ORGANIC CHEMISTRY IN SELECTED SECONDARY SCHOOLS PROPOSAL

THE UNIVERSITY OF ZAMBIA SCHOOL OF HUMANITIES AND SOCIAL SCIENCES DEPARTMENT OF Exploring the Integration of Educational Technology in Teaching Organic Chemistry in Selected Secondary Schools in Chongwe District By A RESEARCH PROPOSAL SUBMITTED TO THE UNIVERSITY OF ZAMBIA IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF BACHELOR’S DEGREE IN

i Table of Contents CHAPTER ONE: INTRODUCTION .................................................................................... 1 1.0 Introduction ........................................................................................................................ 1 1.1 The background of the study ............................................................................................ 1 1.2 Statement of the research problem ................................................................................... 4 1.3 Purpose of the study ........................................................................................................... 5 1.4 Objectives of the study ....................................................................................................... 5 1.4.1 General Objective ........................................................................................................ 5 1.4.2 Specific Objectives ....................................................................................................... 5 1.5 Research Questions ............................................................................................................ 6 1.6 Hypothesis ........................................................................................................................... 6 1.7 Significance of the study .................................................................................................... 6 1.8 Conceptual Framework ..................................................................................................... 7 1.9 Definitions of Operational Terms ..................................................................................... 9 CHAPTER TWO: LITERATURE REVIEW ..................................................................... 10 2.0 Introduction ...................................................................................................................... 10 2.1 Defining Educational Technology and Organic Chemistry ......................................... 10 2.2.0 Empirical Review .......................................................................................................... 11 2.2.1 Current Extent of Technology Integration in Teaching Organic Chemistry .......... 11 2. 2.2 Types of Technology Used in Teaching Organic Chemistry .................................... 13 2.2. 3 Challenges Faced by Educators in Technology Integration ..................................... 14 2.2.4 Perceptions of Educators and Students on Technology's Effectiveness in Organic Chemistry ................................................................................................................................ 14 2.5 Theoretical Framework ................................................................................................... 15 2.6 Research Gap .................................................................................................................... 16 CHAPTER THREE: RESEARCH METHODOLOGY ..................................................... 17

1 CHAPTER ONE: INTRODUCTION 1.0 Introduction The integration of educational technology in teaching has become increasingly essential in today's rapidly evolving world. In the field of science education, particularly in the subject of organic chemistry, the use of technology can greatly enhance the learning experience for students. This chapter sets the foundation for the research, presenting the background to the study, Statement of the research problem, Purpose of the study, Objectives of the study, Research questions, Hypothesis, Significance of the study, Conceptual or theoretical framework and definitions of operational terms. 1.1 The background of the study The integration of educational technology in teaching organic chemistry in secondary schools has become an important area of focus in education research. Zambia, like many other regions, faces challenges in promoting effective learning in organic chemistry. In recent years, efforts have been made to explore the integration of educational technology to enhance the teaching of this subject. Historically, educational technology has played a significant role in transforming the teaching and learning process. According to Roblyer and Doering (2013), the use of technology in education has evolved from traditional approaches to more innovative and interactive methods. The history of educational technology integration in organic chemistry teaching can be traced back to the emergence of multimedia resources in the 20th century. The use of visual aids, such as slides and videos, has been a common practice to supplement traditional teaching methods in chemistry education (Keengwe et al., 2014). In recent years, the role of educational technology in organic chemistry education has expanded with the development of digital tools and instructional resources. Scholars like Mishra and Koehler (2006) have emphasized the importance of incorporating technology tools, such as simulations and interactive software, to facilitate a deeper understanding of organic chemistry concepts. The integration of such tools has been driven by the recognition of the need to cater to diverse learning styles and engage students in active learning experiences. Key figures in the field of educational technology and organic chemistry education have been instrumental in shaping the discourse on the integration of technology in teaching practices.

