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ABSENCE OF LABORATORY-BASED CHEMISTRY PROJECT EXPERIENCE IN FINAL YEAR: EFFECT ON QUALITY OF GRADUATE STUDENT TEACHERS
Abstract
This research explores the implications of the absence of laboratory-based chemistry project experience during the final year of undergraduate studies on the quality and preparedness of graduate student teachers in the field of chemistry education. Recognizing the pivotal role of practical, hands-on experiences in shaping effective educators, the study investigates the potential gaps and challenges arising from the lack of laboratory-based projects.
Table of Contents
1. Introduction
1.1 Background of the Study
1.2 Objectives of the Research
1.3 Significance of the Study
1.4 Research Questions
1.5 Scope and Limitations
1.6 Definition of Terms
1.7 Organization of the Thesis
2. Literature Review
2.1 Importance of Laboratory-Based Chemistry Projects
2.2 Role of Practical Experience in Teacher Preparation
2.3 Previous Studies on the Impact of Practical Training on Teaching Quality
2.4 Challenges and Gaps in Teacher Training Programs
2.5 Theoretical Framework
3. Research Methodology
3.1 Research Design
3.2 Participants
3.3 Data Collection Methods
3.3.1 Surveys
3.3.2 Interviews
3.3.3 Classroom Observations
3.4 Data Analysis Techniques
4. Absence of Laboratory-Based Chemistry Projects
4.1 Historical Overview of Chemistry Education Curriculum
4.2 Examination of Current Teacher Preparation Programs
4.3 Analysis of Final Year Curriculum Components
4.4 Identification of Gaps and Challenges
5 Conclusion
5.1 Summary of Findings
5.2 Implications for Teacher Preparation Programs
5.3 Contributions to the Field
5.4 Limitations of the Study
5.5 Suggestions for Future Research
References
The research methodology involves a mixed-methods approach, incorporating surveys, interviews, and classroom observations. Data is collected from graduate student teachers, educational institutions, and school administrators to gauge the perceived impact of the absence of laboratory projects on teaching competence, subject mastery, and overall instructional quality.
Preliminary findings indicate potential shortcomings in practical skills, instructional strategies, and the ability to integrate experimental learning into classroom settings among graduate student teachers who lacked exposure to laboratory-based chemistry projects during their final undergraduate year. The study aims to provide valuable insights for curriculum developers, educational policymakers, and institutions to enhance the effectiveness of teacher training programs.
Recommendations for addressing these challenges include curriculum adjustments, pedagogical training enhancements, and increased collaboration between academic institutions and schools to ensure that graduate student teachers are well-equipped with the necessary practical skills and pedagogical strategies for effective chemistry education. The outcomes of this research contribute to the ongoing dialogue on improving the quality of science education and teacher preparation programs, ultimately enhancing the learning experiences of students in the field of chemistry.
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INFLUENCE OF PEER TEACHING ON SENIOR SECONDARY SCHOOL CHEMISTRY STUDENTS ACHIEVEMENTS
CHAPTER ONE
INTRODUCTION
Background of the Study
Educational activities are geared towards ensuring that students achieve mastery of educational objectives. In school , the extent to which these objectives have been achieved, is determined by their level of peer teaching, time management as students’ success are reflected in their academic performance. Peers play a large role in the social and emotional development of adolescents Allen (2005). Their influence begins at an early age and increases through the teenage years, it is natural, healthy and important for adolescent to have and rely on friends as they grow and mature. A peer could be any one you look up to in behaviour or someone who you would think is equal to your age or ability (Hardcastle, 2002). On the other hand, the term “pressure” implies the process that influence people to do something that they might not otherwise choose to do.
According to Hartney, (2011) peer teaching refers to the influences that peers can have on each other. Peer teaching is emotional or mental forces from people belonging to the same social group (such as age, grade or status) to act or behave in a manner similar to themselves (Weinfied 2010).
Jones, (2010) defined peer teaching as the ability of people from the same social rank or age to influence another of same age, bracket peer teaching is usually associated with teens although its influence is not confined to teenagers alone.
1
Mature adults, teens, young adults and children can be seen doing things in order to be accepted by their peers. Peer teaching is commonly associated with episodes of adolescent risk taking (such as delinquency, drug abuse, sexual behaviours), because these behaviour commonly occur in the company of peers. It can also have positive effects when youth are pressured by the peer toward positive behaviour. Such as volunteering for charity or excelling in academics (Kellie, 2013).
However, peers can also have a negative influence. They can encourage each other to skip classes, steal, cheat, use of drugs or alcohol, or become involve in other risky behaviours. Majority of adolescents with substance abuse problems began using drug or alcohol as a result of peer teaching. Negative peer teaching may influence in various ways like joining group who drink alcohol, smoke cigarette and Indian hemp among others. It may also lead to the decision to have a boy friend/girl friend, Peer teaching indulges youth into loitering about in the streets, watching films and attending parties during school hours, taping as alternative to stealing which may eventually graduate into armed robbery. (Arief, 2011),
Peer teaching may be present in the workplace, at school or within the society, it can affect people of all ages. It may affect people in different ways but here, the focus is on peer teaching as it influences academic performance of in- school adolescents. Peer pressure may have a positive influence and help to
challenge or motivate one to do best. Peer teaching may also result in one doing thing that may not fit with ones sense of what is right or wrong. In other words, when peer teaching makes one do things that people frown at, it is a negative peer teaching. Operationally peer teaching is a force exert by people that is influenced by ideas, values and behaviour either positively or negatively and always associated with adolescents. Study shown that many popular students who do not manage their time well make lower grades than less socially accepted adolescent (Hartney, 1990). This is possibly due to the fact that popular students may spend more time worrying about their social life rather than studying.
Time management has to do with planning and scheduling activities, organizing tasks in a prioritized order and allocating time to the tasks according to their order of importance and helping one achieve desired objectives (Achunine, 1995). Time management is the ability to manage and control time. (Lakein, 2003). The use of planners, calendars and the like are effective tools in managing time. Time management is the art of arranging organizing, scheduling and budgeting one’s time for the purpose of generating more effective work and productivity. (Lakein, 2003). Time management is important for everyone, while time management books and seminars often focus on business leaders and corporations, time management is also crucial for students, teachers, professionals and home makers. Time management is mostly about self-management. One may be right to
say that time management is the ability of an individual or group of individuals to make proper use of their time in order to achieve set goals.
Time management is explained as behaviour that is believed to aid production and alleviate stress, productivity (Misra, 2000). Implementing time management strategies helps to organize aspects of one’s life, therefore allowing one’s time to complete all the tasks necessary to reduce one stress level. In completing the task on schedule, a student will also enhance his academic performance. It can be deduced from Misra (2000) view, that an in-school adolescent who spends his time on irrelevant things instead of concentrating on studies may end up having poor academic performance. The issue of students loitering about, holding parties at the expense of their studies tends to suggests that students in Abia State do not manage their time well. Hence, academic performance might be affected.
Operationally the researcher defines time management as the art of setting a goal and following it sequentially in order to achieve the target. Hillary Retting has identified over-giving of attention to family, friends, and work, volunteerism or activism, as prime obstacles to managing ones time. This author therefore recommends solutions to management of time to include being aware of one’s motives for instance in striving, to be a “hero” or self-sacrificing “saint,” and
avoiding procrastination, setting his motives and working hard to wards achieving the motive enhance academic performance.
Academic performance refers to how well a student is accomplishing his or her tasks and studies (Scortt’s, 2012). Grades are certainly the most well-known indicator of academic performance. Grades are the student’s “score” for their classes and overall tenure. Grades are most often a tallying or average of assignment and test scores and may often be affected by factors such as attendance an instructor opinion of the student as well. Grading systems vary greatly by county and school; common scales include a percentage form 1-100, lettering systems from A-F, and grade point averages (GPA) from 0-4.0 or above.
According to Ward, Stocker and Murray-Ward (2006) academic performance refers to the outcome of education; the extent to which the student, teacher or institution have achieved their educational goals. Academic performance is the ability to study and remember facts and being able to communicate one’s knowledge verbally or written on paper (Answers, 2010). In the context of this study, academic achievement refers to the extent to which students have achieve mastery of the objectives of the subjects they are exposed to in school. According to (Aremu and Sokan 2003) academic achievement has been observed in school subjects especially mathematic and English language among secondary school students.
The trend of poor achievement of secondary school students has also been confirmed by the West African Examination Council (WAEC). The WAEC result analysis for the years 2007, 2008, 2009, 2010 and 2011 revealed the following statistics of the performance of Nigerian student in secondary schools in public examination. The percentages of students who passed during the years were report to be 22, 54, 13.76, 22.54, 24.94, and 25.99 percent respectively. That is, on the average, less than a quarter (21.94 percent) of the students that sat for the May/June West African Senior Secondary School Certificate Examinations obtained credits in five subjects including English and mathematics during the five years (WAEC, 2007-2011).
According to the West African Examination Council Zonal Co-ordinator, revealed the statistics of the 2012/2013 WAEC. A total of 324, 998 candidates registered for the Examination 168,835 are Males: while 141,242 are Females: candidates who registered for the WAEC examination. Withheld results, the results of 51,876 candidates, representing 16. 73% of candidates are being withheld by the WAEC Board, based on various reports, mostly for these candidates alleged involvement in examination malpractice, while another Statistics shows that a whooping number of 250,487 candidates representing 80. 78% have 2 credits and
above, while 217,161 candidates, representing 70. 03 of the total 2012 WAEC candidates, have three credits and above. Several factors have generally been
identified as causes of poor academic performance. Morakinyo (2003) believes that the falling level of academic performance is attributable to teachers’ non-use of verbal reinforcement strategy. Welsh (2007) also found that the attitude of some teachers to their job, poor teaching methods and the like influence students’ academic performance.
The blame for poor academic performance among secondary school students could be attributable to a variety of factors such as student inability to manage their time, peers influence, family factors and the likes. Parents, teachers, curriculum, experts and evaluators have expressed considerable concern over the deteriorating students’ performance in public examinations.
Therefore, an in-school adolescent should avoid negative pressure such loitering along the street during school hours holding parties at the expense of their study, skipping school and drug abuse. That will create room for poor academic performance. The adolescent should move with people that study their books in order to have good academic performance.
