Assessment Of Chemistry Teachers’ Pre- and Post Covid Use of Technologies in Jos, Plateau State Nigeria

Abstract

The sudden outbreak of the coronavirus disease in 2019 led to the total lockdown of most human activities in various parts of the world including schools. As a result, various e-learning (technologies) platforms became relevant more than ever to enable interaction between teachers and students. This study assessed chemistry teachers’ use of technologies before and after the COVID-19 pandemic in Jos, Nigeria. A descriptive survey design was used with a sample of 50 chemistry teachers from the study area. The instrument was a questionnaire (r = 0.81) consisting of seven items drawn from a list of possible technologies that can be used in schools and the possible factors hindering their usage. The teachers responded to each item and the researcher used the data to answer 6 research questions and test 3 null hypotheses. The research questions were answered using descriptive and inferential statistics while Chi Square was used to test the hypotheses and the results presented. Results showed that the frequency of access to technologies was higher for all technologies after the COVID-19. It also found an increase in the perceived ease of usage of the technologies after the pandemic. There was no statistically significant association between teachers’ perceived usefulness of technologies before and after COVID-19 pandemic. The study recommended that chemistry teachers should be trained and supported to use technologies for chemistry instructions. School proprietors should equip schools with the

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