EFFECT OF DIGITAL LEARNING TOOLS ON STUDENTS' ACADEMIC PERFORMANCE IN CHEMISTRY IN SECONDARY SCHOOL IN ONDO STATE, NIGERIA.

Abstract

Digital learning tools now play a significant role in modern
education by providing innovative methods for teaching and
learning, especially in Chemistry. However, despite these
advancements, students' performance in Chemistry in many
secondary schools continues to fall below expectations. This study
investigated the influence of digital learning tools on students'
academic performance in Chemistry in secondary schools in Ondo
State, Nigeria. A non-equivalentpre-test, post-test control group
quasi-experimental design was adopted. The study involved one
experimental group taught using digital learning tools and one
control group taught through the conventional method of instruction.
The sample comprised 61 Senior Secondary School II students,
selected using a multi-stage sampling procedure. Two research
questions were raised and two hypotheses guided the study. Data
were analysed using descriptive statistics (mean and standard
deviation) and inferential statistics (independent samples t-test). The
results revealed that students exposed to digital learning tools
performed significantly better than those taught using the
conventional method (t = 0.03, p< 0.05). The study concluded that
digital learning tools significantly enhance students' achievement in
Chemistry. It was therefore recommended that Chemistry teachers at
the secondary school level should integrate digital learning tools into
classroom instruction to improve students' academic performance.