiveness. Key challenges include limited infrastructure and insufficient training opportunities. The study recommends regular ICT training workshops, investment in reliable infrastructure, and supportive institutional policies to enhance lecturers’ teaching practices. This research contributes to understanding ICT’s role in chemistry education and provides a framework for improving teaching effectiveness in resource-constrained settings, with implications for educational policy and practice in Nigerian universities.