The implementation of technology in different areas of education is becoming widespread worldwide. According to Vision 2020, education should strive to meet labor market demands (“National Transformation Program 2020” 60). In the secondary schools of Saudi Arabia, chemistry teaching can be characterized by the use of various methods and learning environments. Secondary education in Saudi Arabia lasts for three years, and chemistry is taught in approximately four lessons per week. Among the key learning activities, there are traditional lectures, laboratory classes, and virtual science labs (VSLs). The importance of exploring the teaching of chemistry is to understand the subject’s role in students’ academic performance and suggest relevant recommendations for how existing practices may be enhanced.
Teaching chemistry in Saudi Arabia is based on preparing students for real-life events with a focus on safety and precautionary issues. In particular, Alabdulkareem states that teachers’ perception of students’ implementation of scientific inquiry is low for both females and males (67). While this trend has been noted, it is still unclear how various programs impact students’ academic achievements. Another method of teaching refers consists of providing experiments in academic laboratories. As reported by Abbas et al., these experiments may be even more hazardous than industry experiments due to the fact that secondary schools’ management tends to underestimate the importance of safety measures (3). The lack of well-developed safety documents, as well as chemical storage and labeling challenges, are regarded as the core concerns. Nevertheless, laboratory activities are beneficial for showing students how various experiments may be conducted, thus helping them to attain an in-depth understanding of chemistry as a subject.
The most advanced teaching method is the implementation of virtual science laboratories, which is especially important for those areas that are insufficiently available in traditional laboratories (Al-Asmari & Khan 3). The adoption of VSLs through web-based platforms in school settings makes it possible to save costs and time and provide interactivity to every student (Aljuhani et al. 27). The integration of hands-on and virtual learning environments engages students in the learning process and improves their academic performance (Selim et al. 202). Research skills and collective work are also developed through the use of technology in chemistry classes. For instance, Crocodile Virtual Labs (MGD) provides interactive tasks for students of different grades (Aljuhani et al. 22). Along with these benefits, however, such limitations as an inability to track progress and communicate should be noted.
The implementation of m-learning through smart education applications in Saudi Arabia includes information provision, progress tracking, and guidance from teachers. Aljaloud et al. consider that the attitudes and perceptions of both students and educators play a major role in the use of smartphones for academic tasks (2). Even though some scholars such as Alosaimi et al. (680) emphasize that the use of applications may cause addiction in students, others believe that it is an effective means to motivate students and improve their academic outcomes in the long term (Alfawareh & Jusoh 325; Alkhalaf et al. 415). In fact, this aspect of education needs further research to reveal the strengths and weaknesses of using technology for learning.
To conclude, it should be stressed that chemistry teaching and learning in the secondary schools of Saudi Arabia are associated with various methods and environments. While traditional laboratories provide an opportunity to communicate and collaborate with others, virtual platforms are still lacking these significant features. Therefore, further research is necessary in order to obtain a deeper understanding of the use of modern technology in chemistry learning and teaching.
Works Cited
Abbas, Mohsin, et al. “Chemical Safety in Academic Laboratories: An Exploratory Factor Analysis of Safe Work Practices & Facilities in a University.” Journal of Safety Studies, vol. 2, no. 1, 2016, pp. 1-14.
Alabdulkareem, Saleh Abdullah. “Saudi Science Teachers’ Perceptions of Implementing Inquiry in Science Class.” Journal of Education and Training Studies, vol. 5, no.12, 2017, pp. 67-78.
Al-Asmari, Ali Mohammad, and M. Shamsur Rabb Khan. “E-Learning in Saudi Arabia: Past, Present and Future.” Near and Middle Eastern Journal of Research in Education, vol. 2, 2014, pp. 1-11.
Alfawareh, Hejab M., and Shaidah Jusoh. “Smartphones Usage Among University Students: Najran University Case.” International Journal of Academic Research, vol. 6, no. 2, 2014, pp. 321-326.
Aljaloud, Abdulaziz, et al. “Factors that Influence Teachers’ Decisions to Use Smartphone Clicker Apps to Enhance Teacher-Student Interactions in University Classrooms in Saudi Arabia.” Learning: Research and Practice, 2018, pp. 1-20.
Aljuhani, Khulood, et al. “Creating a Virtual Science Lab (VSL): The Adoption of Virtual Labs in Saudi Schools.” Smart Learning Environments, vol. 5, no. 1, 2018, pp. 16-29.
Alkhalaf, Salem, et al. “Using m-Learning as an Effective Device in Teaching and Learning in Higher Education in Saudi Arabia.” International Journal of Information and Education Technology, vol. 7, no. 6, 2017, pp. 411-416.
Alosaimi, Fahad D., et al. “Smartphone Addiction Among University Students in Riyadh, Saudi Arabia.” Saudi Medical Journal, vol. 37, no. 6, 2016, pp. 675-683.
“National Transformation Program 2020.” Kingdom of Saudi Arabia Vision 2030, Web.
Selim, Shaimaa Abdul Salam, et al. “Integrating Nanotechnology Concepts and Its Applications into the Secondary Stage Physics Curriculum in Egypt.” European Scientific Journal, vol. 11, no. 12, 2015, pp. 193-212.