Abstract:
The study investigated the relevance of Information and Communication Technology (ICT) in the Teaching of Chemistry on Students' Academic Performance in SS3 in Potiskum Yobe State. The study aimed at examining whether or not the use of ICT in teaching has relevant to students' academic performance in Chemistry. The study adopted the theory of Technical Academic And Content Knowledge (TAACK) as a theoretical framework. three research questions and three hypotheses were raised. The correlational research design was adopted using experimental and control groups, random sampling technique was used to select 70 sample population as respondents who were drawn from three secondary schools both in Potiskum. The study collected data through Chemistry Realization Test (CRT) and ICT assessment scale from the two groups (investigational and regulator). The instrument used for data collection was validated by three experts from the field of Measurement and Evaluation, Chemistry Education, and Educational Technologist with a reliability index of 0.75. The mean, standard deviation, and t-test were used to analyze the data collected. The outcome shows that the mean scores of the investigational cluster improved fastest in comparison to the pretest. There was no significant difference based on gender in the students' academic performance. The result also discovered that there was little practice of ICT for the teaching of chemistry in the study area. Similar to the findings of the study, the researcher thinks that students irrespective of gender should be given equal opportunity in science and technology. It could also be categorically inferred that the use of ICT in teaching will improve students' academic performance. The work also acknowledged some of the problems influencing the operative integration of ICT in teaching and learning. The researcher concluded with some recommendations on how to decrease or eliminate the problems identified influencing the use of ICT in the teaching and learning process.
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