Project – An Assessment of Secondary School Students Usage of Online Resources for Chemistry

CHAPTER ONE

INTRODUCTION

• Background to the Study

The integration of technology into education has significantly influenced how students access and interact with learning materials, particularly in science subjects like chemistry. Online resources offer diverse multimedia content that supports various learning styles, making complex topics more understandable (Adesoji, 2018). In secondary schools, students are increasingly turning to digital platforms—such as YouTube, online simulations, and academic websites—for supplementary learning. These tools can bridge knowledge gaps, particularly in chemistry, where abstract concepts often require visualization (Tüysüz, 2010).

Numerous studies have highlighted the benefits of online resources in enhancing students’ performance and interest in chemistry. For example, Akpan and Beard (2016) found that students who used interactive simulations and video tutorials showed greater improvement in conceptual understanding than those taught through traditional methods. Similarly, Owusu et al. (2019) reported that students appreciated the accessibility and flexibility offered by online learning platforms, allowing them to revisit difficult topics at their own pace. These findings suggest that online resources not only reinforce classroom instruction but also foster self-directed learning.

Despite these advantages, several challenges have been documented regarding the effective use of online resources. A common issue is the lack of digital literacy among students, which hinders their ability to navigate and critically evaluate online content (Eze, 2020). Furthermore, the quality of online materials varies greatly, with some content being inaccurate or misaligned with curriculum standards. This inconsistency can lead to confusion or the development of misconceptions, particularly in a content-heavy subject like chemistry (Onu & Ikechukwu, 2015).

Another significant concern is the digital divide. Not all students have equal access to internet-enabled devices or high-speed connectivity, especially in rural or under-resourced areas. According to Afolabi and Akinbobola (2017), this disparity creates unequal learning opportunities and can widen the achievement gap. Moreover, students from low-income backgrounds may rely on public internet access or shared devices, which limits the frequency and effectiveness of their engagement with online chemistry resources.

Teachers also play a crucial role in guiding students toward effective online learning. However, some educators may lack the necessary training or confidence to integrate digital tools into their teaching (Yusuf & Balogun, 2011). Without proper support, students may be left to navigate online resources independently, potentially leading to unproductive or misguided learning experiences. Teacher-led integration ensures that students are directed to reliable, curriculum-aligned resources and can receive support when encountering difficulties.

In conclusion, while the usage of online resources by secondary school students has the potential to greatly enhance chemistry education, its effectiveness depends on several factors. These include the students’ digital literacy, access to technology, quality of online materials, and the support provided by teachers. Future research should focus on developing strategies to improve equitable access and digital competence, as well as on curating high-quality, curriculum-aligned resources to optimize learning outcomes in chemistry.

• Statement of the Problem

The advancement of digital technology has transformed educational practices, with online resources becoming increasingly significant in secondary school science education. In particular, chemistry—being a subject that requires visualization and conceptual clarity—can benefit immensely from digital simulations, video demonstrations, and interactive content. Despite this potential, there is growing concern about whether secondary school students are utilizing these online resources effectively to enhance their understanding of chemistry concepts.

Many students access online platforms daily, yet the extent to which they use them for academic purposes, especially for learning chemistry, remains uncertain. Some students rely on internet resources to complete assignments or clarify difficult topics, but others may not know how to find credible information or use online tools appropriately. This raises the question of how frequently and purposefully these resources are used for academic gain versus casual or non-educational browsing. Without proper guidance, students may misuse or underutilize the digital tools available to them.

Moreover, there is a lack of structured integration of online resources into the chemistry curriculum in many schools. In most cases, teachers either do not recommend specific platforms or do not follow up on students’ engagement with online materials. As a result, students are left to self-direct their online learning, which may lead to inconsistent outcomes. The absence of standardized usage patterns makes it difficult to assess whether these digital resources are truly enhancing students’ performance or merely serving as supplementary distractions.

In addition, issues of accessibility and digital literacy pose significant challenges to effective utilization. Students from low-income or rural backgrounds may lack access to reliable internet or appropriate devices, limiting their ability to engage with high-quality educational content. Even among students with access, many lack the skills to evaluate the accuracy and relevance of online information. This digital divide not only affects student learning but also contributes to broader educational inequalities within and across schools.

Furthermore, there is insufficient data on the specific types of online resources students prefer, how often they use them, and the perceived effectiveness of these resources in aiding their chemistry learning. Without such data, educators and policymakers cannot develop evidence-based strategies for improving digital engagement in science education. The absence of such assessments creates a gap in understanding the role online resources play in students’ academic achievement in chemistry.

Therefore, this study seeks to assess how secondary school students are currently using online resources to learn chemistry, the frequency and quality of their usage, the challenges they face, and the overall impact on their academic performance. The findings of this research will provide critical insights for teachers, school administrators, and curriculum developers to design interventions that promote more effective and equitable use of online chemistry resources.

