STUDENT’S PERCEPTIONS OF CHEMISTRY LEARNING USING SOCIAL MEDIA AMONG STUDENTS OF YUSUF MAITAMA-SULE UNIVERSITY

Chemistry is a fundamental subject in science education that offers opportunities to develop an understanding of scientific methods and the ability to understand the living world. However, students' perceptions of chemistry learning can significantly impact their academic performance and motivation to learn. In recent years, social media has become an integral part of students' daily lives, and its use has been explored as a tool for educational purposes. The aim of this study is to examine the Perceptions and attitudes of chemistry students towards the integration of social media platforms in their learning process. Objectives includes assessing the frequency and perceived utility of social media for academic purposes, identifying preferred social media platforms for chemistry learning, exploring challenges encountered in using social media for education, and evaluating the perceived benefits derived from leveraging social media in chemistry learning. The survey was conducted among 420 chemistry students to gather data on demographics, social media usage patterns, perceptions, and challenges related to utilizing social media for chemistry education. Quantitative data analysis techniques, including mean scores and standard deviations, were employed to interpret survey responses and draw insights into students' attitudes and behaviors regarding social media usage for learning chemistry. The study reveals a predominantly female chemistry student population, primarily composed of young adults aged 21-25 across different levels of study. Students exhibit moderate to high frequency in utilizing social media for academic purposes, with a positive perception of its efficacy in enhancing chemistry understanding. WhatsApp, YouTube, and ChatGPT are identified as preferred platforms for chemistry learning. Challenges such as credibility concerns and socioeconomic barriers are acknowledged, yet the benefits of social media, including video tutorials and discussion forums, are widely recognized. The findings underscore the significant role of social media platforms in supporting chemistry education, with students perceiving them as effective tools for enhancing learning outcomes. While challenges such as credibility concerns and socioeconomic barriers exist, the benefits derived from leveraging social media, including access to diverse educational content and collaborative learning opportunities, highlight its potential to complement traditional educational practices and enrich the learning experience for chemistry students. Efforts to address challenges and capitalize on the benefits of social media can contribute to fostering a more inclusive and engaging learning environment in chemistry education.