Exploring Mobile Technologies for Chemistry Education in Nigeria

This report investigates the potential of mobile technologies to enhance chemistry education for students and teachers in Nigeria. It examines the impact of digital technologies, including mobile phones and applications, on teaching and learning processes. The study highlights the significance of scientific literacy and the challenges in traditional chemistry education, such as the difficulty of visualizing complex concepts. The report explores the rationale for adopting mobile technology, emphasizing its role in improving access to information, promoting self-study, and creating interactive learning environments both inside and outside the classroom. It identifies specific objectives, research questions, and the benefits of mobile applications for chemistry education, including increased flexibility, quality, and quantity of teaching. The report also recommends methods for integrating mobile technologies to overcome educational challenges in Nigeria, emphasizing the potential of e-learning to improve student engagement and outcomes.

The potential of mobile technologies
for Nigeria students and teachers in
teaching and learning of chemistry

TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION....................................................................................................3
1.1 Background.......................................................................................................................3
1.2 Rationale of the study.......................................................................................................5
1.3 Research aims and objectives...........................................................................................6
ILLUSTRATION INDEX
Illustration 1: TPACK frameworks................................................................................................24
Illustration 2: SAMR model ..........................................................................................................25
Illustration 3: Types of chemistry apps owned by Students in Singapore.....................................27