Adolescence is a developmental period in which an individual changes (over a varying length of time) from childhood into adulthood. This creates confusion about the self because society considers them neither children nor adults. Adolescence is also a period of sexual maturity (of sex organs and the development of hormones) and the development of sexual urge. The pattern of thinking is that in
which immediate needs tend to have priority over long term ones and because they lack knowledge and skills to make healthy choices, they tend to go into risky behavior and tryout experiences which often leads to mistakes and regrets in most adolescents it marks the beginning of sexual activity Steinberg, (2008) Adolescents substance use, or antisocial behavior are often considered as “problem” behaviours.
Adolescent period is a time when many young people take the opportunity assess themselves as well as begin the process of seeking out their own personal identities. Part of this process includes questioning previously accepted beliefs and guidance given in childhood and maintaining a distance from adult influences. Young ones during this period often, rely on their peer teaching for support, approval and behavior models (Aribiyi, 2006). Empirical sources indicated that adolescent’s involvement in unguarded and discriminate negative peer teaching is on the increase (Okonofua & Kanfua, 1996; Osarenren, 2000).
Adolescents’ use of time is an issue importance to youth, families and society as a whole because the amount of time spent in various activities has been linked to the development of adolescent problem behaviours. Occupying time in constructive ways by participating in co-curricular activities an doing homework, for example, is often viewed by parents and community leaders as well a means of preventing negative peer teaching such as substance abuse ,delinquency and sexual
activity. Adolescent time use in school and peer experiences may also have profound influences on the development of problem behavior. Some literature shows high level of family support and cohesion are associated with lower levels of adolescent substance use, delinquency and other negative outcomes (Barnes and Farrell (1992); Farrell and Barnes (2000). On the order hand, large exclusive amount of time spent in unsupervised peer context may reinforce or exacerbate adolescent substance use and delinquency. Thus, large amount of unsupervised time spent with peers at parties, “hanging out” at malls, dating and talking on the phone may contribute to a variety of negative peer teaching in adolescents (Osgood and Anderson, 2004).
Adolescents are particularly vulnerable to peer teaching, because they are at a stage of development, when they are separating more from their parents’ influence but have not yet established their own values or understanding about human relationship or the consequences of their behaviour. They are also typically striving for social acceptance at this stage and may be willing to engage in behaviours that will allow them to be accepted but are against their better judgment. At this stage whether male or female the pattern thinking is that in which immediate needs tend to have priority over long term ones and because they lack knowledge and skill to make healthy choices.
Gender may have positive and negative influence on in-school adolescents. The World Health Organization defines gender as the socially constructed roles, behaviour, activities and attributes that a particular society considers for men and women. To Woolfolk (2010) gender usually refers to traits and behaviours that a particular culture judges to be appropriate for men and women. Cross and Madson (2007) stated that although the majority of the researcher shows that parent attachment is stronger in female, female may also be more likely than boys to draw support from other sources, such as peers, because female may be more active in the pursuit of relatedness in the context of their peer relations. Hay and Ashman (2003) concluded that females were more influenced by peer relations than males.
It has also been revealed that girls do better in school, get higher grades and can graduate from high school at a higher level than boys (Aryana, 2010).
From the on-going, adolescent boys and girls exhibit differences in behavioural patterns regarding their relationship with their peers, time management and academic performance. This study will investigate the relationship among peer teaching, time management and academic performance of in-school adolescents in Umuahia Education Zone.
Statement of the Problem
Reports have shown that there has been a downward trend in academic performance of in-school adolescents in Nigerian secondary school in general and
in Umuahia Education Zone, Abia state in particular. Parents, teachers, Curriculum experts have also expressed considerable concern about this poor performance in external examination such as West African Examination Council. So also are teachers and school counselor. These groups of individuals tend to point accusing fingers on influence of negative peer teaching and poor time management as being responsible for poor academic performance. These factors are suspected for the luring of adolescents into engagement in negative habits such as excessive drinking of alcohol, smoking, of Indian hemp, engagement in unhealthy sexual behaviour, cultist activities and other maladjustive behaviours that distract them from academic pursuit. These unhealthy behaviours of adolescents which in turn impacts poor academic performance make the researcher to ask “why are Nigerian adolescent not very concern about the current trend on their academic performance in examination?
Could it be that they are insensitive to the possible negative influence of peer teaching and poor time management on their academic performance. It is in view of these concerns that this study was carried out to determine the relationship among peer teaching, time management and their academic performance.
Purpose of the Study
The main purpose of the study is to determine the relationship among peer teaching, time management and academic performance of in-school adolescents in Umuahia Education Zone, Abia State.
Specifically, the study intends to:
1. Find out the level of peer teaching among in-school adolescents.
2. Find out the level of time management among in-school adolescents.
3. Determine the relationship between peer teaching and academic performance of in-school adolescents.
4. Determine the relationship between time management and academic performance of in-school adolescents.
5. Determine the relationship among peer pressure, time management and academic performance of in-school adolescents.
Significance of the Study
Theoretically, the findings of this study will help to clear some of the theoretical assertion by some of the theory on which this study will be anchored on as theory of social control theory.
According to the theorist he believes that exploiting the process of socialization and social learning builds self control and reduces the inclination to indulge in any bad behaviour. The theory stipulated that ties or bonds which lead
adolescents in conformity to family, school and other aspects of societal beliefs serve to diminish adolescent’s propensity for deviant behaviour. The theorist believes that anti-social behaviour occurs only when such bonds are weakened or are not established. Thus, if moral codes are internalized and individuals are tied to and have a stake in their wider community they will voluntarily limit their propensity to commit deviant acts.
On the practical aspect, the findings from this study will be of immense benefits to the counselors, teacher, the society, school and researchers.
To the counselor- it will help to create discipline in the life of adolescents. When this is done there will be sanity, peace and order, which will enhance the moral tone of the school as well as the society. It will also help the counselor to know the right technique to adopt in modifying negative peer teaching. To the teacher-the teacher will equally benefits from the finding of the study because the finding will help them know what is expected of them as they are role model.
To the school-the findings of the study will directly lead to the raising of our standard of education because experience has shown that disciplined students learn faster and perform better academically than undisciplined students. Therefore, the findings of this study will help the school produce students who can contribute meaningfully towards the development of the nation in future. The findings of the study will be made known to public by organizing conferences, workshops and seminars to inform them of the positive and negative effect of peer teaching and
proper utilization of time. This will help sensitize in-school adolescent by making them to be aware of the merits of good peer teaching and time management. Finally, the results of the work will be of great help to future researchers. This will be a source of research materials or empirical data for them
Scope of the Study
The study is delimited to in-school adolescents in Umuahia Education Zone, Abia State. The study will be restricted to SS2 students, both male and female senior secondary school students. They were chosen because it is expected that they have spent five years in the school and they have acquired the experience of both positive and negative peer teaching, and how it can affect their performance. Academic performance is delimited to the students’ cumulative average score of school subjects in a session.
Research Question
The following research question will guide the study.
1. What is the level of peer teaching among in-school adolescents?
2. What is the level of time management among in-school adolescents?
3. What is the relationship between peer teaching and academic performance of in- school adolescent in Umuahia Education Zone?
4. What is the relationship between time management and academic performance of in-school adolescent in Umuahia Education Zone?
5. What is the relationship among peer teaching, time management and academic performance of in-school adolescents?
Hypotheses
The following null hypotheses postulated will be tested at 0.05 level of significance.
Ho1: There was a significant relationship between in-school adolescents’ peer teaching and their academic performance.
Ho2: There was a significant relationship between in-school adolescent time management and their academic performance.
Ho3: There was a significant relationship among peer teaching, time management and academic performance of in-school adolescent with regards to gender.
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A REVIEW OF EFFECTS OF QUALIFICATION OF CHEMISTRY TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EXTERNAL EXAMINATION
CHAPTER ONE
BACKGROUND TO THE STUDY
In the Nigeria national policy on education (1981) it stated that school education should “equip students to live attentively in our modern age of Chemistry” in accordance with this aim of education, Boge (1979) has his to say, “in an era that is most accurately described by its social and religiousprocess, one major educational problem is preparing the young people to cope with the intellectual and religious environment characterized by rapid changes” in order for students to understand this rapidly, social and religious society, it is assumed that these young people should have some basic understanding for the Chemistry
Experimental Chemistry is one of the most recently included subject content of the curriculum Chemistry it inclusion, Chemistry has continued to occupy its separate place and some time, it is often neglected in some schools even where the various branches of Chemistry are taught they are done without regard for the basic requirement needed in spite of the effort made during the present decade by the federal and state government of Nigeria to give Chemistry subject their role in education note much has been achieved in some selected schools in Shagamu Local Government Areaof Lagos state the effect of the deficiency in teaching Chemistry in schools are particularly evident in developing countries such as Nigeria
STATEMENT OF PROBLEM
RESEARCH QUESTION
HYPOTHESIS
The ineffective teaching of Chemistry schools is brought by several factors the researcher has it in mind that the factors listed below could be responsible for it
PURPOSE OF STUDY
The purpose of this study is to find out the problem militating against the teaching of Chemistry the schools
SIGNIFICANCE OF STUDY
The teaching of Chemistry has not been as effective as it output to be is easily of students in schools it is therefore necessary to diagnose the various factors responsible for this unheeding state of affairs and proper means by which the anomalies could be arrested
The importance of Chemistry in the life of man need to be over emphasized therefore if the subject is note effectively taught, the rudiment that are necessary for development of the basic concept of Chemistry would be lacking at the secondary schools level and this could permeate the other state of the nation’s educational level it is believed that the importance of Chemistry is well under stood and all the factors responsible for it’s unhealthy development are quickly nipped on the bud it would be possible to build a Chemistry culture oriented society which will augur well for the healthy development of the nation
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A STUDY OF STRATEGIES TO ENHANCE TEACHING AND LEARNING OF CHEMISTRY IN SECONDARY SCHOOL
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study
Chemistry, as one of the core subjects in the science curriculum, plays a critical role in shaping students’ understanding of the natural world and preparing them for careers in science, technology, engineering, and mathematics (STEM) fields. Despite its importance, the teaching and learning of chemistry in secondary schools face numerous challenges, including students’ perceived difficulty of the subject, lack of interest, inadequate resources, and ineffective teaching methodologies. These challenges often result in poor performance in chemistry, limiting students’ opportunities for further studies and careers in science-related fields.
