| dc.description.abstract | This study focused on mobile phone application tools (Apps) and learning chemistry in resource-constrained privately-owned secondary schools, in Wakiso district. With a growing number of students facing the challenge of access to physical practical science instructional resources from their respective schools, this study attempted to explore one of the possible alternatives to address the challenge, by particularly investigating the effect of integrating WhatsApp-supported chemistry instructional resources in out-of-classroom teaching and learning. Informed by the social learning theory and the community of inquiry model, and using lenses of the pragmatic philosophical orientation, this study adopted a mixed methods approach, taking on a quasi-experimental pretest-posttest nonequivalent group design. Solomon’s four-group design was particularly employed because of its high internal and external reliability and validity. Quantitative data was collected using an SAQ and a chemistry process skills test on a sample of 240 students from four different schools. The data were analyzed using the independent and paired samples t-test, to establish whether there was a statistically significant difference between the experimental and control groups. Qualitative data was collected using the interview and observation guides from 12 students and four teachers and the text analysis guide to collect data from the WhatsApp group platform. Qualitative data were analyzed thematically, and this was used to supplement the quantitative findings. The study findings revealed that the integration of WhatsApp-supported chemistry instructional resources in form of videos, photos, audio, and text outside the classroom setting improved the teacher-student interactions outside the classroom, the students’ chemistry process skills and attitude towards chemistry, and students were positive about using mobile phones for learning. Based on these findings, it was concluded that the integration of WhatsApp-supported chemistry instructional resources in the out-of-classroom setting improves learning, as well as students’ willingness to use mobile phones for learning in resource-constrained schools. It was recommended that teachers should tap into students’ time outside the classroom and school setting with help of technology to improve teacher-student interactions, share e-instructional resources with students, particularly in cases where physical instructional resources are a challenge to access, and address the challenge of some students holding a negative attitude towards science subjects for effective learning. In addition, the ministry of education, teachers, and parents should encourage the use of mobile phone technology as a pedagogical tool, to supplement face-to-face classroom teaching. However, replica studies in other science and arts topics and subjects are suggested. The policy implication for this study points to the need by the Government to expedite the formulation of a policy on using various ICTs, such as mobile phones for teaching and learning in schools. | en_US |
