Effectiveness of Two Modes of Distance Learning on Nigerian College Teachers’ Meaningful Understanding of Chemistry Concepts

Abstract

This study has assessed meaningful understanding of chemistry concepts by College teachers using Live and    Video Modes of distance Learning. It has examined if gender could influence college teachers understanding of chemistry concepts meaningfully. It was a quasi-experimental study with a sample size of Ninety-Four (94) college teachers drawn from Forty-Seven (47) State Colleges of Education in Nigeria. The instrument used for data collection was a Multiple-choice Objective Chemistry Test (MOCT). Data was analyzed using t-test based on the standard alpha level of p<0.05 and simple percentages. The findings showed that the live mode was more effective than the video mode such that, teachers in the interactive television that used personal cell phones (GSM technology) on the live mode of distance learning performed better on MOCT than those in the video mode. A significant gender influence was observed such that males in the live mode out-performed the females on the live mode and video mode in the MOCT respectively. The study therefore has recommended that college teachers who are not biased in chemistry and females in particular should strive for excellence in attending live mode distance learning programmes with adequate commitment. This would promote meaningful understanding of some perceived difficult Chemistry concepts and thus enhance quality lesson delivery for performance improvement in chemistry. It concludes that adequate incentives and flexibility on the use of live-mode distance learning could help in building up a desired collaborative professional network especially for those college teachers who are not chemistry specialists and ultimately could improve the teaching of chemistry meaningfully in Nigeria Colleges of education.

Keywords: College Teachers, Chemistry Concepts, Live and Video Modes of Distance Learning.