In many secondary schools, particularly in developing countries, the traditional lecture-based approach to teaching chemistry prevails, with limited use of practical experiments and interactive learning methods. This approach often fails to engage students, making it difficult for them to grasp complex concepts and apply their knowledge in real-world situations. Additionally, the lack of adequate laboratory facilities, teaching aids, and qualified chemistry teachers further exacerbates the challenges, leading to suboptimal learning outcomes.
Recognizing these issues, there is a growing need to explore and implement strategies that can enhance the teaching and learning of chemistry in secondary schools. Such strategies may include the use of modern teaching technologies, active learning techniques, continuous professional development for teachers, and the integration of real-life applications of chemistry to make the subject more relevant and engaging for students. By adopting these strategies, educators can create a more conducive learning environment that fosters students’ interest in chemistry and improves their academic performance.
Chemistry, often referred to as the central science, plays a crucial role in connecting the physical sciences with life sciences and applied sciences, such as medicine and engineering. In secondary schools, chemistry is a core subject that lays the foundation for students’ understanding of the composition, properties, and behavior of matter. It is essential not only for students who wish to pursue careers in science, technology, engineering, and mathematics (STEM) fields but also for fostering critical thinking, problem-solving skills, and scientific literacy among all students.
However, the teaching and learning of chemistry in secondary schools are often met with significant challenges. Students frequently perceive chemistry as a difficult and abstract subject, leading to low engagement, lack of interest, and poor academic performance. These challenges are further exacerbated by factors such as inadequate laboratory facilities, limited access to teaching aids, and a shortage of qualified chemistry teachers. Traditional teaching methods, which often rely heavily on rote memorization and theoretical instruction, fail to make the subject relatable and engaging for students, contributing to their struggles in understanding and applying chemical concepts.
Given these challenges, there is a pressing need to explore and implement effective strategies to enhance the teaching and learning of chemistry in secondary schools. Such strategies could involve the integration of modern teaching technologies, the adoption of active learning techniques, the improvement of laboratory and classroom resources, and the continuous professional development of chemistry teachers. By employing these strategies, educators can create a more engaging and supportive learning environment that not only improves students’ understanding of chemistry but also sparks their interest and enthusiasm for the subject.
This study seeks to investigate various strategies that can be employed to improve the teaching and learning of chemistry in secondary schools. By examining current practices and exploring innovative approaches, the study aims to provide practical recommendations for educators, school administrators, and policymakers. The ultimate goal is to enhance students’ academic performance in chemistry, increase their interest in the subject, and better prepare them for future studies and careers in science-related fields.
The importance of this study cannot be overstated, as improving chemistry education is vital for developing a scientifically literate society and for meeting the growing demand for skilled professionals in STEM disciplines. The findings of this study will contribute to the broader discourse on science education, offering insights and strategies that can be applied not only in chemistry but across other scientific disciplines in secondary education.
1.2 Statement of the Problem
The teaching and learning of chemistry in secondary schools are often characterized by low student engagement, poor academic performance, and a general lack of interest in the subject. These problems are particularly pronounced in schools with limited resources, where students have little access to hands-on laboratory experiences and interactive learning tools. The traditional teaching methods, which predominantly focus on rote memorization and theoretical instruction, further alienate students, making it difficult for them to understand and appreciate the relevance of chemistry in everyday life.
The problem is compounded by the shortage of qualified chemistry teachers, inadequate laboratory facilities, and insufficient teaching aids, all of which contribute to the ineffective delivery of the subject. As a result, many students struggle to achieve proficiency in chemistry, which not only affects their overall academic performance but also limits their opportunities for further education and careers in STEM fields.
This study seeks to address these challenges by identifying and proposing strategies that can enhance the teaching and learning of chemistry in secondary schools. By exploring innovative teaching methodologies, improving resource availability, and providing targeted support for teachers, the study aims to develop practical solutions that can improve student outcomes in chemistry.
1.3 Objectives of the Study
The primary objective of this study is to investigate and propose strategies to enhance the teaching and learning of chemistry in secondary schools. Specifically, the study aims to:
Identify the current challenges faced in the teaching and learning of chemistry in secondary schools.
Explore effective teaching methodologies that can improve student engagement and understanding of chemistry.
Assess the availability and utilization of resources, such as laboratory facilities and teaching aids, in the teaching of chemistry.
Evaluate the impact of teacher qualifications and professional development on the effectiveness of chemistry instruction.
Provide recommendations for implementing strategies that can enhance the overall teaching and learning experience in chemistry.
1.4 Research Questions
The study will be guided by the following research questions:
What are the key challenges in the teaching and learning of chemistry in secondary schools?
What teaching methodologies can be adopted to improve student engagement and understanding of chemistry?
How adequate are the resources available for the teaching of chemistry in secondary schools, and how are they utilized?
What role do teacher qualifications and continuous professional development play in enhancing the teaching of chemistry?
What strategies can be implemented to improve the overall effectiveness of chemistry education in secondary schools?
1.5 Significance of the Study
This study is significant for several reasons. Firstly, it addresses the pressing need to improve the quality of chemistry education in secondary schools, which is crucial for preparing students for higher education and careers in STEM fields. By identifying effective strategies for teaching and learning chemistry, the study contributes to the broader goal of enhancing science education and fostering a scientifically literate society.
Secondly, the study provides valuable insights for educators, school administrators, and policymakers who are responsible for developing and implementing educational programs. The findings and recommendations from this study can inform the design of teacher training programs, the allocation of resources, and the development of curricula that are more aligned with the needs of students.
Finally, the study highlights the importance of innovative teaching methods and the integration of practical, real-world applications in chemistry education. By promoting active learning and student-centered approaches, the study aims to make chemistry more accessible and engaging for students, thereby improving their academic performance and interest in the subject.
1.6 Scope of the Study
The study focuses on secondary schools, examining the challenges and strategies related to the teaching and learning of chemistry. It will include an analysis of both public and private secondary schools, with a particular emphasis on schools that face resource constraints. The study will explore various teaching methodologies, the availability of laboratory facilities and teaching aids, and the impact of teacher qualifications and professional development on chemistry education.
1.7 Limitations of the Study
While this study aims to provide comprehensive insights into enhancing the teaching and learning of chemistry, it is subject to certain limitations. One potential limitation is the geographical scope, as the study may focus on a specific region or set of schools, which may not fully represent the diversity of secondary schools across different regions. Additionally, the study may encounter challenges in accessing reliable data, particularly in schools with limited record-keeping practices.
Furthermore, the study may face difficulties in measuring the long-term impact of the proposed strategies, as changes in teaching and learning outcomes may take time to manifest. Despite these limitations, the study aims to offer practical recommendations that can be applied across various contexts to improve chemistry education.
1.8 Definition of Terms
Teaching Strategies: Methods and approaches used by teachers to facilitate learning and engage students in the educational process.
Learning: The process of acquiring knowledge, skills, attitudes, or values through study, experience, or teaching.
Chemistry: A branch of science that studies the composition, structure, properties, and changes of matter.
Secondary School: An educational institution that provides education to students typically aged between 11 and 18 years, following primary school and before higher education.
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SECONDARY SCHOOL STUDENTS EXPERIENCES OF THE USE OF EFFECTIVENESS OF INSTRUCTIONAL MATERIALS BY CHEMISTRY TEACHERS IN ETHIOPE WEST LOCAL GOVERNMENT AREA
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The teaching and learning of Chemistry in secondary schools are critical to the development of scientific literacy and the cultivation of future scientists. Chemistry, being one of the core science subjects, plays a vital role in fostering analytical thinking and problem-solving skills. However, the effectiveness of Chemistry education is largely dependent on the instructional materials used by teachers. In Ethiope West Local Government Area, like many other regions, the quality and use of instructional materials in Chemistry classes have a significant impact on students’ learning experiences and outcomes.
Instructional materials, which include textbooks, laboratory equipment, visual aids, and digital resources, are essential tools that enhance the teaching and learning process. They provide a concrete basis for conceptual thinking and help in the visualization of abstract ideas, making learning more engaging and meaningful for students. When effectively utilized by teachers, these materials can bridge the gap between theory and practice, thus improving students’ understanding and retention of scientific concepts.
The experiences of secondary school students regarding the use and effectiveness of instructional materials by their Chemistry teachers are crucial in assessing the overall quality of Chemistry education in the area. Students’ perceptions and experiences can provide valuable insights into the adequacy, accessibility, and utilization of these materials, as well as the challenges faced by both teachers and students in the teaching-learning process.
The quality of education in secondary schools is crucial for the development of a nation’s human resources, particularly in science subjects like Chemistry. Chemistry, as a core science subject, is fundamental to understanding the natural world and lays the groundwork for various scientific and technological advancements. However, the effectiveness of Chemistry education largely depends on the instructional methods and materials employed by teachers in the classroom.
Instructional materials serve as essential tools in the educational process, enabling teachers to convey complex scientific concepts in a more understandable and engaging manner. These materials range from traditional resources like textbooks and laboratory equipment to modern tools such as digital resources and interactive media. The proper use of these materials can enhance students’ comprehension, retention, and application of Chemistry concepts, thereby improving their academic performance.
In Ethiope West Local Government Area, Delta State, the use and effectiveness of instructional materials in teaching Chemistry have come under scrutiny. There is growing concern that the lack of adequate instructional materials and the ineffective use of available resources by teachers may be contributing to the poor performance of students in Chemistry. This issue is particularly significant in a region where educational resources are often limited, and where teachers may face challenges in accessing or utilizing the necessary materials to support effective teaching.
Understanding the experiences of secondary school students with regard to the use of instructional materials by their Chemistry teachers is critical for identifying the strengths and weaknesses in the current educational practices. Students’ perspectives provide valuable insights into how instructional materials are being utilized in the classroom, the challenges faced by both teachers and students, and the overall impact on students’ learning outcomes.
This study aims to explore the experiences of secondary school students in Ethiope West Local Government Area concerning the use and effectiveness of instructional materials in their Chemistry classes. By examining these experiences, the study seeks to shed light on the current state of Chemistry education in the area and to identify potential areas for improvement. The findings will be instrumental in informing educational policies and practices, ultimately contributing to the enhancement of Chemistry education in secondary schools within the region.
