Speaker
Description
Sanda, D. B.
Adamu Tafawa Balewa College of Education, Kangere Bauchi
aliyushuaibubabas@gmail.com
Track: Digital Pedagogy and Teaching Innovation
The integration of digital tools into science education is increasingly promoted as a catalyst for enhanced pedagogical outcomes, yet empirical evidence from developing educational contexts remains scarce. This study assesses the impact of digital tools on laboratory performance within chemistry education programs in Nigerian Colleges of Education. Adopting a mixed-methods sequential explanatory design, the research first quantitatively compared the laboratory practical scores and skill acquisition levels of two cohorts of pre-service chemistry teachers: one utilizing a blended laboratory approach incorporating simulations and data-logging software, and a control group employing traditional, equipment-only methods. Performance data were supplemented by pre- and post-intervention practical examinations. Subsequently, qualitative data were collected through semi-structured interviews and focus group discussions to explore students' and instructors' perceptions of the digital tools' usability, efficacy, and challenges. Findings reveal a statistically significant improvement in the experimental group's conceptual understanding and data interpretation skills. Thematic analysis of qualitative data highlights critical mediating factors, including inconsistent power supply, limited technical support, and a pronounced pedagogical culture that favors direct instruction over exploratory digital learning. The study concludes that while digital tools offer substantial cognitive benefits for chemistry laboratory education in this context, their transformative potential is contingent upon addressing infrastructural deficits and providing targeted professional development for instructors. These findings have implications for curriculum policy and the sustainable implementation of educational technology in resource-constrained tertiary institutions.