INTEGRATING DIGITAL TOOLS INTO PRACTICAL CHEMISTRY EDUCATION IN NIGERIAN UNIVERSITIES: FRAMEWORK, IMPLEMENTATION, AND EMPIRICAL INSIGHTS

Abstract

This study examined the impact of integrating digital tools into practical chemistry education projects in Nigerian universities. A quasi-experimental research design was adopted, involving 180 undergraduate chemistry students from three public universities in Kogi State. Digital tools such as simulations, electronic laboratory notebooks (ELNs), probeware, and virtual collaborative platforms were implemented during laboratory courses over a 10-week period. Data were analyzed using descriptive and inferential statistics. Results showed a significant improvement in students’ conceptual understanding (M = 4.23, SD = 0.62), data literacy (M = 4.35, SD = 0.58), and engagement (M = 4.41, SD = 0.63) compared with the control group (p < .05). Gender and institutional differences were minimal. The findings reveal that integrating digital tools fosters higher student achievement, equity, and collaboration. The study concludes that digital chemistry laboratories offer transformative pathways for enhancing inquiry-based learning and recommends their systemic adoption through teacher training, infrastructure improvement, and sustainable policy frameworks.