2 Pioneers such as Seymour Papert, known for his work on constructionist learning, have advocated for the use of technology to create meaningful learning experiences in the field of science education (Papert, 1993). Additionally, researchers like Hu and Kuh (2002) have highlighted the importance of technology integration to promote inquiry-based learning and problem-solving skills in science education, including organic chemistry. The impact of exploring the integration of educational technology in teaching organic chemistry has been multifaceted. On one hand, proponents argue that technology offers opportunities for personalized learning, student engagement, and real-world applications of organic chemistry concepts (Dalal, 2013). Conversely, critics have raised concerns about the potential drawbacks of over-reliance on technology, such as limited hands-on experiences and the risk of digital divide in underprivileged communities (Bennett et al., 2008). As such, understanding the impact of technology integration in organic chemistry education requires a balanced evaluation of its benefits and challenges. The application of educational technology in teaching organic chemistry in selected secondary schools in Zambia presents both opportunities and challenges. This section examines the background of the research, the context of educational technology integration, and examples of its implementation in the local educational setting. The background of the research on integrating educational technology in teaching organic chemistry is shaped by the growing recognition of the need to improve science education. The Ministry of General Education in Zambia has emphasized the importance of enhancing the quality of science education, including chemistry, through the integration of technology (Ministry of General Education, 2013). This policy framework has provided the impetus for educators and researchers to explore innovative approaches to teaching organic chemistry using technology tools and resources. The context of educational technology integration in Chongwe District reflects the broader challenges faced in the Zambian education system, including limited access to resources and infrastructure. Despite these challenges, efforts have been made to introduce technology- based initiatives, such as the provision of computer labs and access to digital learning materials in selected secondary schools (Mwape & Mwaba, 2017). Furthermore, partnerships with non-governmental organizations and international donors have contributed to the introduction of technology integration programs in the district.

4 have been encouraged to explore technology-enhanced approaches, such as flipped classrooms and online collaborative platforms, to cater to diverse learning needs and promote critical thinking skills. These changes in teacher practices reflect the broader shift towards student-centered and inquiry-based learning in the context of educational technology integration. Looking ahead, potential future developments related to the integration of educational technology in teaching organic chemistry in Chongwe District should consider the evolving landscape of digital tools and resources. The emergence of virtual reality (VR) and augmented reality (AR) applications in science education presents new opportunities for immersive and interactive learning experiences in organic chemistry (Dalgarno & Lee, 2010). Furthermore, the expansion of open educational resources (OER) and digital libraries can provide teachers and students in Chongwe District with access to a wide range of educational materials and scientific databases to support organic chemistry learning. In addition to technological advancements, future developments should also address the equitable access to educational technology in Chongwe District. The digital divide remains a significant challenge, particularly in rural and underserved areas, where limited infrastructure and connectivity hinder the effective integration of technology in education (Warschauer, 2004). Efforts to bridge this gap through community partnerships, government support, and sustainable infrastructure development will be critical in ensuring that all students and educators in Chongwe District benefit from the potential of educational technology in organic chemistry education. 1.2 Statement of the research problem The integration of educational technology in teaching practices is a contemporary subject of great significance, particularly within the context of secondary education. In Chongwe District, the application of educational technology in the teaching of subjects like Organic Chemistry is an area that warrants focused investigation. The aim of this research is to understand the extent to which educational technology is integrated into the teaching methods employed in selected secondary schools in Chongwe District, specifically in the domain of Organic Chemistry education. The research recognizes the increasing role of technology in enhancing pedagogical approaches and seeks to evaluate its impact on the teaching and learning experience in a specific subject area known for its complexity and conceptual challenges.

5 The significance of exploring the integration of educational technology in teaching Organic Chemistry lies in its potential to transform the learning environment and improve educational outcomes. As technology continues to advance, its role in education becomes more prominent, offering opportunities for innovative teaching methods. This research seeks to address the existing gap in understanding how technology is utilized in the teaching of Organic Chemistry in Chongwe District's secondary schools. The findings will not only contribute to the academic discourse on technology integration but also provide valuable insights for educators, policymakers, and curriculum developers aiming to enhance the quality of science education at the secondary level. 1.3 Purpose of the study The purpose of the study is to investigate the integration of educational technology in the teaching of organic chemistry within selected secondary schools in Chongwe District. This research aims to comprehensively understand the current state of incorporating educational technology in the instructional methods related to organic chemistry at the secondary school level. By examining the strategies, tools, and challenges faced by educators in Chongwe District, the study seeks to identify effective practices and areas for improvement. Ultimately, the research endeavors to contribute valuable insights that can inform educational policies, curriculum development, and teacher training programs, fostering enhanced approaches to teaching organic chemistry through the integration of technology in the selected educational context . 1.4 Objectives of the study This research aims to meet the following objectives. 1.4.1 General Objective i. To assess the current level of integration of educational technology in the teaching of Organic Chemistry in selected secondary schools in Chongwe District. 1.4.2 Specific Objectives i. Assess the current extent of technology integration in teaching organic chemistry quantitatively in Chongwe District. ii. Identify types of technology used in teaching organic chemistry within Chongwe District iii. Examine challenges faced by educators in technology integration in Chongwe District.

