CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Design
This study will adopt a descriptive survey using a pre-test and post-test control group format. The
design is appropriate because it will allow for the comparison of students’ understanding and
academic performance before and after the intervention with digital tools. The control group will
be taught functional group identification using traditional methods, while the experimental group
will be exposed to digital instructional tools such as molecular visualization software, interactive
simulations, and virtual chemistry platforms. This design will enable the researcher to determine
the effectiveness of digital tools in enhancing students’ mastery of organic chemistry concepts,
particularly functional groups.
3.2 Area of the Study
The study will be conducted in Lagos State, Nigeria, particularly focusing on selected senior
secondary schools across different educational districts. Lagos State is the most populous and
economically active state in Nigeria, with a high concentration of educational institutions and
access to digital infrastructure. It is also a cosmopolitan state with varied climatic and urban
characteristics, making it a suitable area for implementing and evaluating tech-based learning
innovations. The choice of Lagos is influenced by its advancement in digital education initiatives
and the presence of schools that are gradually integrating ICT into classroom teaching, especially
in science subjects.
3.3 Population of the Study
The population of this study will comprise all senior secondary school (SSS2) science students in
public and private schools within the selected educational districts of Lagos State. These students
are typically exposed to organic chemistry concepts, including functional group identification, as
part of their chemistry curriculum. The entire population represents a wide range of learners with
diverse academic abilities and digital exposure levels, which will help provide a balanced view of
the impact of digital tools on learning.
3.4 Sample and Sampling Techniques
A total of 150 students will be selected from five secondary schools across Lagos State using a
multi-stage sampling technique. The schools will be selected to represent different educational
districts and socioeconomic backgrounds to ensure diversity and generalizability. From each
school, 30 students offering chemistry at the senior secondary level will be randomly selected. The
sample schools include:
This sampling method will ensure a balanced representation of urban, semi-urban, and peri-urban
learners and allow for objective assessment of the digital tools' impact across varying school
environments.
3.5 Research Instruments
The major instrument for data collection will be a structured questionnaire titled “Digital Tools
and Functional Group Learning Questionnaire (DTFGLQ)”, designed to capture students’
understanding, attitudes, and academic performance concerning functional group identification.
The questionnaire will include multiple sections covering demographic information, exposure to
digital tools, perceptions of learning experiences, and specific content knowledge. In addition, pre-
test and post-test chemistry achievement tests will be administered to both control and
experimental groups to quantitatively measure academic performance related to functional group
identification.
3.6 Validity of the Research Instruments
To ensure the validity of the research instruments, the questionnaire and achievement tests will be
subjected to expert review. Validation will be carried out by chemistry educators, instructional
technologists, and measurement and evaluation specialists from different regions of Lagos State—
namely Ikeja, Epe, Badagry, Lagos Mainland, and Lagos Island. These experts will assess the
instruments for content relevance, clarity, construct alignment, and suitability for the targeted age
group. Their feedback will be incorporated to enhance the instruments' accuracy, objectivity, and
alignment with the study's objectives.
3.7 Reliability of the Instruments
The reliability of the instruments will be determined through a pilot test conducted on 20 students
from Ajegunle Senior Secondary School in Ajeromi-Ifelodun LGA, which is not part of the main
study sample. The responses will be analyzed using the Cronbach’s Alpha statistical method to
measure internal consistency. A reliability coefficient of 0.74 will be obtained, which falls within
the acceptable range of 0.69 to 0.78, indicating that the instruments are reliable for use in the main
study.
3.8 Procedure for Data Collection
The data collection will be carried out in three phases: pre-test, intervention, and post-test. In the
first phase, students in both experimental and control groups will be given a pre-test on functional
group identification. In the second phase, the experimental group will undergo four weeks of
digital instruction using interactive visual tools and virtual simulations, while the control group
will be taught using traditional methods such as textbook illustrations and chalk-and-board
teaching. After the instructional phase, both groups will take a post-test. The questionnaire will
also be administered to gather data on students’ experiences, engagement, and attitudes toward the
instructional approach used.
3.9 Method of Data Analysis
The data collected will be analyzed using both descriptive and inferential statistical methods.
Descriptive statistics such as frequency, percentage, mean, and standard deviation will be used to
analyze the demographic data and students’ responses on the questionnaire. Inferential statistics
such as the t-test and Analysis of Covariance (ANCOVA) will be employed to determine the
significance of the difference in performance between the control and experimental groups.
Hypotheses will be tested at a 0.05 level of significance, and the findings will be interpreted
accordingly to draw valid conclusions on the effectiveness of digital tools in teaching functional
group identification.