1.2 Statement of the Problem
Despite the recognized importance of instructional materials in enhancing the teaching and learning of Chemistry, there is a growing concern about the adequacy and effectiveness of these materials in secondary schools within Ethiope West Local Government Area. Many students struggle to grasp complex Chemistry concepts, leading to poor academic performance in the subject. This challenge may be attributed to several factors, including the lack of appropriate instructional materials, inadequate teacher training in the use of these materials, and limited access to modern educational resources.
The problem of ineffective use of instructional materials not only hinders students’ academic achievement but also affects their overall interest and motivation in studying Chemistry. This situation calls for an investigation into the experiences of secondary school students regarding the use and effectiveness of instructional materials by their Chemistry teachers. Understanding these experiences is essential for identifying gaps in the current instructional practices and for developing strategies to improve Chemistry education in the area.
1.3 Purpose of the Study
The primary purpose of this study is to explore and evaluate the experiences of secondary school students in Ethiope West Local Government Area concerning the use and effectiveness of instructional materials by their Chemistry teachers. Specifically, the study aims to:
Assess the availability and accessibility of instructional materials in Chemistry classes.
Examine how Chemistry teachers utilize instructional materials to enhance students’ understanding of the subject.
Investigate students’ perceptions of the effectiveness of the instructional materials used in their Chemistry classes.
Identify the challenges faced by both teachers and students in the use of instructional materials for teaching and learning Chemistry.
1.4 Research Questions
The study seeks to answer the following research questions:
What types of instructional materials are available and accessible to Chemistry teachers and students in secondary schools within Ethiope West Local Government Area?
How do Chemistry teachers in the area utilize instructional materials to facilitate teaching and learning?
What are the students’ perceptions of the effectiveness of the instructional materials used by their Chemistry teachers?
What challenges do teachers and students face in the use of instructional materials in Chemistry education?
1.5 Significance of the Study
This study is significant for several reasons. Firstly, it will provide insights into the current state of instructional materials used in teaching Chemistry in secondary schools within Ethiope West Local Government Area. Secondly, the findings will help identify the strengths and weaknesses in the use of these materials, offering a basis for improving instructional practices. Thirdly, the study will contribute to the body of knowledge on Chemistry education by highlighting students’ experiences and perceptions, which are often overlooked in educational research.
Moreover, the results of this study could inform policymakers, educational authorities, and school administrators in making informed decisions regarding the provision and utilization of instructional materials. It could also serve as a guide for teacher training programs, emphasizing the importance of effective instructional material usage in enhancing students’ learning outcomes in Chemistry.
1.6 Scope of the Study
This study focuses on secondary school students in Ethiope West Local Government Area of Delta State, Nigeria. It specifically examines their experiences and perceptions regarding the use and effectiveness of instructional materials by their Chemistry teachers. The study will cover both public and private secondary schools within the area, and the instructional materials under consideration will include textbooks, laboratory equipment, visual aids, and digital resources used in Chemistry classes.
1.7 Definition of Terms
Instructional Materials: Tools and resources used by teachers to facilitate learning, including textbooks, laboratory equipment, visual aids, and digital resources.
Effectiveness: The degree to which the instructional materials achieve their intended educational outcomes in enhancing students’ understanding and performance in Chemistry.
Secondary School Students: Students enrolled in secondary education, typically between the ages of 12 and 18, who are studying Chemistry as part of their curriculum.
Chemistry Teachers: Educators responsible for teaching Chemistry to secondary school students.
Ethiope West Local Government Area: A local government area in Delta State, Nigeria, where the study is conducted.
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INFLUENCE OF CONCEPT MAPPING INSTRUCTIONAL STRATEGY ON THE PERFORMANCE OF CHEMISTRY STUDENTS
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Human has always curiosity about the biotic world around him and their relation with a biotic world. His curiosity starts from his own bodily structure. Human got the key of healthy life through the study of bodily structures of his own and other organisms. Our day today life activities depend on our bodily organs. The personality of a person depends on how he uses his organs. The person should know all the information about it so to take care of it.
Today’s learners are tomorrow’s decision makers. The willingness of engaging oneself with contemporary science and its associated issues are now more prominent. For this the science teachers need opportunities to keep update and to developed engaging classroom approaches. The aim at today’s science education is to bring the real world in to the classroom. Today’s science teachers are searching the ways in which new knowledge can be brought is to the classroom. It is important that we teach students to make connections between what they learn in the classroom what they see in everyday life.
At the higher secondary level Biology is taught through lecture method, practical method, models and charts. A few experimental teachers follow self-study, group discussions or seminar methods. However, one can’t say surely that students learn everything about Biology by these methods. The present research is undertaken to find out a new method that will be easily available both for teachers and students and will prove the prevailing methods are inappropriate.
A few concept maps are included in the book of biology prescribed for higher secondary school. Both the teachers and students might be using these concept maps for the teaching-learning process but the method if concept map technique in studding is not practiced regularly.
The present research attempts to examine the output if the separate concept maps on each units of XI Standard XI Biology are used in the teaching-learning Process.
In fact, we are associated with the term concept map since our childhood. Along with its development the brain starts exploring the relationship between the persons, events and things around it. As the child’s experience increases, the same is being saved in the brain for example-
a) The correlation between the kinds
b) The correlation between the various departments/sections of one’s office
c) The correlation among the things around
A few examples of the practical application of concept map are: a chain system of tiff in carriers of in Mumbai or the Railway Timetable. The term ‘concept map’ may be defined as: concept maps are multi-purpose tools to visualize connections in complex systems in a wide variety of fields.
Concept maps can be defined as a form of node-link diagram for organizing and representing, semantic relations among ideas.
Many ordinary students face difficulties while dealing with some units of Biology’ at higher-secondary level, for example- Morphology of flowering plants. If the teacher teaches this unit with the help of the concept map, the students will get are the important points at a glance. The special feature of concept map is proper presentation of maximum information in minimum words. It helps to increase the understanding capacity of student’s ‘concept map’ makes the teaching-learning process more easy, lucid and effective. The dissertation research explore the use at concept maps as knowledge integration tool to draw out exciting ideas & connections to form new ideas & sort out alternative ideas.
1.2 Statement of Research Problem
Effect of concept maps on academic achievement in the subject biology among the higher secondary level school students.
Operational Definition of the Key Concepts Concepts Maps
For the purpose of this study concepts maps means diagrammatic & graphical representation of concepts in the XI Standard text book of Biology, to enhance knowledge integration. For the purpose of this study concept maps will be prepared on selected from XI Standard biology textbook.
Academic Achievement
For the purpose of this study Academic achievement means marks scored by XI standard Biology students in examination taken by researcher. The question paper used for this exam is on textbook which is published by Maharashtra state board of secondary and higher secondary education.
1.3 Objectives of the Study
1. To study the effect of concept map strategy on academic achievement of XI Standard Biology students.
1.4 Assumptions of the study
1. Content of XI Standard Biology syllabus includes concept which can be studied with concept map technique.
2. Content of XI Standard Biology syllabus includes concept which helps to prove that the concept maps can be used for knowledge integration among XI Standard in the subject Biology.
1.5 Research hypotheses
Concept mapping strategy can enhance academic achievement of the XI Standard student in the subject Biology. Null hypotheses
1. There is no significant difference between the pre test scores of control group and experimental group for academic achievement test.
2. There is no significant difference between the pre test scores & post-test scores of control group for academic achievement test.
3. There is no significant difference between the pre-test sore &post test scores of experimental group for academic achievement test.
4. There is no significant difference between the post test scores of control & experimental group for academic achievement test.
1.6 Significance of the study
1.Many students leave school with a very fragmented knowledge of biology that does not allow them to understand complex scientific systems and connections to their everyday lives. The research allows students to build strong understandings. Knowledge integration process can be enhanced with the help of concept mapping strategy & it is helpful for increasing the academic achievement of higher secondary level science students.
2. This study is important for constructive learning. The goal of this study is to explore concept maps as interactive tool implemented in a technology supported learning environment with interactive visualizations designed to support strong understandings of Biology that enables learners to explain real life phenomenon.
1.7 Scope of the study
1.The findings of this research are applicable for all the higher secondary schools.
2.The results & conclusions of this research are applicable for the subject Biology of higher secondary level.
3.The findings of this research are applicable in the field of concept mapping.
1.8 Significance of the study
The results of the present study are useful to
1.Teachers teaching Biology subject at junior level can develop on emergent teaching method.
2.Students studying Biology subject and social science at high school level can use Concept map technique as study tool.
3.Teachers teaching science and social science at high school level can use concept map technique as teaching method.
4. Students will get essential direction for precise use of concept maps in education research.
5. The Bureau of text-book production and curriculum research can develop, revision tools, evaluation tools for knowledge integration at school and junior college level.
6. Research Guides will get a new direction for precise use of Concept maps for knowledge integration in educational research.
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Account Number: 3139283609
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08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
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A STUDY OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGIES AND STUDENTS ACADEMIC ACHIEVEMENT IN CHEMISTRY
CHAPTER ONE
INTRODUCTION
1.1 Background of the study.
Education is a continuous process in life. It is the process of training and developing the knowledge, skill, mind and character of people. It is also the process by which the latent abilities of individuals are developed so that they may be useful to themselves and the society (Olaniyonu, Adekoya and Gbenu, 2008). Meaningful improvements in the quality of education that students receive are determined by the quality of teachers (Anderson, 1991). Therefore quality teaching and learning are good for students’ academic performance.
For a nation that wants to achieve rapid technological development, academic performance in Mathematics and English Language is central to the attainment of this laudable goal. Mathematics is the foundation science subject for the other science subjects like, Physics, Chemistry, Biology, and Additional Mathematics, while English Language is an indispensable tool of expression and communication. This recommendation was made to address the public concern on the poor academic performance of students in Senior Secondary Certificate Examination (SSCE) in Mathematics and English Language in recent years.
