IMPACT OF DIGITAL LEARNING PLATFORMS ON STUDENTS’ ENGAGEMENT IN CHEMISTRY EDUCATION IN SENIOR SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study investigated the impact of digital learning platforms on students’ engagement in chemistry education in senior secondary schools in Anambra State. The rapid advancement of educational technology has transformed teaching and learning processes, making digital platforms an important tool in science education. However, despite the growing adoption of digital learning tools, students’ engagement and performance in chemistry remain a concern in many secondary schools. The study therefore examined how the use of digital learning platforms influences students’ behavioral, emotional, and cognitive engagement in chemistry lessons. The study adopted a descriptive survey research design. The population of the study comprised all the senior secondary school students offering chemistry in public secondary schools in Anambra State. A total of 400 students and 50 teachers were sampled from Anambra State. A structured questionnaire titled Digital Learning Platforms and Students’ Engagement Questionnaire (DLPSEQ) was used for data collection. Data obtained were analyzed using mean and standard deviation to answer the research questions. Findings from the study revealed that digital learning platforms significantly improve students’ interest, participation, collaboration, and understanding of chemistry concepts. The study also found that the use of multimedia resources, virtual laboratories, online quizzes, and interactive instructional materials enhances students’ motivation and active involvement during chemistry lessons. However, challenges such as inadequate internet access, insufficient digital devices, poor electricity supply, and limited teacher competence in the use of technology hinder effective implementation. Based on the findings, the study concluded that digital learning platforms positively influence students’ engagement in chemistry education in senior secondary schools in Anambra State. The study recommended that government and school administrators should provide adequate digital infrastructure, organize regular ICT training for teachers, and encourage the integration of digital learning tools into chemistry teaching to improve students’ engagement and learning outcomes.