Students' Preparedness to Integrate Information and Communication Technology Tools and Resources for the Learning of Organic Chemistry Concepts in the District of Masvingo, Zimbabwe

By Bhukuvhani, Crispen; Zezekwa, Nicholas et al. | International Journal of Education and Development using Information and Communication Technology, July 1, 2011 | Go to article overview
Save to active project

Students' Preparedness to Integrate Information and Communication Technology Tools and Resources for the Learning of Organic Chemistry Concepts in the District of Masvingo, Zimbabwe


Bhukuvhani, Crispen, Zezekwa, Nicholas, Sunzuma, Gladys, International Journal of Education and Development using Information and Communication Technology


ABSTRACT

Information and Communication Technology (ICT) tools form an important component in the teaching-learning process. The research surveyed 100 A' Level students' views on the availability of ICT tools and resources and their preparedness in terms of computer literacy to successfully integrate ICT resources in learning organic chemistry concepts. A self-constructed questionnaire was used to collect data complemented by in-depth interviews and in-situ observations. Data collected was analysed using SPSS Version 15 to find frequencies of commonly held views. The study revealed students had no ready access to computers. Computer usage for learning purposes and other uses was relatively low. Schools had no Computer Aided Instruction (CAI) software. However, the students agreed to a larger extent that integrating ICT in teaching and learning of Chemistry enhances conceptual understanding of Organic Chemistry. The researchers recommend that it must not only be the role of the teacher to encourage for the increased use of ICT tools but all stakeholders (parents, government, industry) to realise fruits from this noble endeavour.

Keywords: ICT Integration, ICT Tools, Organic Chemistry, Advanced Level

INTRODUCTION

Bell (1973), Reich (1991), and Toffler (1980) cited in Reigeluth (1995) have identified several massive changes that today's society has undergone, from the agrarian age to the industrial age, and now the information age. These drastic changes have certainly affect today's education systems at various levels (Goktas and Yildrim, 2003). The need to incorporate Information and Communication Technologies (ICT) into education is now inescapable (Goktas and Yildrim, 2003). In this context, integration of ICT into education is a critical issue. ICT has had a critical role in enhancing the quality of education. The role of ICT is to serve education in particular, by helping students to learn and teachers to perform their teaching profession more effectively (Goktas and Yildrim, 2003). It is also important to note that despite the abundance of these technologies, effective use of them is a critical issue.

In Zimbabwe, Advanced Level ('A' Level) is a two-year secondary education course (i.e. fifth and sixth years of secondary school education) equivalent to grades 11-12 in South Africa or AS Level in Britain. Chemistry is believed to be a challenging discipline at TV Level by many people. Erduran and Scerri (2003) noted that ?' Level Chemistry students experience difficulties with many Chemistry sub-disciplines which include among others inorganic chemistry, organic chemistry and physical chemistry. Erduran and Scerri (2003) provide an insight into how an understanding of the structure of chemical knowledge could improve teaching and learning in the subject. Some concepts need to be developed in a linear manner as in organic chemistry, but in inorganic chemistry there may be no clear relationship between the concepts under study. As a result organic chemistry has troubled many teachers and students. Green (2002) in her study analysed the content of chemistry sub-disciplines and revealed that there is a difficulty in methodology and approaches of teaching organic chemistry concepts. Consequently, 'A' Level examiners' reports, have also reported on poor performance in organic chemistry questions, (e.g. UCLES 1993; UCLES 1994; UCLES 1997; UCLES 1998; UCLES 1999a; UCLES 1999b; UCLES 2000a; UCLES 2000b; UCLES 2001a; UCLES 2001b; UCLES 2004a; UCLES 2004b; ZIMSEC 2005).

This has pointed to a pedagogical issue that has prompted the need for and provides an opportunity to look at the art of teaching and learning of organic chemistry at ?' Level. It is an indisputable fact that the learning of chemistry is very dependent on the use of student-centred methods, participatory methods and problem solving approaches for both theoretical and practical lessons (Skemp, 1987; Jaji, 1994). Integrating computers into the teaching and learning of organic chemistry can go a long way in solving the above problem, since it is an alternative approach available to the teachers and students in the study of chemistry (Anderson 2002; Gyongyosi 2005).

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited article

Students' Preparedness to Integrate Information and Communication Technology Tools and Resources for the Learning of Organic Chemistry Concepts in the District of Masvingo, Zimbabwe
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?