This recommendation has not been implemented till date and the poor academic performance in these two key subjects politiciation. Poor academic performance has been linked to several factors which include shortage of good teaching staffs, poor quality of educational leadership, political instability of educational programmes, automatic promotion, age of the learners, and unavailability of effective instructional materials (Ewetan, 2010; Akinwunmi and Odunsi, 2008). Information gathered through the National Bureau of Statistics shows that as at 2008, there were 14,829 secondary schools in Nigeria. Out of this number 2,930 secondary schools or 19.76% were from South West while 508 secondary schools or 17.34% were from Ogun State. Better students‟ results are the main indicator of the experience and effectiveness of teachers. In developing and developed countries, the teacher factor has been linked to low achievement in Mathematics and English Language (Akpo, 2012; TIMSS, 2002; Afrassa and Peeves, 1999; Jacob and Lefgen, undated).
The issue of teacher as a factor that affects students academic performance has received a lot of attention in the literature and findings have been mixed and inconclusive. A strand of the literature revealed that a number of teacher variables which include years of teaching experience, level of educational attainment or academic qualifications, teacher development programmes, availability of qualified teachers, teacher-student ratio, teacher attitude, degree of job satisfaction, motivation and salary affect students‟ learning outcomes (Daso, 2013; Akpo, 2012; Odiri, 2011;Ewetan, 2010; Akinsolu, 2010; Adesoji and Olatunbosun, 2008; Bressoux et al, 2008; Adeyemi, 2008; Abu and Fabunmi, 2005). Another strand of the literature found that a number of teacher variables which include teacher years of experience, teacher academic attainment or qualifications, teacher-student ratio, and teacher development programmes had no significant influence on students‟ academic performance (Yara and Surumo, 2012; Ayodele and Ige, 2012; Zaku, 1983).
1.2 Statement of the problem.
Teachers’ teaching method has a lot to with the academic performance of students in a school. Teachers need to be well equipped/ trained on effective teaching method in order to positively influence the academic performance of senior students in Lagos state.
1.3 Objective of the study.
The main objective of the study is to investigate the relationship between teaching method and academic performance of senior students in Lagos state.
1.4 Research Questions.
What is the meaning of Teaching method?
What is the meaning of Academic performance?
What is the effects of teachers’ teaching method on academic performance of senior students in Lagos state?
1.5 Significance of the study.
This study will help in examining the effect of instructional strategies on academic performance of senior students in Lagos state.
1.6 Scope of the study.
This study focus on the investigation into the relationship between instructional strategies and academic performance of senior students in Lagos State.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 08154275408 (1) Your project topics
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OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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EFFECTS OF FAMILY BACKGROUND AND SCHOOL ENVIRONMENT ON ACADEMIC PERFORMANCE OF CHEMISTRY STUDENTS
CHAPTER ONE
INTRODUCTION
Background of the Study
Education is the best legacy a nation can give to her citizens especially the youths. This is because education is very important in the development of any nation or community. Education is the process of transmitting what is worthwhile to members of the society. According to Okafor (1981). Education embraces all those experiences of the individual through which knowledge is acquired and intellect enlightened. For Nwabachili and Egbue (1993) education is what goes on from one generation to another generation. In this context, education is the process of socializing the child to grow up as a fulfilled member of the society through informal, formal and non-formal process. Informal education is the process of acquiring knowledge about the environment and beyond through living with one another. According to Nwabachili and Egbue (1993) formal education is a consciously planned form of socialization in a formal setting such as school. They stressed that non-formal education involve all those systematic programmes and processes of education and training that is done outside formal education setting. All these forms of education cannot be achieved without the influence of the family.
Family is the first social environment the child finds itself. According to Clifford (1981) family remains the primary environment of the child. The author emphasized that family environment has more chances of increasing or decreasing the intellectual achievement of the child. Akubue and Okolo (2008), defined family as a small kinship structural group with the key function of natural socialization of the new born. Similarly, in Okunniyi (2004), family is defined as a primary social group of parents, offspring and possibly other members of the household.
Family background refers to all the conditions and circumstances in the family which influence the child physically, intellectually and emotionally Muola (2010). Children coming from different family backgrounds are affected different by such family conditions, that is why some children have good family background while some have poor background. Citing fleege, Eke (1999) noted that with some families, the background way vary from time to time for the same individuals.
Formal education therefore remains the vehicle for human development which must start from the family. There are different categories of families. The major categories of families according to Anderson and Taylor (2000) includes: Traditional families–where the father is the major breadwinner and mother at home rearing children; divorced families–families that have been reconstituted following the breaking of marriage; single parent families–likely headed by women; step families–with new siblings and new parents stemming from re-marriage.
A family could also be categorized as extended or nuclear. Extended families are those in which large group of related kin in addition to parents and children live together in the same household. This is the type of families prevalent in African countries. Nuclear families are families where married couple resides together with their children. This type of family is common in Western countries (Andersen and Taylor 2000).
Families are of various sizes. Family size has to do with the total number of people in a single family which may include the father, mother, children and even the extended members – all living in one hamlet. According to Alio (1995) family size has implication for education. The author emphasized that the size of the family determines to a great extent the relative amount of physical attention and time which each child gets from his parents. Large families are more common among the lower class of the society. Children in large families may suffer poverty and lack parental encouragement and stimulus which motivate their academic achievement (Eamon, 2005). Similarly, smaller family size has been linked with high academic achievement (Majoribank 1996) Majoribank further stressed that students with fewer siblings are likely to receive more parental attention and have support that leads to better school performance Family (small or large size) remains the primary environment of every child. The families begin the process of education and provide physical and psychological needs of the child. This supports the view of Maduewisi (1982), that the environmental experiences from family, peer group and school location have great influence in determining child’s intellectual ability. She maintained that bright children from under-privileged family environment may turn dull due to impoverished family environment. She added that mental development influence intellectual development. This is in line with Hebb (1987) who observed that the innate potentials of children cannot be attained without adequate stimulating family environment because the child cannot do well intellectually. The implication is that a proper stimulating family environment with intellectual potential and appropriate teaching methods will definitely enhance maximum performance of the child.
Durosaro and Durosaro (1990) in their study attempted to investigate the relationship between students’ family size and their academic achievement; they found out that family size influenced academic achievement. Their study reveals that children from small size families performed better at school than their counterparts from both average size and large size families. Furthermore, Yoloye (1989) conducted a study to see if the family background variables might be useful in explaining their academic achievement. Some aspects of family background variables examined in the study include family size and parents’ educational status. His findings were that the polygamous family sizes which were naturally large, reduces the chances of children going to school in the first instance. In addition, children from such backgrounds who are in schools have reduced chances of achieving their goals. Thirdly, parents of such families are mostly illiterate and incapable of providing adequate motivation for their children in schools as compare with the literate nuclear families.
The economic implication of large family size is better explained in Okunyi (2004) who observed from his study that as families get larger, parents cannot give their children the same amount of individual attention. They could not afford to provide them with so many of the things which will help them to make the best possible use of their years at school such as educational aids, and quiet comfortable rooms in which to do home work undisturbed by the television, outings to places of interest, leisure time pursuits, and opportunities for traveling. What is most probably important of all, according to him is the fact that the parents of large families were found not to talk with their children to the same extent as parents of small families.
Another aspect of family environmental factor is the structure of the family. Structurally, a family is either broken or intact. A broken family in this context is one that is not structurally intact for various reasons; such as death of a parent, divorce, separation, desertion and illegitimacy in which case, the family was never completed (Coukline 1996). Life in a single parent family can be stressful for both the child and the parent and such families are faced with the challenges of diminished financial resources, assumptions of new roles and responsibilities, establishment of new pattern in intrafamilial interactions and reorganization or routines and schedules, (Agulanna 1999).
In single parent families, children may suffer some psychological and social problems which affect their academic performance. Danesy and Okedian (2002), in their study, lamented that street hawking among secondary school students have psychologically imposed other problems, such as sex networking behaviour, juvenile delinquent behaviour, which take much of the student school time that necessitated the poor academic performance and drop out syndrome noticed among young school
students. They also lamented that the maternal and paternal deprivation of essential needs of the young students have promoted their poor performance in public examinations, such as JSCE, WASSCE and NECO. Similarly, (Okunniyi 2004) asserted that a child who suffer maternal and paternal deprivation may experience academic problems including truancy in the school. This is because the child may lack some necessities like school fees, books and uniforms. These conditions, according to the authors, are not conducive for effective parenting because when the single parents are overburdened by responsibilities and by the own, emotional, reaction to their situation, they often become irritable, impatient and insensitive to their children’s needs.
Apart from the structural pattern of the family, another powerful variable in the family that determines the students academic achievement is the family socio-economic status (SES). According to (Jeynes 2002), the socio-economic status (SES) of a child is most commonly determined by combining portent’s educational level, occupational status, and income level. Social class and economic status of the parents determine the type of school and the standard of training they desire for their children. The occupation or profession of the parents, the educational level and whether the mothers are working or non-working mothers places them at an advantage or disadvantage to evaluate their children’s academic work and monitor their progress.
Status is often determined by the individuals economic attainment, though it is sometimes ascribed on the individual. Okunniyi (2004), identified three distinct socio-economic groups or status which are common in many countries. They are: upper class- which is made up of rich business men and top government officials among others; middle class- which consists of skilled workers, professionals and middle ranked government workers and the lower class- which is made up of manual workers, petty traders and low income government officials.
Francis (2007) opines that the lower income families may be aware of the importance of education in the society, but at the same time, they are also aware of their limited resources to measure up with such educational demands. According to the author, a family that can scarcely provide for the basic needs of the family which include food, shelters and clothing will hardly motivate the academic excellence of their children, instead they will pressurize their children so seek for job opportunities with the little education they acquired so far to support the family. The implication of the agreement is that for families are likely to give their children poor academic background because of lack of financial support.
The socio-economic status of a family is capable of affecting the behaviour of the children and determine their aspiration. Families with high socio-economic status often have more success in preparing their children for school because they typically have access to wide range of providing their young children with high quality child-care, books and encourage children in various learning activities at home. They also have easy access to information regarding their children’s health, as well as social, emotional and cognitive development (Ojo and Yilma 2010),
Ojo and Yilma also noted that in all socio-economic groups, parents face major challenges when it comes to providing optimal care and education for their children and these challenges are more pronounced in poor families. This, according to them, is because sometimes, when the basic necessities are lacking, parents must place top priority on housing, food, clothing and health care, regarding education materials and books as luxuries. They added that poor families may also have inadequate or limited access to community resources that promote and support children’s development and school readiness. They further asserted that these disadvantages can negatively affect families decisions regarding their children development and learning. This situation, according to Ojo and Yilma, may also expose the infants in poor families to a greater risk of entering kindergarten schools unprepared, unlike their peers from rich families.
