Benson Ikechukwu Igboanugo
2 Publications in AERD
Author Publications
Export PDFEffectiveness of Inquiry-Based Chemistry Learning on Students’ Attitudes and Knowledge of Climate Change Mitigation Behaviors
By Benson Ikechukwu Igboanugo
Climate change has been a global topical issue due to serious adverse effects that have been posed on the global ecosystem. This has generated a global call for “climate action” that focuses on climate change mitigation behaviors and empowerment of young citizens. The empowerment could be acquired through an effective chemistry education. This quasi-experimental study set to investigate the effectiveness of inquiry-based chemistry learning on students’ attitudes and knowledge of climate change mitigation behaviors. Two research questions and two hypotheses guided the study. A sample of 725 participants was used for the study. Instruments used were the Climate Mitigation Attitude Inventory (CMAI) and Chemistry Achievement Test (CAT). The internal consistency of CMAI was 0.92, as estimated using the Cronbach’s alpha method, while the internal constancy of CAT was estimated to be 0.89 using the Kudder-Richardson formula 20 (K-R, 20) method. Results show that there were significant improvements on students’ attitudes and knowledge in climate change mitigation behaviors using inquiry-based chemistry learning. Based on the results, it was recommended that stakeholders in climate change mitigations, especially governments, should adopt and invest in the use of chemistry education to educate the young citizenry on climate change mitigation behaviors. Again, teachers should adopt inquiry-based chemistry learning in teaching chemistry for climate change mitigation behaviors. © 2024 American Chemical Society and Division of Chemical Education, Inc.
Role of Gender in Teachers’ Preparedness to Integrate Digital Technology in Chemistry Instruction in Nigeria
By Benson Ikechukwu Igboanugo
The use of digital technology in teaching has gained more attention globally because of the overwhelming advantage and breakthroughs in the teaching and learning enterprise credited to it. However, the success of any teaching and learning centers on the teacher’s ability and preparedness. This study sought to find out empirically how gender influences teachers’ readiness to use digital tools in chemistry classes in Nigeria. One research question and one hypothesis guided the study. A quantitative research design was adopted for the study. A sample of 410 in-service secondary school chemistry teachers was used for the study. The instrument used was a self-administered questionnaire. The results of the study revealed that gender has no significant influence on teachers’ preparedness in integrating digital technology in chemistry instruction, and there was no significant difference between male and female teachers’ preparedness in integrating digital technology in chemistry instruction. The author recommends that teacher training programs should ensure equal opportunities for all teachers to develop their digital skills. © 2024 American Chemical Society and Division of Chemical Education, Inc.
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