7 of Chongwe District, the findings may offer tailored recommendations for enhancing the quality of organic chemistry education, fostering a more engaging and effective learning environment through the judicious use of educational technology. 1.8 Conceptual Framework Educational Technology Integration: Independent Variable Dependent Variable Students' Performance and Understanding: Mediating Variables 1. Teacher Competence in Technology Use: 2. Access to Technological 3. Pedagogical Strategies Resources: Moderating Variables 1. School Infrastructure 2. Students' Attitudes Toward Technology 1. Socioeconomic Background 2. Community Support and Engagement Contextual Factors 1. Government Policies and Regulations 2. Technological Advancements External Factors

8 (Source: researcher’s perspective) The conceptual framework for exploring the integration of educational technology in teaching organic chemistry in selected secondary schools in Chongwe District comprises several key components. At its core, the independent variable is the "Educational Technology Integration," representing the extent to which technology is incorporated into the teaching of organic chemistry. This variable is anticipated to have a direct impact on the dependent variable, "Students' Performance and Understanding," reflecting the expected outcomes in terms of academic achievement and comprehension of organic chemistry concepts. Mediating variables play a crucial role in influencing the relationship between the independent and dependent variables. Firstly, "Teacher Competence in Technology Use" assesses the proficiency of teachers in integrating technology into their teaching methods. Secondly, "Access to Technological Resources" evaluates the availability and accessibility of technological resources within the selected secondary schools. Lastly, "Pedagogical Strategies" considers the teaching methods employed to integrate technology into organic chemistry lessons. Moderating variables, such as "School Infrastructure" and "Students' Attitudes Toward Technology," provide additional context. School infrastructure, encompassing physical and technological facilities, is a moderating factor influencing the ease with which technology can be integrated into teaching. Students' attitudes toward technology, reflecting their perceptions and preferences, also moderate the relationship between technology integration and academic outcomes. Contextual factors further enrich the framework, considering the socioeconomic background of students and the level of community support for integrating technology in education. These factors acknowledge the broader context in which educational technology is implemented. External factors, including "Government Policies and Regulations" and "Technological Advancements," acknowledge influences beyond the immediate educational setting. Government policies and regulations can shape the landscape for educational technology

10 CHAPTER TWO: LITERATURE REVIEW 2.0 Introduction In the domain of organic chemistry education, the integration of technology in teaching practices is a burgeoning and vital area of exploration. This literature review focuses on four key objectives: assessing the quantitative extent of technology integration, identifying types of technology used, examining challenges faced by educators, and critically evaluating perceptions of technology's effectiveness. By addressing these objectives, the review aims to comprehensively illuminate the current landscape, offering insights into the prevalence, variety, obstacles, and impact of technology integration. Through synthesis and analysis, the review contributes to informed discussions on optimizing technology for enhanced organic chemistry learning experiences. The chapter further discuss the theoretical framework and concludes by identifying the research gap. 2.1 Defining Educational Technology and Organic Chemistry Educational Technology: Educational technology refers to the systematic application of technological processes, resources, and tools to facilitate and enhance learning experiences. It encompasses a broad spectrum of digital platforms, software applications, and hardware devices designed to support educational activities, engage learners, and improve overall teaching effectiveness. In the context of the modern educational landscape, educational technology plays a pivotal role in providing dynamic and interactive learning environments, fostering collaboration, and tailoring instruction to diverse student needs. Organic Chemistry: Organic chemistry is a branch of chemistry that explores the structure, properties, reactions, and synthesis of carbon-containing compounds. It is a fundamental discipline within the field of chemistry, focusing on the study of hydrocarbons and their derivatives. Organic chemistry is crucial in understanding the composition and behavior of a vast array of natural and synthetic compounds, including those found in living organisms. Its principles are foundational to various scientific and industrial applications, ranging from pharmaceuticals and materials science to agriculture and environmental studies.