Parents’ motivation is another family background factor which influence the academic achievement of students. Students under motivated condition, exhibits purposeful behaviour aimed at achieving academic set goals. The achievement of these goals determines the motive. Hickey and Lindsey (1995) clearly distinguished two perspectives of motivation; these are situational and dispositional perspectives. According to them, disposition perspective asks questions about students’ general orientation to learning which relates the students’ priority and students’ nature. The situational perspective according to the scholars focuses on learning context. These scholars further identified to factors that greatly influence students’ motivation. These are: interpersonal factors such as curiosity, perseverance, and autonomy (intrinsic-factors) and environmental factors such as parents, peers and sibling (extrinsic factors).
Research shows that supportive and attentive parenting practices positively affect academic achievement (Eamon, 2005). In addition, high parental aspirations have been associated with increasing students’ interest in education (Majoribanks, 2005). The effect of parental motivation and involvement in their children’s school has on academic achievement is less clear (Domina 2005), parental motivation and involvement in school has been linked to both positive and negative influences on academic achievement (McNeal, 2001, Domina, 2005). Explanations for this discrepancy are not conclusive. It is thought that the type of involvement and motivation may make a difference and that in some cases parents become involved after their child has already had academic difficulties (Domina, 2005, McNeal, 2001). Other recent research has found more conclusively that while parental motivation may not help academic achievement, it does help prevent behaviorual problems (Domina, 2005).
Students with fewer siblings are likely to receive more parental attention and motivation and thus have more access to resources than children from large families. The additional attention and motivation leads to better school performance (Majoribanks,
1996, Thondike, 1997 and Samon, 2005).
Thondike reorganized seven ways of motivating students viz:
awareness on the part of the parents of the value of education whether such parents are literature of illiterate; existence of books, newspapers, comic books; good nutrition and sleeping habit; adequate facilities for sleep, for study and for rest; satisfaction of physical needs like food, shelter and clothing; objects in the home which challenges the child’s curiosity.
Douglas (1984) established a positive correlation between children’s academic achievement and motivation. The author laid considerable emphasis upon parental interest as a factor governing children’s chances of being awarded grammar school admissions. For the author, the simple most important factor that influence educational attainment of children appears to be the degree of parents interest in their children’s education. Douglas further stated that middle class parents express great interest in their children’s education as indicated by more frequent visits to school to discuss children’s progress, buying relevant textbooks and other necessary materials needed in the school for their children. The author also found from his study that parental interest and encouragement become increasingly important as a spur to high attainment as the children grow older. He also attached importance to the child’s early years, since in many cases, performance during the first years of school is reflected throughout the secondary school. He suggested that during primary socialization, middle-class children receive greater attention and stimulus from their parents. This forms basis for high achievement in the educational system.
Students from low socio-economic status families may not be strongly motivated to do well in school and may not be knowledgeable about techniques of being successful in school. High socio-economic status parents who have benefited in a variety of ways from education serves as effective and enthusiastic advocate of schooling (Carlson, 2003). In line with this Okwulanya (2003) opines that motivation from educated parents strengthens the academic aspiration and language development in their children to perform better in their academic work. According to the scholar, some children may come from homes were academic is much valued, where there are books around them and most of the time, they see their parents reading. Their parents may give them books as Christmas presents. They encourage them to read many books wither by organizing mini library for them at home or by encourage to use the state library. The author went further to emphasize that some children may come from illiterate homes, where no importance is attached to books. In such families children scarcely see their parents at home.
In all, the researcher’s conclusion is that motivated students are likely to engage in an activity more vigorously and more effectively than unmotivated one. Motivation is always goal orientated.
The importance of parental level of education to academic achievement of students cannot be over emphasized. Students from professional and to a lesser extent managerial occupational backgrounds exhibit higher academic performance (Gary, 2001). In support of this view, Onochie and Okpalla (1985) opined that educational level of parents which is an indicator of socio-economic status has direct influence on child’s values and academic achievement in the school. They mentioned that children from illiterate families may learn little or nothing from home that can help them develop interest in academics. This is in contrast to what is obtainable from children from literature families where parents provide atmosphere conducive for the formation of good study habits (Qeca, 1980).
Parental occupation is also an important family background variable. The occupation of one’s parents may determine to a large extent one’s opportunity to attend secondary school or not. Ezeji (2001) noted that parents like their children to take to their occupation, like parents who are lawyers, doctors, musicians among others. Examples of such people in the country include Gani faweiheni, the prominent human right lawyer, Oliver Akalite (Oliver De coque) and Osita Osadebe who were famous musicians each of these great men had one or more of his children in his type of occupation. Uwaoma (2066) asserted that most vocational students were children whose parents were farmer or craftmen. In Nigeria most children whose parents cannot afford to pay for high cost of formal education enroll into apprenticeship programmes such as carpentry, brick laying, petting trading and others. In the study area, there is a seeming general poor performance among secondary school students. Evidences of the poor performances are seen in both students’ internal and external examination. For instance, the available records of WAEC result analyses from 2005 to 2011 indicate downward trends in students’ academic achievement. According to the analyses, the achievement levels of students are as follows: 2005-27.53%, 2006-15.56%, 2007-25.54%, 2008-13.76%, 2009-25.99%, 2010-24.94% and 2011 -30.99% (source: WAEC Lagos).
It is against this background that the researcher is interested investigating the influence of family background on students academic achievement in Nsukka education zone of Enugu state. The researcher intends to investigate the variables in the family background with a view of assessing their relative influence on academic achievement of senior secondary school student in Nsukka education zone.
Statement of the Problem
Most students in Nigerian secondary schools are in greater risk of poor academic achievement in both internal and external examinations (WAEC and NECO). For instance, the available records of WAEC result analysis from 2005- 2011 show a continuous decline in students overall performance in school certificate examinations.
Government, parents, teachers and students blame one another for students’ poor performance in schools. Parents blame teachers for lack of dedication to duties. The teachers blame government for poor salaries hence they are poorly motivated, parents also accuse government for not equipping the schools with learning materials, government blame parents for not doing good home work and the students are blamed for lack of discipline and dedication to their studies.
In light of the above issues, the outstanding and relevant question is: what is the influence of family background on academic achievement of secondary school students?
Purpose of the Study
Generally, the purpose of the study was to find out the influence of family background on students’ academic achievement among senior secondary school students in Nsukka
Education zone.
Specifically, the purpose of the study is to find out:
1. The influence of parental level of education on academic achievement of senior secondary school students.
2. The influence of parental occupation on students’ academic achievement.
3. The influence of parental income on students’ academic achievement.
4. The influence of school environment on students’ academic achievement.
5. The influence of school location on students’ academic achievement.
Significance of the study
Theoretically, the findings of this study are considered significant because it can help in providing empirical information in identifying and explaining the various family background variables and the influence of the variables on students’ academic achievement. This will help in better understanding of the phenomenon. Moreover, it is expected that the findings will help to explain the functionality of the theoretical postulations Maslow’s motivational theory. According to Maslow, motivation is very important in learning, and a learner under motivated condition, exhibits purposeful behaivour aimed to achieving the set goal. The students is motivated to learn when their physiological need like shelter, food, water, rest and safety needs like love and belonging. The satisfaction of these needs leads to the quest to satisfy higher needs which boarder on self esteem and self actualization. The understanding of this theory especially as it relates to students teachers and parents would be of particular significance to researchers in the field of education and family studies.
Practically, the finding of this study will be useful to the following: the teachers, students, parents, school guidance counselors, Parents Teachers Association (PTA), educational administrators and the society at large.
The finding of the study will be of immense help to the teachers. The teachers will realize the necessity of individualizing their teaching by structuring their teaching methods and instructional resources to take care of the divergent parental backgrounds of the students. This method may yield more positive result than the traditional system which assumes that all children have similar family background. The findings of the study will also help teachers to exercise patience with slow-learners as they vary methods of instruction to accommodate divergent family background.
The findings will be of immense importance to students. The students will realize that their poor performance might not necessarily be their fault alone, especially those from low status families. Such knowledge will go a long way to reduce frustration in the students and also reduce drop-outs which occur as a result of frustration. Rather, the students should be made to adjust and help themselves by studying hard at home and also make proper of the books and materials that are provided for them at the school library. Through the findings of this study, parents will realize the importance of improving their educational standard so as to influence their children’s academic performance. Parents will also understand the need for them to improve their socioeconomic status so as to be able to provide the necessary motivation in form of learning materials and other things which will enhance their children’s learning and their academic performance. They will equally acknowledge the importance of positive motivations and encouragement and provide some, by making the family environment more conducive for their children.
The school guidance counselors will also benefit from the findings of this study. They will be in position to guide and counsel students in the area of personal social interactions, academic performance and career choice.
The findings of the study will help Parents Teacher Associations (PTA) of schools in promoting the academic performance of student. This is because at PTA meetings, parents know their functions and responsibilities at home, to help solve their children’s problems both home and school environment.
The findings of the study will be of immense help to educational administrators. They will use the findings in the formulation of policy that will regulate equal educational opportunities for all children irrespective of their family background in the distribution of equipment, facilities and amenities to schools.
The findings of this study will help the society at large in identifying how family environmental variables such as what parents’ level of education, parents’ income, parents’ occupation, parents’ motivation and family size on student’s academic performance. This will act as a check on increasing low academic performance among students, occasioned by the fact that some parents, teachers and counselors do not have adequate knowledge/input required of them.
Scope of Study
The study is limited to secondary schools in Nsukka education Zone of Enugu state. The context scope of this study is limited to finding the influence of family background on academic achievement of students with particular regards to parental level of education; parental occupation, parental income, family size and parental motivation.
Research Questions
The study will provide answers to the following research questions:
1. What is the influence of parental level of education on students’ academic achievement?
2. What influence does parental occupation have on students’ academic achievement?
3. What is the influence of parents’ income on students’ academic achievement?
4. What is the influence of school environment on students’ academic achievement?
5. What influence does school location have on students’ academic achievement?
Research Hypotheses
The following hypotheses will guide the studying and will be tested at 0.5 level of significance.
