Assessment of Chemistry Teachers’ Professional Development on the Use of Emerging Technologies in Minna Metropolis, Niger State

Abstract

This study investigated the professional development of chemistry teachers in relation to the use of emerging technologies in Minna Metropolis, Niger State. Three research objectives were formulated to guide the study, and these were further translated into corresponding research questions. A descriptive research design was employed. The population comprised 112 chemistry teachers within Minna Metropolis. Data were collected using a researcher-developed questionnaire, which was validated by two experts—one from the Department of Science Education and the other from Educational Technology. The reliability of the instrument, determined using Cronbach’s Alpha, yielded a coefficient of 0.82. Descriptive statistics, specifically mean and standard deviation, were used to analyze the data and answer the research questions. The findings revealed that while many chemistry teachers are professionally trained, they lack institutional training in the use of emerging technologies. Based on these findings, the study recommends that chemistry teachers should receive both professional and institutional training to effectively integrate emerging technologies into their teaching practice.