ANALYSIS OF SUCCESS AND CHALLENGES OF ONLINE CHEMISTRY EDUCATION IN SELECTED HIGHER EDUCATION INSTITUTIONS WITHIN KWARA STATE
Abstract
ABSTRACT
This study examined the success of online chemistry education in selected higher education institutions within Kwara State. With the growing integration of digital learning platforms in tertiary institutions, it is vital to evaluate how effectively these platforms support chemistry education.
The study adopted a survey research design, utilizing a structured questionnaire to gather data from 200 randomly selected chemistry education students across various institutions in the state. The focus was to assess the extent of e-learning utilization and determine whether demographic factors, particularly gender, influence students’ engagement with online chemistry learning tools. Data collected were analyzed using descriptive and inferential statistical methods.
A major finding revealed that gender does not significantly influence students' utilization of e-learning facilities for chemistry learning. This suggests a level of digital inclusiveness in online chemistry education across genders.
The study concluded that while e-learning facilities are gradually being adopted in the teaching and learning of Chemistry in universities, their full potential has yet to be realized. The study recommends continued investment in digital infrastructure and training to enhance the effectiveness of online chemistry instruction across tertiary institutions in Kwara State.
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