11 2.2.0 Empirical Review The integration of technology in teaching organic chemistry has become increasingly prevalent in recent years, both in global education and within the African continent. As technology continues to advance, educators are realizing the importance of incorporating various types of technology into their teaching methods to enhance the learning experience for their students. This literature review will assess the current extent of technology integration in teaching organic chemistry quantitatively, identify the types of technology used in teaching organic chemistry, examine the challenges faced by educators in technology integration, and evaluate the perceptions of educators and students on technology's effectiveness in organic chemistry. 2.2.1 Current Extent of Technology Integration in Teaching Organic Chemistry In the global world, the integration of technology in teaching organic chemistry has been steadily increasing. According to a study by Prensky (2012), technology has become an integral part of everyday life for students, and it is therefore essential for educators to incorporate technology into their teaching methods. The study also found that technology integration in education has the potential to improve student engagement, motivation, and learning outcomes. Similarly, a study by Vygotsky (2005) emphasized that technology can be a valuable tool for enhancing the learning experience for students. The study highlighted that technology can provide students with access to a wide range of resources and information, which can facilitate their understanding of organic chemistry concepts. Additionally, technology can enable students to engage in interactive learning activities, such as virtual labs and simulations, which can help them to visualize and comprehend complex organic chemistry topics. Furthermore, a study by Kozma (2003) suggested that technology integration can enhance students' problem-solving and critical thinking skills, which are essential for mastering organic chemistry concepts. The study emphasized that technology can provide students with opportunities to apply their knowledge in real-world scenarios, fostering a deeper understanding of organic chemistry principles. In the African continent, the integration of technology in teaching organic chemistry has been gaining traction, albeit at a slower pace compared to other regions. According to a study by

13 2. 2.2 Types of Technology Used in Teaching Organic Chemistry In the global world, various types of technology are used in teaching organic chemistry, including interactive whiteboards, virtual labs, simulations, and educational software. According to a study by Hargittai (2010), interactive whiteboards are commonly used in classrooms to engage students in visual and interactive learning experiences. The study found that interactive whiteboards can facilitate the presentation of organic chemistry concepts in a dynamic and engaging manner, enhancing students' understanding and retention of the material. Virtual labs and simulations are also widely used in teaching organic chemistry, allowing students to conduct experiments and explore chemical reactions in a virtual environment. A study by Jonassen (2007) found that virtual labs can provide students with hands-on experience and an opportunity to apply their knowledge in practical scenarios, enhancing their understanding of organic chemistry principles. Furthermore, educational software, such as molecular modeling programs and online resources, are utilized to supplement traditional teaching methods in organic chemistry. According to a study by Mayer (2008), educational software can provide students with access to visualizations, 3D models, and interactive exercises, which can aid in conceptualizing complex organic chemistry structures and mechanisms. In the African continent, the types of technology used in teaching organic chemistry are limited due to challenges related to access and infrastructure. Despite this, mobile learning technologies have shown potential for enhancing organic chemistry education in Africa. A study by Nkosi et al. (2015) highlighted the use of mobile applications and educational games to facilitate learning and assessment in organic chemistry. The study emphasized that mobile technologies can provide students with access to educational content and interactive learning materials, even in areas with limited access to traditional technology resources. In Zambia, the types of technology used in teaching organic chemistry are primarily limited to traditional classroom tools, such as projectors and educational software. However, efforts are being made to promote the use of e-learning platforms and digital resources for organic chemistry education. A study by Chileshe et al. (2019) highlighted the development of e- learning platforms tailored for Zambian schools, providing students with access to digital textbooks, interactive multimedia, and virtual labs for organic chemistry learning.