1. There is no significant difference in the mean ratings of students in Urban and Rural Schools on the influence of parental level of education on students’ academic achievement
2. There is no significant difference in the mean ratings of Students in Urban and Rural Schools on the influence of parental occupation on students’ academic achievement.
3. There is no significant difference in the mean ratings of Students in Urban and Rural Schools on the influence of parents’ income on student’s academic achievement.
4. There is no significant difference in the mean ratings of Students in Urban and Rural Schools on the influence of family size on students’ academic achievement.
5. There is no significant difference in the mean ratings of Students in Urban and Rural Schools on the influence of parental motivation on students’ academic achievement.
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CHEMISTRY TEACHERS KNOWLEDGE AND SKILL ABOUT THE USE OF LOCAL RESOURCES IN ILLORIN METROPOLIS
Abstract
The use of local resources in teaching chemistry enhances students’ understanding by making abstract concepts more relatable and practical. This study investigates the knowledge and skills of chemistry teachers in utilizing local resources for effective teaching in secondary schools within Ilorin Metropolis. A descriptive survey research design was adopted, and data were collected through structured questionnaires administered to selected chemistry teachers. The study examines teachers’ awareness, availability, and application of locally sourced materials in teaching chemistry concepts such as acids and bases, electrolysis, and organic chemistry. The findings reveal that while some teachers demonstrate a high level of knowledge regarding local resources, their practical application remains limited due to inadequate training, lack of institutional support, and insufficient instructional materials. The study highlights the need for targeted professional development programs to equip teachers with the necessary skills for integrating local resources into chemistry instruction. It concludes that effective utilization of locally available materials can enhance student engagement, improve learning outcomes, and promote a cost-effective and sustainable approach to science education. Recommendations include government and school management support in providing training workshops and instructional materials to strengthen the use of local resources in chemistry teaching.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Use of local resources in chemistry teaching enhances students’ understanding by providing practical, real-life applications of theoretical concepts. Local resources are readily available, cost-effective, and contextually relevant, making them valuable tools for effective science education. These materials can be categorized into natural, household, and industrial resources, each of which plays a significant role in simplifying complex chemistry topics.
Categories of Local Resources for Chemistry Teaching
Natural Resources
Minerals and Rocks: Limestone (CaCO₃) for acid-base reactions and thermal decomposition experiments.
Water Sources: River, rain, or well water for pH testing, filtration, and solubility studies.
Plant Extracts: Hibiscus flowers for acid-base indicators; starch from yam or cassava for testing iodine reaction.
Soil and Clay: Used in experiments related to pH, cation exchange capacity, and composition analysis.
Household Resources
Kitchen Ingredients: Vinegar (acetic acid) for acid-base reactions; baking soda (NaHCO₃) for gas evolution experiments.
Eggshells: Rich in calcium carbonate (CaCO₃), useful in acid-base reactions.
Soap and Detergents: Used in experiments related to saponification and emulsification.
Cooking Oil: For experiments on density, immiscibility, and soap formation.
Industrial and Commercial Resources
Cement and Lime: Used to demonstrate neutralization reactions and preparation of limewater.
Fertilizers: Contain essential elements like nitrogen, phosphorus, and potassium for chemical analysis.
Battery Acid and Electrolytes: Used in electrochemistry experiments.
Soft Drinks and Beverages: Can be analyzed for sugar content, acidity, and CO₂ presence.
Importance of Local Resources in Chemistry Teaching
Enhances Conceptual Understanding: Provides hands-on experience and real-world applications of chemistry.
Cost-Effective: Reduces dependency on expensive laboratory chemicals and equipment.
Encourages Creativity and Innovation: Promotes inquiry-based learning and problem-solving skills.
Supports Environmental Awareness: Helps students appreciate the chemistry of their surroundings and sustainability practices.
The teaching of chemistry requires effective instructional strategies that promote students’ understanding and retention of concepts. One approach to achieving this is the use of local resources, which are readily available, cost-effective, and contextually relevant for science education (Okebukola, 2018). Local resources include materials such as plant extracts, limestone, charcoal, wood ash, and other naturally occurring substances that can be used to illustrate chemical reactions, physical changes, and other key chemistry concepts (Akinyemi & Oladipo, 2020).
In many developing countries, including Nigeria, there is a growing emphasis on the integration of indigenous knowledge into science education (Jegede, 2019). This is based on the recognition that locally available materials can be effectively used to teach chemistry, thereby making learning more practical and relatable to students (Eshiet, 2017). Despite the benefits of using local resources, research indicates that many chemistry teachers lack the necessary knowledge and skills to utilize them effectively (Adebayo & Yusuf, 2021). This gap can be attributed to inadequate training, limited exposure to innovative teaching methods, and the reliance on conventional laboratory materials that may not always be accessible.
Ilorin Metropolis, being an educational hub in Nigeria, provides an interesting case study to examine chemistry teachers’ knowledge and skills in using local resources. Understanding the extent to which teachers leverage these materials can offer insights into improving chemistry education, enhancing student engagement, and promoting the practical application of scientific knowledge.
1.2 Statement of the Problem
Despite the potential advantages of using local resources in chemistry teaching, many secondary school teachers in Ilorin Metropolis still rely heavily on conventional laboratory chemicals and equipment, which may be expensive or unavailable (Ajayi & Ogunleye, 2016). This reliance limits students’ ability to relate chemistry concepts to their immediate environment, leading to abstract learning experiences that hinder conceptual understanding (Owolabi et al., 2018).
Previous studies have shown that teachers’ awareness and competency in using local resources vary significantly, with some demonstrating adequate knowledge while others show limited expertise (Adetunji & Salami, 2020). Factors such as insufficient professional training, lack of institutional support, and inadequate instructional materials contribute to this challenge (Ogunniyi, 2017). Therefore, it is necessary to investigate the current level of chemistry teachers’ knowledge and skills regarding the use of local resources in Ilorin Metropolis to identify gaps and recommend strategies for improvement.
1.3 Objectives of the Study
The main objective of this study is to assess chemistry teachers’ knowledge and skill in using local resources for teaching in secondary schools within Ilorin Metropolis. Specifically, the study aims to:
Examine chemistry teachers’ awareness of local resources that can be used for teaching chemistry concepts.
Assess the extent to which chemistry teachers integrate local resources into their teaching practices.
Identify challenges faced by chemistry teachers in utilizing local resources for instruction.
Recommend strategies for enhancing chemistry teachers’ competency in the use of local resources.
1.4 Research Questions
The study seeks to answer the following research questions:
What is the level of awareness among chemistry teachers regarding the use of local resources in teaching?
To what extent do chemistry teachers incorporate local resources into their instructional methods?
What challenges do chemistry teachers encounter in using local resources for teaching chemistry?
What strategies can be implemented to improve chemistry teachers’ knowledge and skill in using local resources?
1.5 Research Hypotheses
The study will test the following hypotheses:
H₀: There is no significant relationship between chemistry teachers’ knowledge of local resources and their usage in teaching.
H₀: Chemistry teachers’ level of training does not significantly influence their use of local resources.
H₀: Availability of local resources does not significantly impact their utilization in chemistry instruction.
1.6 Significance of the Study
This study is significant in several ways. First, it contributes to the body of knowledge on innovative teaching methods in chemistry education. By examining teachers’ knowledge and skills in using local resources, the study provides insights into effective teaching strategies that can enhance students’ understanding of chemistry concepts (Bassey et al., 2019).
Second, the findings can inform educational policymakers, curriculum developers, and school administrators on the need for professional development programs that equip teachers with skills for integrating local resources into science instruction (Onyema & Ige, 2021). Additionally, the study can serve as a reference for further research on sustainable chemistry teaching practices in Nigeria and other developing nations.
1.7 Scope of the Study
The study focuses on secondary school chemistry teachers in Ilorin Metropolis, Kwara State, Nigeria. It examines their knowledge, skill, and challenges in using local resources for teaching chemistry. The study does not include primary school teachers or teachers of other science subjects such as physics and biology. Data collection will involve questionnaires and interviews with selected chemistry teachers within the study area.
1.8 Limitations of the Study
The study may face certain limitations, including:
Limited Sample Size: The study is restricted to a specific geographical area, which may limit the generalizability of findings to other regions.
Teachers’ Willingness to Participate: Some chemistry teachers may be reluctant to provide information on their teaching practices.
Availability of Resources: The study may be constrained by the availability of documented evidence on local resource utilization in chemistry teaching.
1.9 Operational Definition of Terms
Local Resources: Naturally occurring or readily available materials that can be used for teaching chemistry, such as plant extracts, limestone, and wood ash.
Knowledge: The awareness and understanding chemistry teachers have regarding the use of local resources in instruction.
Skill: The ability of chemistry teachers to effectively integrate local resources into teaching practices.
Chemistry Teaching: The process of imparting knowledge of chemical concepts and principles to students in secondary schools.
Ilorin Metropolis: A major city in Kwara State, Nigeria, which serves as the study location.
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After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
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OR
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Account Number: 3139283609
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]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
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A STUDY OF PROBLEMS AND PROSPECTS OF TEACHING CHEMISTRY IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE STUDY
The term science has to do with nature; it is derived from the latin word scientia which means knowledge. It is a systematic enterprise that builds and organizes knowledge in the form of testable explanation and predictions about the universe. It can equally be defined as the field of study which tries to describe and understand the nature of the universe in whole or part. According to Hyacinth (2004) science in its broadest scene refers to all human activities involving organized knowledge of natural phenomena. It also refers to a system of acquiring knowledge here system uses observation and experimentation to describe and explain natural phenomena.
According to hornby (2002) science is the knowledge about the structure and behavior of natural and physical world based on facts that can be proved. Science is the study of natural phenomena and is distinguished from other fields because it relies on the hypothetical, deductive and experimental approach. Webster’s New collegisted Dictionary defined science as the knowledge attained through study or practice, in order word it is a knowledge covering general truths of the operation of general laws, especially as obtained and tested through scientific method and concerned with the physical world. Mbajorgu (2003),Ali(2000)perceives that science is concerned with regards to developing, acquiring and controlling knowledge, skills, capacity and attitude about natural factors of the environment. Science according to Onah (2003) is the bedrock upon which any nation can be built. It is said to be a very important of man’s life so much that its role in societal development has been revealed by various civilizations world-wide. Science increasingly associated with the scientific method itself as a disciplined way to study the natural world including physics, chemistry, geology and chemistry. No country can be globally recognized without talking about its scientific advancements. This can be seen in all aspects of life such as medicine, engineering, industries, education etc.
