Use of Digital Tools as a Correlate of Students’ Understanding of pH Scale in Water Samples in Owerri Municipal Council of Imo State

Abstract

This study investigated the relationship between the use of digital tools and students’ understanding of the pH scale in water samples within Owerri Municipal Council of Imo State. Guided by three research questions and corresponding null hypotheses, the study employed a correlational research design. A sample of 356 science education students from Alvan Ikoku Federal University of Education, Owerri, was selected through a multi-stage sampling process. Data were collected using a validated and reliable researcher-developed instrument titled “Digital Tools and pH Understanding Questionnaire” (DTPHUQ), and analyzed using Pearson’s product-moment correlation, coefficient of determination (R²), and regression analysis at a 0.05 level of significance. The results showed a moderate positive relationship between the use of pH simulation apps and students’ understanding of the pH scale, with a correlation coefficient of r = 0.55, and a coefficient of determination of R² = 0.303, indicating that 30.3% of the variance in understanding was explained by the use of simulation apps (β = 0.55, t = 12.15, p < 0.05). A stronger positive relationship was observed between the use of digital pH meters and students’ interpretation of pH values, with r = 0.60 and R² = 0.36, meaning 36% of the variance was attributable to the tool (β = 0.60, t = 13.90, p < 0.05). Additionally, exposure to interactive video tutorials showed a moderate positive relationship, with r = 0.50, R² = 0.25, and a regression coefficient of β = 0.50, t = 10.35, p < 0.05, explaining 25% of the variance in conceptual understanding. All three null hypotheses were rejected, indicating statistically significant relationships. Based on these findings, the study concludes that digital tools play a crucial role in enhancing science students’ understanding of pH and water quality concepts. It recommends the deliberate integration of these tools into science education to foster digital literacy, improve conceptual mastery, and promote more effective environmental science teaching in the 21st century.