Abstract
Education is the best legacy a country can provide to its citizens. As a nation with over 350 distinct ethnic groups and diverse indigenous languages, Nigeria must embrace innovative changes in its education system to foster growth. This study evaluates the integration of crystallography education into the Nigerian curriculum as a transformative approach to enhancing learning outcomes. Grounded in the Technology Acceptance Model (TAM) theory, which highlights Perceived Usefulness and Perceived Ease of Use as critical drivers of technology adoption, this research adopts a quantitative methodology. Using a descriptive research design, 184 questionnaires were randomly distributed across undergraduate students in the Chemistry Education Department, Faculty of Education, Federal University Otuoke, Bayelsa State. Data were analyzed using Descriptive Statistics, One-Sample t-tests, and Paired-Sample t-tests via SPSS version 23.0. Findings underscore the significance of crystallography education in advancing chemistry studies in Nigeria. The study also identifies a substantial readiness in the Nigerian education system to adopt crystallography education, alongside notable challenges that may impede its implementation. Recommendations include the provision of standard teaching/learning materials for secondary schools and higher institutions and capacity-building initiatives to train educators in crystallography applications to support materials science and related fields in Nigeria.
Published Version
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