• Aim and Objectives of the Study

The aim of the study is to assess of Secondary School Students Usage of Online Resources for Chemistry. The specific objectives are:

1. To determine the frequency and duration of secondary school students’ usage of online resources for studying chemistry.
2. To identify the types of online resources preferred by secondary school students for learning chemistry.
3. To assess the impact of online resources on secondary school students’ academic performance in chemistry.
4. To investigate the factors influencing secondary school students’ choice of online resources for studying chemistry.

1.4  Research Questions

The research questions are buttressed below:

1. What is the frequency and duration of secondary school students’ usage of online resources for studying chemistry?
2. What types of online resources are preferred by secondary school students for learning chemistry?
3. How does the use of online resources impact secondary school students’ academic performance in chemistry?
4. What factors influence secondary school students’ choice of online resources for studying chemistry?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Online resources has no significant impact on secondary school students’ academic performance in chemistry

H1: Online resources has significant impact on secondary school students’ academic performance in chemistry

1.6. Significance of the Study

This study is significant because it addresses a growing educational trend: the integration of digital tools into student learning, particularly in science subjects like chemistry. With the increasing availability of online educational resources, it becomes essential to understand how students are using these tools, and whether they are genuinely contributing to academic success. Chemistry, often considered challenging due to its abstract concepts, stands to benefit greatly from interactive and visual online content. This study will help determine if students are leveraging these opportunities effectively.

For students, the findings of this study will provide insights into how they can better use online resources to support their chemistry learning. By identifying the types of resources that are most beneficial and the common pitfalls in their usage, students will become more aware of effective digital study habits. This awareness can enhance their academic performance and encourage more independent, self-directed learning—an increasingly important skill in the 21st-century education landscape.

Teachers and educators will also benefit from this research. By understanding the patterns and preferences of students in using online resources, teachers can make more informed decisions when integrating digital content into their lessons. They can recommend high-quality, curriculum-aligned platforms and monitor students’ online engagement to ensure it complements in-class instruction. This study can thus guide the development of blended learning models that combine traditional teaching with effective digital tools.

School administrators and policymakers will find the study valuable for strategic planning and resource allocation. If the research reveals a lack of access to technology or inadequate digital literacy among students, schools can prioritize investments in ICT infrastructure, training, and support systems. Such interventions are critical for bridging the digital divide and ensuring all students, regardless of background, have equal opportunities to benefit from online learning.

Curriculum developers and education researchers can also use the study’s findings to refine educational materials and online platforms. By understanding the real-world usage patterns of students, developers can create more engaging, accessible, and targeted content that aligns with students’ learning needs and curriculum goals. This can lead to improved learning outcomes and foster a more innovative, technology-integrated approach to science education.

Finally, this study contributes to the broader body of knowledge in educational technology and science pedagogy. It fills a gap in current literature by focusing specifically on secondary school students’ engagement with online chemistry resources, a topic that has received limited attention in many regions. The findings will not only serve the immediate educational community but may also inspire further research into digital learning practices across other subjects and educational levels.

1.7. Scope of the Study

The study examines an Assessment of Secondary School Students Usage of Online Resources for Chemistry. The study is limited to students from five selected Secondary Schools in Ikorodu LGA, Lagos.

1.8.  Operational Definition of Terms

Assessment: Assessment refers to the systematic process of collecting, analyzing, and interpreting data to evaluate the understanding, performance, abilities, or learning progress of individuals or groups. In education, it includes various methods such as tests, observations, surveys, or assignments used to measure students’ knowledge, skills, and effectiveness of instructional methods.

Secondary School: Secondary school is the stage of formal education that follows primary school and typically includes students aged between 11 and 18 years, depending on the country. It is usually divided into lower secondary (junior high) and upper secondary (senior high) levels, and serves as the foundation for advanced education or vocational training.

Students: Students are individuals enrolled in an educational institution who are actively engaged in learning under the guidance of teachers or instructors. In this context, the term refers specifically to those attending secondary schools and pursuing academic subjects such as chemistry.

Online Resources: Online resources are digital materials accessible via the internet that are used for educational or informational purposes. These can include websites, e-books, video tutorials, simulations, educational apps, databases, and interactive platforms designed to support learning and teaching.

Chemistry: Chemistry is a branch of science that studies the composition, properties, structure, and changes of matter. It explores the interactions between atoms and molecules and plays a fundamental role in various scientific and industrial processes. In secondary education, chemistry is typically taught as part of the science curriculum, covering topics such as atomic theory, chemical reactions, the periodic table, and acids and bases.

Project – An Assessment of Secondary School Students Usage of Online Resources for Chemistry