CHAPTER 1: INTRODUCTION
1.1 Background
The educational landscape has changed in recent years due to the introduction and
adoption of digital technologies. Advancement in digital technologies such as mobile phones,
laptops and personal digital assistants has increased and are becoming potential sources for
learning and teaching inside and outside the classroom (Bahri and Mahadi, 2016). Recently, as
stated by Liu and et. al. (2017), technology-based learning has increased. Further, enhancement
can be seen in the communication, R&D, navigation, social networking, education and many
more areas (Bahri and Mahadi, 2016). Every year there are thousands of the application and
technologies are developed which are changing the ways by which both students and teachers are
learning (Cheah and Lim, 2016, Bahri and Mahadi, 2016).
The current study is based on the potential of mobile technologies for Nigeria students
and teachers for the purpose of teaching and learning chemistry. Oludipe and Awokoya (2010)
explains the role of science education in the life of individuals and the advancement of science
and technology for the development of mankind and the society, in general which is very crucial.
According to them, scientific literacy is a gateway to achieve scientific and technological
advancement for economic survival and this is achievable through science education. Jegede
(2010), similarly, noted that the main purpose of science teaching in the classroom is to provide
students with adequate scientific knowledge that is required for the fulfilment of socio-economic
and cultural needs of the society as well as to ensure the means for physical survival.
Chemistry is a subject which comprises of five basic subdivisions. These are: - physical,
analytical, biochemistry, organic and inorganic chemistry (Oludipe and Awokoya, 2010).
Though the subject is interesting, learning and teaching are impossible to be done in a physical
manner as the elemental structures and formulas are very difficult to show on plane blackboards
(Omorogbe and Celestine, 2013). Further, there are various subtopics such as periodic tables,
elements, atom motion, 3D molecules and combination which are difficult for the teachers to
teach and students to learn (Tsoi and Dekhane, 2011). Due to such complicated procedure, it is
too hard to teach and learn in an impractical manner where several difficulties are being faced in
the educational system (Aduke, 2008). In Nigeria, mobile was mostly used for the purpose of
communication, before the year 2001 (Jumoke, Oloruntoba and Blessing 2015). However, with
an increasing technological enhancement, there are more than 30 million phones in Nigeria as of
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now (Jumoke et al, 2015). Also, such technological advancement has led to many positive
changes in the educational system for learning and teaching. Students have seen several changes
in the classrooms and study patterns when mobile teaching was implemented in the astronomical
field (Sung, Chang and Liu, 2016). Further, modification can be seen in the primary and
secondary educational system such as learning pattern, information access, self-study, getting
doubts clear and much more. Further, the education system is much cheaper and environmental
friendly due to the use of such technical developments in the world. However, the changes that
are seen indicates both positive and negative aspects. Mobile technologies are used by different
countries in various ways such as in Bangladesh it is used for teaching English, in Australia, it is
used for the purpose of education (Qing and Ling, 2015, El hariry, 2015). In general, the use of
mobile application can lead to impart varied education related advantages to the students (El
hariry, 2015). For instance, most mobile phones are equipped with various technical
functionalities that includes SMS, MMS, internet access, MP3/MP4 player, digital camera (El
hariry, 2015). Some mobiles have special inbuilt learning software such as e-dictionary which
can in turn improve the communication skills of the learner in the classroom (El hariry, 2015).
Through this, teachers can provide better instructional delivery with unlimited online
resources that are easily accessible to the students (Adedoja, Botha and Ogunleye, 2012).
Further, students can clear their doubts referring to any related topic through online medium and
can understand the topic in a more precise way (Bahri and Mahadi, 2016). It will increase the
learning ability and experiences of the students when they will be taught in interactive
classrooms (Tondeur et al., 2016). Using mobile technology, flexibility, quality, and quantity of
teaching can be improved (Bahri and Mahadi, 2016).
As per the article of the daily trust of Nigeria, there are various educational challenges
faced by the students in their education. In that, it was mentioned that, the education system has
led to brain-drain the children and students have no interest in studies (Libman and Huang,
2013). Moreover, parents are also a part of this system where they are unable to provide proper
guidance to their children. Under the curriculum made by the National Examinations Council
(NECO), there will be 6 main subjects under which chemistry was one of the cluster-subject
(Achuonye, 2015). It is the easiest subject in science where learning is fun and performing the
experiment provides a new experience to the participants. Due to the lack in technology and
resources, the students who have some sort of interest in this subject are also not devoting their
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time to study. Moreover, they are failing in the subject which is serious concern for the education
system of the nation (Achuonye, 2015). The present report demonstrates the study based on the
non-empirical methods about the Nigerian students as well as for the teachers, and suggesting
them the ways in which they can adopt mobile technology for the purpose of teaching to further
fulfil the learning procedure.
1.2 Rationale of the study
Today’s technology has a vital role in each and every department whether it comes under
corporate, education or personal. After considering techniques businesses and educational
institutes able to operate in the relevant industry in a proper direction (Mojaye and Lamidi,
2015). Due to lack of effective technologies corporations and organization are unable to provide
better services and products up to the consumers. Moreover, scientific and technological
advancement can only be achieved so that scientific literacy (Castillo and et. al., 2016). This
present thesis focuses on mobile technology which comes up with innovations within the specific
period. In addition to this, education sector of Nigeria country is taken as a base to study in the
present thesis. In mobile, different innovative versions come as of now smartphones are available
and used by the people. With the help of mobile technologies, students of the Nigeria will be
able to learn chemistry in as well as out of the classrooms (Aduke, 2008). E-learning is at the
rudimentary stage the study is highly important for those pupils who are learning or taking
education about chemistry subject. The rationale behind conducting the present study is to know
the potential of mobile techniques within the educational field.
Apart from this, there is the wide range of aspects included in the technology of mobile
which is highly supportive of the Nigerian students. Along with this, teachers of the educational
institutes are also taking help of mobile techniques in order to learn students about chemistry.
There are the different number of applications available on the iOS and Android regarding the
chemistry subject which is used in the mobile (Anshari et al., 2017). Further, they teaching and
learning procedure can be continued without physical presence as through interest the scope can
be increased to larger level (Adedoja et al., 2010). These mobile applications (apps) makes it
easier to understand the terms, periodic table, more details related to the subject with finger
touch (Libman and Huang, 2013). The information can be accessed at any position, place and
time. Along with this, it is more convenient, flexible and effective method of teaching the most
interesting subject of science field (Valk, Rashid and Elder, 2010). Based on the rationale, the
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present thesis reflects that up to which level mobile application are supportive for students and
teachers who deal with chemistry field.
1.3 Research aims and objectives
For the current report, the main aim is "The potential of mobile technologies for Nigeria
students and teachers in teaching and learning of chemistry". From the above aim following
objectives can be gained that will be evaluated in the study and these are:
 To identify the use of digital mobile technologies are helpful in learning and teaching.
 To mention the factors by which mobile technologies can help Nigeria students and
teachers in teaching and learning of chemistry.
 To evaluate the ways are mobile applications suitable for teaching and learning of
chemistry inside and outside the classroom.
 To show the effectiveness in teaching chemistry traditional and using mobile
technologies.
 To recommend methods by which learning and teaching chemistry can be implemented
in Nigeria using mobile technologies.
In order to achieve the aims and objectives of the thesis following research question are
framed that are required to accomplish the report in the appropriate manner:
 What digital mobile technologies are available for learning and teaching chemistry?
 In what ways are mobile applications suitable for teaching and learning of chemistry
inside and outside the classroom?
 How effectiveness in teaching chemistry traditional and using mobile technologies?
 Identify the methods by which learning and teaching chemistry can be implemented in
Nigeria using mobile technologies?
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