Extent Of Integration Of Practicals Into Teaching Of Chemistry
(a case study of senior secondary schools in enugu south l.g.a. Of enugu state)
The integration of practicals into the teaching of chemistry plays a vital role in enhancing students’ understanding and appreciation of the subject. Practical experiments offer hands-on experiences that reinforce theoretical concepts, foster critical thinking, and develop essential laboratory skills. By conducting experiments, students not only observe chemical phenomena firsthand but also learn to analyze data, troubleshoot experimental procedures, and draw conclusions, thus deepening their comprehension of key principles. Moreover, integrating practicals into chemistry instruction promotes active engagement and cultivates a curiosity-driven approach to learning, encouraging students to explore and inquire about the underlying mechanisms of chemical reactions. Effective integration of practicals also aligns with contemporary educational paradigms emphasizing experiential learning and inquiry-based instruction, thereby equipping students with the practical skills and scientific mindset necessary for success in their academic and professional endeavors.
The research work sought to find the extent of integration of practical into teaching chemistry in Senior Secondary Schools in
Enugu South L.G.A Enugu State. Research questions were raised and questionnaire was used to elicit responses from the students. The information so obtained were subject to analysis using analysis of variance (ANOVA). Results of the statistical analysis showed that these students are sufficiently aware of the impact of the integration of practical in teaching chemistry, Such encouraging results suggest that, enhancing practical classes would improve the technological level of sciences in Nigerian educational system and individual student interest in sciences. Topics for further research and recommendations were also made.
Title page
Declaration
Approval
Certification
Dedication
Acknowledgment
Abstract
Table of Content
List of Tables
CHAPTER ONE
INTRODUCTION
1.1 Background 1
1.2 Statement of Problems 3
1.3 Purpose of Study 4
1.4 Significance of the Study 5
1.5 Research of Question 5
1.6 Scope of the Study 6
CHAPTER TWO
LITERATURE REVIEW 9
2.1 Meaning of Science 9
2.2 Brief History of Science 10
2.3 Nature of Science 11
2.4 Development of Science 13
2.4.1 Theory Stage 14
2.4.2 Nature of Chemistry as Science 15
2.5 Brief History of Chemistry 16
2.6 Needs for Practical Integration into Teaching and Learning of Chemistry in Secondary Schools 18
2.7 Importance of Practical Integrations into Teaching and
Learning of Chemistry 20
2.8 Factors Affecting the Achievement of Secondary School Chemistry Students in Relation to Studying Chemistry in the Laboratory 23
CHAPTER THREE
RESEARCH METHODOLOGY AND PROCEDURE 28
3.1 Introduction 28
3.2 Design of Study 28
3.3 Area of Study 28
3.4 Population 28
3.5 Sampling and Sampling Techniques 30
3.6 Methods for Data Collection 32
3.6.1 Primary Data Collection 32
3.6.2 Secondary Data Collection 32
3.7 Constructions Reliability and Validity of the Methods
for Data Collection 33
3.8 Method of Data Analysis 33
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA 34
CHAPTER FIVE
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATION 42
5.1 Discussion of Result 42
5.2 Implication of the Study 43
5.3 Limitations of the Study 44
5.4 Suggestion for Further Research 45
5.5 Recommendations 46
5.5 Summary and Conclusion 46
References 48
Appendix 52
INTRODUCTION
In Nigeria emphasis in developing our science and technological skills is very high because they are vital for economic and industrial development. The essence of this research work is to ascertain the level of practical integration in our senior secondary schools, to create awareness of it is importance into teaching and learning and recommendation of how to improve in our technological level as a nation.
1.1 BACKGROUND OF THE STUDY
In Nigeria science and technology is indispensable to use because it is the bedrock of our economic and industrial development. Basic as it is science and technology is in our daily human activities. It is worthy to note that the major advances made in Medicine, Pharmacy, Industrial Chemistry, Engineering are based on researches being conducted in many areas of science and technology such as Chemistry.
Chemistry is taught as a science subject in almost all Nigeria senior secondary schools even in the higher and tertiary institutions and these schools thus serve as the starting point for the teaching of introductory chemistry with the aim of training the students in the process of scientific investigations. Chemistry is one of the core-science subjects in our school because it is one of the entry requirements in some fields of studies such as Nursing, Medicine, Pharmacy, Engineering, Science Education, Biochemistry and so on.
The extent of integration of practicals in senior secondary schools has a lot to tell on any chemistry students especially in his or her final examination since no work is done on any science subject especially chemistry if there is no integration of practicals which helps in better assimilation of scientific theories for effective industrial output in the society.
The most influential science process established (Tamir, 1991) stated that the prerequisite knowledge of concept and principles can be obtained only if the students have certain underlying capability of the science processes, which are needed to practise and understand science subject especially in Chemistry. These processes include, making operational definitions, formulations, observing, classifying, measuring, formulating hypothesis, interpreting data collected from the observations, and drawing conclusions.
