Abstract

Objective: This study aimed to investigate the impact of modern educational technology on the acquisition of chemical concepts by examining the effectiveness of electronic platforms in teaching acids and bases to first-year students at Sudanese universities. Method: The researchers employed a true experimental design with a pre-test/post-test control group design. The study population consisted of 320 first-year students in the Chemistry and Biology Department at the Faculty of Education, Omdurman Islamic University. A random sample of 42 students was selected using simple random sampling and divided into two equivalent groups: a control group (n=21) that received instruction through traditional methods, and an experimental group (n=21) that received instruction via an electronic platform. A chemistry achievement test was developed, validated by expert panel review, and its reliability established using the Kuder-Richardson method (KR-20 = 0.84). Results: The findings revealed statistically significant differences (p < 0.05) in knowledge acquisition between the control and experimental groups at the comprehension, observation, and application levels, favoring the experimental group. The effect size was large (Cohen's d > 0.80), indicating substantial practical significance. Conclusions: The study concluded that electronic platforms are effective tools for teaching chemical concepts, particularly acids and bases, and enhance student achievement across all cognitive levels. The researchers recommend training faculty members in the use of electronic platforms, providing computer laboratories, digitizing curricula, and conducting further research on the long-term impact of e-learning in science education.