Open Access

Traditional and ICT-Enhanced Chemistry Teaching in Nigerian Senior Secondary Schools: An Integrative Review with Implications for South-East Nigeria

Volume 3, Issue 9

  • Author(s)Nwokorie O. Smart, Ahuchaogu Ijeoma Chinkata, Prof. E. O. Okorie
  • AffiliationDepartment of Science Education. Faculty of Education Abia State University, Uturu
  • Page No.9-25
  • Volume, Issue & YearVolume 3 Issue 9,Sep-2026
  • Published On29/09/2026
  • JournalInternational Journal of Advanced Multidisciplinary Application (IJAMA)
  • ISSN No.3048-9350
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Abstract

This study analyses traditional and ICT-integrated approaches to teaching chemistry in Nigerian secondary schools, focusing on South-East Nigeria. A structured integrative review was conducted to synthesise different types of recent evidence (e.g., experimental, quasi-experimental, survey, qualitative, review) published between 2023 and September 2026. The synthesis incorporates studies and related documents (e.g., policies) that discuss learning, understanding of chemical concepts and retention, engagement, and other related factors including teachers’ readiness and integration of ICT in teaching, digital literacy and equity in the education system. Findings of the studies show that the use of digital resources in teaching chemistry, in conjunction with pedagogical strategies, promotes the understanding of chemical concepts and retention of students. Positive impacts of the use of computer simulation and virtual laboratory in teaching chemistry are reported in several studies. Moreover, several studies have documented challenges concerning the use of educational technologies in teaching and learning, such as the teaching staff’s digital literacy and teacher education. The integration of digital technologies and strategies in the teaching of chemistry improves students’ learning and retention of chemical concepts; however, digital technologies and strategies should be appropriately integrated along with pedagogical strategies and other teaching and learning methods in chemistry, including physical practical work. The use of digital technologies in teaching and learning chemistry should be guided by the principles of ICT in education. Based on the available evidence, there is a strong case for integrating various ICT in the teaching of chemistry in South-East Nigeria.

Keywords: use of ICT in chemistry teaching; virtual laboratories; simulation; digital pedagogy; SE Nigeria; secondary education; chemistry teaching and learning

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