However, contents and concepts will undoubtedly change but the mental skill of the approach that is process skills is relevant to the solution of everyday problem. If a student can think scientifically, he can observe, make simple hypothesis, test them by experiment and make valid inferences and interpreted data, then the level of science and technology in our country will increase to its apex.
Finally, science which Chemistry is a branch is the foundation for scientific enquiry. They are the generalizable intellectual skills needed to learn concepts and broad theories and principles used in making valid inductive inferences. Unfortunately, in Nigeria today, it appears that students are deprived of acquiring the appropriate process skills they need by the society, government, the school, teachers or even themselves. It has been observed that students in this present era are not doing marvellously well especially in their science hence this poor performance in their practical examinations in senior school certificate examination affects the overall result.
For this reason the present research is focused to ascertain the extent of integration of practicals into teaching chemistry in senior secondary schools in Enugu South Local Government of Enugu State.
1.2 STATEMENT OF PROBLEM
In recent years, manpower and millions of naira have been devoted in efforts to improve science teaching in the schools because of the decrease in standard of education in Nigeria has fallen. The teaching of science subjects in Nigeria is now faced with lots of problems and they include among others:
1. Scarcity of qualified science teachers in our schools.
2. The quality and quantity of laboratory technologists employed in our schools.
3. Inadequate laboratory facilities in our schools.
4. Absence of laboratories in some schools.
In this present era there has been shortage of teachers with good knowledge of ways of imparting scientific knowledge and results has shown that laboratory method of teaching science subjects helps to increase our student scientific skills and knowledge thereby solving our country’s industrial and economic problems.
Based on the above, the obvious adverse problems as stated above, states the importance of this study, which tends to look into the extent or level of integration of practicals into teaching chemistry in senior secondary schools in Enugu South local Government Area of Enugu State.
1.3 PURPOSE OF STUDY
The purpose of this research work is to access the extent of integration of practicals into teaching chemistry in Senior Secondary Schools in Enugu South local government of Enugu State. More specifically, the study is aimed at: –
(a) To ascertain the level of practical chemistry in senior secondary schools.
(b) To determine the frequency of practical lessons into the teaching of chemistry.
(c) To determine the problem inhibiting the integration of practicals into teaching chemistry in senior secondary schools.
(d) To suggest solutions to problems encountered by chemistry and science students with regards to practicals.
1.4 SIGNIFICANCE OF THE STUDY
Since every well researched work aimed at improving other existing research work in other to solve an existing problem; this present research will help in obtaining useful information concerning the extent of integration of practicals into teaching chemistry in senior secondary school classes and making appropriate recommendations that will improve or increase the overall performance in External Examinations.
It will also serve as a means of obtaining more information for further research work.
1.5 RESEARCH QUESTIONS
In view to actualize the purposes of this study, the following research questions have to be stated as a guide to the researcher.
a) What is the extent of integration of practical into teaching chemistry in Senior Secondary School?
b) What is the frequency of practical teaching of chemistry in the Senior Secondary School?
c) What are the problems inhibiting teaching chemistry practicals in the Senior Secondary School?
d) What are the possible recommendations or solution of these problems of laboratory method of teaching science subjects in our Senior Secondary School?
1.6 SCOPE OF THE STUDY
This study mainly focused on findings from Senior Secondary Schools in Enugu State specifically in Enugu south local government area. This local government is made up urban and rural area. Among the urban area include Awkunanaw, Uwani, Idwa- River, Maryland. While the rural areas include: Obeagu, Ugwaji, Ndiagu, Amechi and Akwuke.
Table 1.1: Presentation of Data Table of Senior Secondary School in Enugu South Local Government Area
AGBANI ZONE
S/N Enugu South (SNR) Boys Girls Co-Educ Total Remark
1 Union S. S. Awkunanaw 1 0 0 1
2 C. I. I. Enugu 1 0 0 1 Non-Dis
3 Uwani S. S. Enugu 1 0 0 1
4 Army Day S. S. Awkunanaw 0 0 1 1
5 Idaw-Rier G. S.S. 0 1 0 1
6 B.S.S. Maryland 1 0 0 1
7 H. R. C. Uwani 0 1 0 1 Non-Dis
8 G. G. R. S. Awkunanaw 0 1 0 1
9 C. S. S. Ugwuaji 0 0 1 1
10 C. S. S. Akwuke 0 0 1 1
11 C.S.S. Ndiagu Amechi 0 0 1 1 Non-Dis
12 C. S. S. Obeagu Awkunanaw 0 0 1 1
13 Chukwu Mem. S. S. 0 0 1 1
Total 4 3 6 13
Source: Post Primary School Management Board, Enugu, 2009
Mean while each of these areas that make up the local government area has both private and government owned senior secondary school, because of the limitation of this work, it centers more on the government owned senior secondary school.
The local government has thirteen (13) senior secondary school in total boy schools are four (4) and girls schools and three (3) while co-educational are six (6).
