ROLES OF DIGITAL TOOLS IN TEACHING ORGANIC CHEMISTRY IN SECONDARY SCHOOLS IN ONDO STATE.

This study explores the roles of digital tools in teaching chemistry at the secondary school level in Ondo State, Nigeria, addressing their usage, impact on student understanding and engagement, and associated challenges. Four research questions were raised to guide the study. A descriptive survey design was employed, with data collected from 100 senior secondary students (SSS 1–3) and 50 chemistry teachers in Akungba-Akoko, selected through purposive and stratified random sampling. Analysis revealed moderate adoption of digital tools (student x̄ = 2.79, teacher x̄ = 3.01), with 67% of students and 68% of teachers reporting frequent use, though interactivity varied (40% student disagreement). Digital tools significantly enhanced understanding of abstract concepts like molecular structures (x̄ = 3.04–3.09), with 76% of students and 80% of teachers noting improved comprehension and visualization, aligning with constructivist learning principles. Motivation and engagement were also boosted (x̄ = 3.00–3.07), with 74–78% of students reporting increased attentiveness, participation, and enjoyment, corroborated by 70–78% of teachers observing enhanced interest and collaboration. However, significant challenges impede integration, particularly in public schools (55% students, 64% teachers), including limited access to resources (teacher x̄ = 3.28, 82% agreement), inadequate teacher training (x̄ = 3.06, 74% agreement), and unreliable electricity/internet connectivity (x̄ = 3.34, 84% agreement). Students also faced usability issues (62% agreement) and resource scarcity (78% agreement). Test-retest reliability analysis indicated stable perceptions, especially for understanding (x̄ range 0.12–0.26, 74–76.67% agreement) and motivation (x̄ range 0.10–0.22, 73.33–76% agreement). Findings suggest digital tools transform chemistry education by enhancing visualization, engagement, and critical thinking, but their efficacy is curtailed by infrastructural and training deficits, with public-private disparities evident. The study recommends increased investment in hardware, reliable electricity and internet, and targeted teacher training to develop context-appropriate tools and ensure equitable access.