Effect of Integrating Social Media Technology (WhatsApp) and Hands-on- Activities in Teaching Chemistry Practical on Chemistry Students’ Academic Performance

Muhammad-Lawal Hadiza, Rabiu Ibrahim, Atiku Maryam Lawal

Abstract


The study investigates the Effect of Integrating Social Media Technology (WhatsApp) and Hands-on- Activities in teaching Chemistry Practicals on Chemistry Students’ Academic Performance.  Quasi-experimental research design was used in this study. The study population consists of 575 Chemistry students in the Federal College of Education, Zaria. The sample size for the study involves 175 students. The instrument used for the research is the Redox Titration Performance Test (RTPT) with a reliability coefficient of 0.89 which was determined using Pearson Product Moment Correlation. One research question and one research hypothesis were analysed. The research question was answered using the difference in the mean score of students in the experiment and control groups while the research hypothesis was analysed using a t-test at p ≤ 0.05 level of significance. Results revealed that students in the experimental group who were taught chemistry practicals by Integrating Social Media Technology (WhatsApp) and Hands-on- Activities performed better than those in the control group who were taught the same concept using Hands-on- Activities only. It was concluded that Integrating social media technology (WhatsApp) and Hands-on- Activities enables chemistry students to perform practical activities successfully from start to finish and gives the students an important sense of achievement. The recommendation was made which includes; the use of social media technology (WhatsApp) by students should be encouraged by providing them with needed infrastructure such as a steady power supply and internet facilities among others.


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