Table 1.2: Presentation of Data Table of Senior Secondary Schools Enrolment in Enugu Local Government Area 2009
Enugu South (SNR) Boys Girls Co-Educ
S/N Name of School M F T
1 Union S. S. Awkunanaw 430 0 430
2 Uwani S.S Enugu 634 0 634
3 C. I. I. Enugu 1675 0 1675
4 Idaw-River G. S. S. 0 910 910
5 B. S. S. Maryland 175 0 175
6 G. G. R. S. Awkuannaw 0 669 669
7 C. S. S. Obeagu Awkunanaw 49 68 117
8 C. S. S. Ugwuaji 76 39 115
9 Army Day S. S. Awkunanaw 354 268 622
10 H. R. C. Enugu 0 1730 1730
11 Chukwu Mem. S. S. 22 36 58
12 C. S. S. Ndiagu Amechi 71 90 161
13 C. S. S. Akwuke 84 82 166
Total 3570 3892 7462
Source: Post Primary School Management Board, Enugu, 2009
Based on the above, and as result of cost of material; land other logistic and other physical problems the research is restricted to adopt random sampling method of some schools which will be taken to be evaluated as the obtainable value for the studied local government.
Table 1.3: Presentation of Data Table for Science (Chemistry) Students of Senior Secondary Schools in Enugu South Local Govern78ment Area 2009
Enugu South (SNR) Boys Girls Co-Educ
S/N Name of School M F T
1 Union S. S. Awkunanaw 220 0 220
2 Uwani S.S Enugu 330 0 330
3 C. I. I. Enugu 950 0 950
4 Idaw-River G. S. S. 0 400 400
5 B. S. S. Maryland 50 0 50
6 G. G. R. S. Awkuannaw 0 410 410
7 C. S. S. Obeagu Awkunanaw 20 30 50
8 C. S. S. Ugwuaji 25 10 35
9 Army Day S. S. Awkunanaw 100 150 250
10 H. R. C. Enugu 0 1300 1300
11 Chukwu Mem. S. S. 10 20 30
12 C. S. S. Ndiagu Amechi 20 10 30
13 C. S. S. Akwuke 30 30 60
Total 1755 1190 2945
SHARE PROJECT MATERIALS ON:
Integration Of Practicals Into Teaching Of Chemistry:
Integrating practical experiments into the teaching of chemistry is essential for a well-rounded understanding of the subject. Practical work not only reinforces theoretical concepts but also helps students develop critical thinking, problem-solving skills, and a deeper appreciation for the subject. Here are some strategies and considerations for effectively integrating practicals into the teaching of chemistry:
Curriculum Alignment: Ensure that practical experiments align with the curriculum and learning objectives. Practical activities should complement and reinforce the theoretical concepts being taught in the classroom.
Safety First: Safety should always be the top priority in chemistry practicals. Ensure that students are aware of safety protocols, wear appropriate protective gear, and understand the potential hazards of the chemicals and equipment they are working with.
Equipment and Materials: Ensure that you have access to the necessary equipment and materials for the experiments. Plan ahead to avoid last-minute shortages or issues.
Demonstration: Start with a demonstration of the experiment to provide context and show students what to expect. This can help clarify the objectives and procedure.
Guided Inquiry: Encourage guided inquiry-based learning, where students are given the opportunity to explore and discover concepts through hands-on activities. Provide them with guiding questions or problems to solve during the experiment.
Record Keeping: Emphasize the importance of accurate record-keeping. Students should maintain lab notebooks to document their observations, procedures, and results. This helps develop scientific communication skills.
Data Analysis: Teach students how to analyze and interpret the data they collect during experiments. This is a critical aspect of scientific inquiry.
Troubleshooting: Encourage students to troubleshoot and think critically when faced with unexpected results or challenges during experiments. This helps develop problem-solving skills.
Group Work: Foster collaboration by assigning group experiments. This allows students to work together, share ideas, and learn from each other’s perspectives.
Real-World Applications: Connect practical experiments to real-world applications to demonstrate the relevance of chemistry in everyday life. Discuss how the concepts they are learning are used in industries and research.
Assessment: Include practical assessments as part of the overall evaluation process. This can be done through lab reports, presentations, or quizzes related to the experiments.
Variety of Experiments: Offer a variety of experiments to cover different topics and concepts in chemistry. This keeps students engaged and exposes them to a wide range of laboratory techniques.
Reflection: After each experiment, have students reflect on what they learned, what challenges they faced, and how they could improve their approach next time.
Ethical Considerations: Discuss ethical considerations related to the use of chemicals, environmental impact, and responsible laboratory practices.
Adaptability: Be flexible and adapt to the needs and abilities of your students. Some may require more guidance and support, while others may be ready for more independent work.
By integrating practical experiments into the teaching of chemistry, you can create a dynamic and engaging learning environment that enhances students’ understanding of the subject and prepares them for future scientific endeavors.