TEACHERS’ PERCEPTION TOWARD SYNCHRONOUS AND ASYNCHRONOUS APPROACHES IN TEACHING CHEMISTRY IN ENUGU AND ANAMBRA STATES, NIGERIA

Abstract

This study examined teachers’ perception of the use of synchronous and asynchronous electronic learning media in teaching chemistry. Four research questions guided the study. Descriptive survey design was adopted. The population of the study comprised of all chemistry teachers in both Anambra and Enugu sTATES. The sample was made up of 140 chemistry teachers who were selected using convenience sampling technique, because of the limited physical reach of teachers. A validated 24-item questionnaire, with a reliability coefficient of 0.87 was used to collect data. Data were analysed using frequency, percentages and bar charts. Results of the study showed that chemistry teachers had a greater positive perception towards the use of synchronous and asynchronous approaches in teaching chemistry. Also, chemistry teachers of 6-10years of experience had greater positive perception and rural teachers had more positive responses, when compared to urban teachers. It was concluded that chemistry teachers have positive perception towards the use of synchronous and asynchronous approaches in teaching chemistry. Therefore, it was recommended that both synchronous and asynchronous approaches should be used to teach chemistry, especially in this Post-COVID-19 era and workshop should be organized to train older teachers on how to effectively use these approaches.