STRATEGIES FOR IMPROVING ONLINE TEACHING AND LEARNING OF CHEMISTRY IN SECONDARY SCHOOLS IN A PANDEMIC ERA IN KOGI STATE, NIGERIA

Abstract

This study looked for ways to enhance chemistry instruction online during a pandemic in Kogi State's secondary education system. The study used a descriptive survey research design. There were 122 chemistry teachers in the study population. Using a multi-stage sampling technique, 93 chemistry teachers from two education zones made up the study's sample size. Two research questions and two null hypotheses served as the study's compass. The structured questionnaire known as the "strategies for improving online teaching and learning questionnaire" (SIOTLQ) was used as the data gathering tool. Using Cronbach Alpha, the instrument's dependability index was found to be 0.91. Statistics such as mean, standard deviation, and t-test were used to examine the acquired data. The findings showed that the majority of the items on the list—including setting up social media platforms, allowing for feedback, and maintaining a steady supply of electricity—were effective methods for enhancing online chemistry instruction during a pandemic. However, the majority of the other items on the list—such as the infrequent training of chemistry teachers, the absence of technical support, and a lack of motivation—were barriers that educators had to overcome in order to improve chemistry instruction in secondary schools during a pandemic. Based on the findings, the study recommends among others that government and other stakeholders in education should create adequate strategies that would improve online teaching and learning of chemistry in secondary schools which would make the students to derive motivation in their study so as to ensure maximum productivity and efficiency in chemistry subject.