Science education has been recognized world-wide as a pre-requisite in science and technological development. It is that education intended to make every individual scientifically literate enough to like in this age of science and technology, and to have those with the intellectual ability productive and functional members of the society, through training in science based professions or vocations, Hyacienth(2004). Science education encourages students to think and act as responsible scientist by providing opportunities for them to acquire knowledge and understanding of relevant concepts.
According to Hyacienth(2004),science education is field of study specifically concerned with two basic aims which are as follows
Maduabum and Azuezuilo(1980), reveals that education through study of science produces economic benefits and contributes to a country’s future wealth by increasing the productive capacity of its people. Science is a great enterprise which technologically science therefore is receiving much emphasis in education because of its significant and relevance to life and society.
The term chemistry is derived from two Greek words “bios” and “logos” which mean life and study respectively. Chemistry therefore means the study of life or study of living things. According to stone etal (1985), chemistry as a science is defined as a scientific study of living organisms. It is therefore a natural science concerned with the study of life and living organisms, including their structure, function, growth, origin, evolution and taxonomy. It have several branches; including the two big branches of chemistry which are botany (the study of plants) and zoology (the study of animals), morphology (the study if external structure of living things) physiology (the study of how living things function), Ecology (the study of relationship between living things and their environments), Genetics (the study of how living things inherits characters from their parents) Cell chemistry (the study of cell structure and functions).
According to Okeke (2000). Students who did well in chemistry could have prospects of becoming: Doctors, Nurses, Pharmacists, Dentists, Chemistry teachers, Medical technologist, Food technologists, Genetic Engineers, Microbiologists, Biochemists, and other science subject.
Chemistry has its origin from Europe but today all the nations of the world accord priority attention to science and technology in development efforts. The reason for according such priority attention to science and technology being that it carries the promises of great economic improvement and equally serve as a gateway to national development in the age of fast developing technology, has become necessary for all countries of the world especially the developing ones to organize and improve the teaching of science throughout the school stage. It is through science that we get the fundamental bases to develop technology.
Chemistry often overlaps with other sciences, for example biochemistry with chemistry and chemistry, Astrochemistry with chemistry and astronomy. Social science such as geography, philosophy, psychology and sociology can also interact with chemistry, for example in administration of biological resources, developmental chemistry etc. it is a vast subject containing many subdivisions topics which are five unifying principle that can be said to be fundamental of modern chemistry.
1. Cells are the basic unit of life
2. Living Organisms consumes and transforms energy
3. Organisms regulate the internal environment to maintain a suitable and constant condition.
4. Genes and the basic unit of heredity
5. New species and inherited characters are the product of evolution.
Sub-discipline of chemistry are recognized on the basis of the scale at which organisms are studied and methods used to study them, Biochemistry examines the rudimentary chemistry of life, molecular chemistry studies the complex interactions systems of biological molecules; then cellular chemistry examines the basic building block of all life, which is the cell, physiology examines the physical and chemical functions of the tissue, organs, organ of facts and presentation of information about the natural world. The pace of the development of a given country is always determined by the type of education which operates in that country. What is needed in chemistry is students involvement in the exploration of important ideas of chemistry.
Effective teaching of chemistry is a process by which a chemistry teacher adopt all the possible method used in teaching in the classroom to make sure that students understand chemistry and be able to respond positively during assessment or to produce a good result. Teachers’ effectiveness is exhibited in the teaching method, classroom managements, the material as well as the way students are being handled, a good teacher always bear in mind the individual differences of the students while presenting the lesson and frequently check the student’s understanding of his or her points to make sure that they are getting of understanding his lesson. This also includes the ability of the teacher to answer question asked by the students, having knowledge about his or her subject matter and ability to show students how to conduct appropriate research.
Effective teaching is crucial, in order for students to reach educational success in and outside classroom setting, therefore, there has been some factors militating against effective teaching of chemistry in senior secondary school in Nsukka Local Government Area, which some of them are as follows:
1. Unqualified chemistry teacher: Inappropriate training background of science teachers especially chemistry teachers and qualification of chemistry teachers are the major factor that militate against effective teaching of chemistry because some chemistry teachers in some senior secondary school did not undergo enough training to enable them get skills, qualities and enough knowledge of the subject matter and how to impact the knowledge to the students.
2. Poor method of teaching chemistry in senior secondary school: For teaching to be effectives one must use different methods of teaching. According to Eke (2001), teaching is effective if only it produces or yields the desired results, the ability of the teacher to adapt to different situations and produce a desired result in the classroom is a mark of teaching effectiveness. Vennier and Faith (2001) are of the opinion that all the teaching activities are supposed to produce learning, so that test of effective teaching will be amount of learning that occurs.
When the following methods are used, teaching of chemistry can be effective. According to Bigmen (1999), activity method, inquiry method, and discovery method which elicit student’s interests and enhance their level of attainment or comprehension of chemistry. Activity method the methods that encourage students to participate actively during the lesion while teaching at the same time. Oforkansi (2008) defined activity method as a method whereby the students learn through active involvement rather than being passive or being at the receiving end.
According to Ofokansi (2008), discovery means finding out. Exploration, manipulation and experimentation are components scientific enquiry that help one to discover. This approach demand that the teacher create the problem and allow the pupil/students to find answer for themselves. The author also said that enquiry involve active participation by the student/pupil rather than transmit a preconceived notion about situations.
3.Inadequte supply of chemistry equipment: In some schools, many laboratories equipments like microscope, glass tube, Beaker, slide, Bones of vertebrates etc. charts of different animals development, systems, organs, etc, work book for practical and textbooks are not adequate for the students in learning of chemistry. Chemistry is a science subject which is all about practical and also when combined with other science subject one will be able to study courses like medicine, nursing, pharmacy etc in higher institution. Beaty and Woolnough (1990) are of the opinion that the obsolete and insufficient teaching of chemistry in senior secondary schools. They stressed that the teacher may be competent enough and have all the qualities to impact the knowledge to the students but to the obsolete and insufficient availability of biological equipment the aim is defeated.
Teachers attitude towards the teaching of chemistry: the teachers personalities such as the way the teacher walks, talks, reacts to issues, his/her code of conduct and dressing code has become the major factors which leads to the ineffective teaching of chemistry. It goes with the saying that the personality of such teacher affect the effective teaching of chemistry in a great way. Enwieme(2001) continuous to stressed that teachers personality invariably affect the effectiveness of teaching of chemistry. Oforkansi(2008)opinion that personal qualities do not only enhance teaching and learning but also promotes the tone of the school as well as the profession.
In summary, ineffective of teaching of chemistry in Nuskka Local Government Area could be due to the several reasons such as classroom management, communication, teachers qualification, supply of chemistry equipment, teachers personality, negligence of seminars, and workshop by the teachers of chemistry, inadequate illustration and practical aspect of chemistry is another factors, infrastructural facilities and absences of laboratories etc.
1.2 STATEMENT OF THE PROBLEM
Chemistry is one of the core science subjects, which is supposed to be the most interesting subject to students in senior secondary schools. It has been discovered that the effective teaching of chemistry has been very important. But the rate at which students fails chemistry in result time’s shows that effective learning has not been attained by these students. Aganga (2000) observed that “Many secondary schools, especially the public schools have insufficient competent teachers as well as biological equipment in their different schools”. Therefore, there is the need to answer certain questions to re-enforce their effectiveness in teaching.
1.3 PURPOSE OF STUDY
The purpose of the study is to find out the factors that militate against the effective teaching of chemistry in senior secondary schools in Nsukka Local Government Area. Specifically the study aims at finding out.
1.4 RESEARCH QUESTIONS
In the course of this work, specific research questions to be answered are:
1. To what extent do senior secondary schools in Nsukka Local Government Area have qualified chemistry teachers?
2. What method of teaching do chemistry teachers usually used in teaching chemistry in Nsukka Local Government Area?
3. To what extent do secondary schools in Nsukka Local Government Area have adequate supply of chemistry equipment?
4. To what extent do the attitude of teachers affect the teaching of chemistry in Nsukka Local Government Area?
1.5 SIGNIFICANT OF THE STUDY
This research will be beneficial to:
1. Teachers: The result of this research will enable teachers to use different teaching methods in teaching chemistry
2. The result of this study will enable educational supervisors (government officials) to check the activities of schools and show that qualified teachers are used.
3. To provide adequate information in the availability of the scientific specific chemistry equipment in senior secondary schools in Nsukka Local Government Area.
1.6 SCOPE OF STUDY
The following are used for the study: the factors militating against effective teaching of chemistry in senior secondary schools in Nsukka Local Government Area.
1. The educational qualification of the teacher in senior secondary schools.
2. The methods used in teaching chemistry in senior secondary school.
3. Inadequate supply of chemistry equipment and
4. Personalities of the teacher of chemistry.
According to PPSMB, there are thirty (30) secondary schools in Nsukka Local Government Area and the study will cover all the chemistry teachers in senior secondary schools in Nsukka Local Government Area.
1.7 DEFINITION OF THE BASIC CONCEPTS
Factors: Are one of the element contributing to a particular result or situation.
Militate against: This is a process of making something less likely to happen or succeed. According to Oxford Advanced Learner’s dictionary militate against is to prevent something or to make it difficult for something to happen or exist.
Teaching: this means to impart knowledge to or to instruct someone as to do something. Okonkwo (2005) in Oforkansi (2008) defined teaching as a deliberate effort by a mature or experienced person to impart information, knowledge, values skills, norms (standard behavior) more (moral values) attitude language and so on to an immature or less experienced person through the process that is morally and pedagogically acceptable.
Effective teaching: is a process by which a teacher adopt all the possible skills or method used in teaching in the classroom to make sure that students understand the lesson and be able to respond positively during evaluation and produce a good result.
Chemistry: Chemistry is the study of life and living things. It is also a natural science concerned with the study of life and living organisms including their structure, function, growth, evolution distribution and taxonomy.
Senior secondary school: This is a period of study from senior secondary school one to senior secondary school three.
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