14 2.2. 3 Challenges Faced by Educators in Technology Integration Educators face a range of challenges in integrating technology into the teaching of organic chemistry, both in the global world and within the African continent. One common challenge is the lack of access to technology resources and infrastructure. A study by Shoniregun et al. (2017) found that many schools in the global world and Africa lack adequate technology resources, such as computers, internet connectivity, and educational software, which hinders educators' ability to incorporate technology into their teaching methods. Additionally, educators often lack the necessary training and support to effectively integrate technology into their teaching. According to a study by Song et al. (2019), many educators in the global world and Africa are not familiar with the latest technology tools and educational software, and may struggle to incorporate them into their lesson plans. The study emphasized the need for professional development programs and ongoing support for educators to enhance their technology integration skills. Another challenge is the digital divide, which is particularly prevalent in African countries such as Zambia. A study by Kaggwa et al. (2016) emphasized that disparities in access to technology and the internet can limit students' ability to benefit from technology-integrated learning, and may exacerbate educational inequalities. This digital divide also affects educators, as they may struggle to access and utilize technology resources for teaching organic chemistry. 2.2.4 Perceptions of Educators and Students on Technology's Effectiveness in Organic Chemistry In the global world, educators and students generally perceive technology as being effective in enhancing the teaching and learning of organic chemistry. According to a study by Feng et al. (2018), educators recognize the potential of technology to engage students, facilitate interactive learning experiences, and provide access to a wide range of resources for organic chemistry education. Similarly, a study by Jiang et al. (2016) found that students value the use of technology in organic chemistry teaching, as it enables them to visualize complex concepts, conduct virtual experiments, and access supplementary learning materials. In the African continent, perceptions of technology's effectiveness in organic chemistry vary due to differences in access and infrastructure. A study by Mvula et al. (2017) found that educators in African countries such as Zambia recognize the potential of technology to enhance organic chemistry education, but are often limited by factors such as access to

16 technology in teaching organic chemistry, considering both individual and contextual factors that influence acceptance, adoption, and the learning process. 2.6 Research Gap Despite the increasing prevalence of educational technology in various academic disciplines, there exists a noticeable gap in the literature regarding the integration of technology specifically in the teaching of organic chemistry, especially in the context of secondary schools in Chongwe District. Limited scholarly attention has been directed towards understanding the extent, types, and effectiveness of technology integration in this specific domain. The existing research primarily focuses on broader aspects of educational technology or other scientific disciplines, leaving a research gap in comprehensively exploring the nuances and challenges associated with incorporating technology into the teaching of organic chemistry at the secondary level. This research aims to bridge the identified gap by conducting a thorough investigation into the integration of educational technology in the teaching of organic chemistry within selected secondary schools in Chongwe District. The study will delve into the current extent of technology integration, identify the types of technology employed, examine challenges faced by educators, and evaluate the perceptions of both educators and students. By addressing this research gap, the study intends to provide valuable insights that can inform educational policies, guide curriculum development, and offer practical recommendations for optimizing the integration of technology to enhance the teaching and learning experience in the specific context of organic chemistry education in secondary schools

17 CHAPTER THREE: RESEARCH METHODOLOGY 3.0 Introduction This chapter outlines the research methodology that will be employed to achieve the objectives of the study. It describes the research design, target population, sample size, sampling techniques, research instruments, data collection procedure, data analysis and ethical considerations. A research design is defined as a procedural plan adopted by the researcher to answer questions vividly, objectively, accurately and economically (Bennett et al, 2008). This study will use a mixed-methods approach to explore the integration of educational technology teaching in organic chemistry in selected secondary schools in Chongwe district (Prensky, 2012). The integration of qualitative and quantitative methods will provide in-depth insights of exploring the integration of educational technology in teaching organic chemistry in selected secondary schools in Chongwe district (Kaggwa et al, 2016). This design aligns with exploring the integration of educational technology in teaching organic chemistry in selected secondary schools in Chongwe district 3.2 Target Population The target population is defined as a full set of cases from which a sample is taken. The target population for this research consists of pupils from grade ten to twelve as well as secondary school teachers from selected secondary schools within Chongwe district. This population is chosen as they are expected to bring desirable information relevant to the research objectives (Shoniregun et al, 2017). 3.3 Sample Size A sample size of 100 participants will be chosen for this study. Of This sample size is deemed appropriate based on recommendations from scholars in similar research contexts. For instance, Jiang et al. (2016) conducted a study and found that a sample size of 100 was