Slack, Google Meet and Zoom and Academic Performance of Chemistry Students in Tertiary Institutions in Calabar, Cross Rivers State
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Abstract
This study investigates the effect of Slack, Zoom, and Google Meet on the academic performance of undergraduate Chemistry students in tertiary institutions in Calabar, Nigeria. Two research questions and two null hypotheses guided the study. A pretest-posttest quasi-experimental design was used in this study. The study population comprised 172-year 3 Chemistry Education students from both UNICAL and UNICROSS respectively. 134 students were drawn using stratified proportionate sampling techniques. The instrument used for data collection was Chemical Bonding Assessment Test (CBAT), with a reliability coefficient of 0.91 established via Spearman-Brown formula. Data collected were analyzed using mean, standard deviation for the research questions, while Analysis of Covariance (ANCOVA) tested the hypotheses at 0.05 level of significant. Study findings revealed a significant difference in academic performance among students exposed to Slack and Zoom, as well as Google Meet and Slack in favor of zoom and google meet. Based on the study findings, conclusion was drawn and recommendations made which is, science teachers should incorporate Slack and Zoom into teaching strategies to enable both asynchronous and synchronous learning. Slack can be used for ongoing discussions and resource sharing, while Zoom can facilitate real-time interaction, virtual labs, and demonstrations.
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