Factors Associated With Mass Failure Of Students In Chemistry In Secondary School

Introduction

1.1 Background of Study

In recent years, student academic achievement in senior secondary school certificate examination chemistry.
The word “chemistry” is a Greek word, meaning things that are learned. Majasa (1995) further defined it as the science of counting, measuring and describing of the shape of objects. It deals with logical reasoning and quantitative calculations. chemistry as a school subject is recognized as the foundation of science and technology without which a nation will never become prosperous and economically independent. This underscores the importance of mathematical competence of all the learners at all levels of education and a reason for making chemistry compulsory and one of the leading core subject in the secondary schools curriculum. This importance accorded the recognition of the vital role it plays in contemporary society. Despite the effort put in by government, and various stakeholders of education, chemistry still remained one of the most difficult subject in schools.

There is a general impression that chemistry is difficult by its very nature, and because of this impression, there is poor performance among junior secondary school students who are the focus of this study. This poor performance in chemistry has been attributed to two broad factors which include: Hereditary and environmental factors which can be subdivided into students, home, teachers, and school factors. Ola (1998). For proper implementation of the program, effective teaching methodology, adequate teaching aids, workshop tools, equipment, conductive workshop and classroom are basic requirements. It is evident that these subjects are now being taught at different levels in Secondary schools. The program is capital intensive and in some cases requires specialized and expensive tools, equipments, materials, and facilities to provide effective training. There is also a need to sustain a maintenance culture to prolong the life of these equipment, machines and tools. Technical education is facing a great challenge today, especially with the increase in its demand. Arfo (2006) stated that “the present effort by the federal government to reduce unemployment and eradicate poverty cannot be achieved unless Vocational and Technical Education is given prominence in the country through proper funding and provision of required infrastructure, while the curriculum is enriched with entrepreneurial skills.

1.2 Statement of Problems

Vocational education had suffered vigorously from the colonial era up to the beginning of 1980s. It has been confirmed by Adeniyi (2004) that the problems related to curricula became noticeable soon after Nigerian independence from colonial rule in 1960. By min-1960s, educators and educational planners were rethinking Nigeria’s education and in particular the curriculum being taught in the schools. It was observed, for instance that the type of education offered from the mid-nineteenth century until 1960 was meant to serve colonial masters’ interest. These and other factors lead to the introduction of the 6 – 3 – 3 – 4 system of education. One of the subjects introduced in order to remedy the problem of vocation education in the country was chemistry. It has now been observed that the implementation of the 6-3-3-4 system is facing some setbacks which include:

• Lack of sufficient materials and equipments
• Lack of adequate funding
• Lack of qualified personnel
• Poor infrastructure such as classroom, workshops and storage facilities
• Poor attitude toward practical.

It is difficult to make any meaningful progress if these issues are not addressed. The researchers intend to take a look at these areas and suggest areas where improvements can be made.

1.3 Purpose of the Study

The main purpose of this study is to find out the factors associated with mass failure of students in chemistry in secondary school. Specifically, the study sought to:

• Find out instructional material the causes and effects of mass failure in chemistry in Secondary schools
• Determine teacher-related causes of mass failure in chemistry in Secondary schools
• Ascertain time-related causes of mass failure in chemistry in Secondary schools and finally
• Find out strategies that can be used to minimize these challenges

1.4 Research Questions

• What are the instructional material related causes of mass failure in chemistry in secondary schools in Plateau State?
• What are the teacher-related causes of mass failure in chemistry in secondary school in Plateau State?
• What are the time-related causes of mass failure in chemistry in Plateau State?
• What strategies could be used to minimize these the causes and effects of mass failure in chemistry in Plateau State?

1.5 Significance of the Study

The present study is of great relevance to many. Beneficiaries of the findings of this work include teachers, students, curriculum planners, parents and other stake holders in education.

The findings of the study will improve the teaching styles of teachers. They will be made aware of the importance of effective ways to reach different types of learners and assess student understanding through multiple means. chemistry teachers will understand the importance of training and re-training themselves in order to enhance competency in the subject area. The training could be geared towards enhancement of relationship between teachers and students. Through this, teachers could become better advisers, content experts and coach and through such means, make teaching and learning more meaningful. (Eyibe, 2017)

The findings of the study will help students to appreciate the importance of technology, deepen their interest in the subject, and help them to understand what skills they need to survive in a complex, highly technological knowledge based economy. Being aware of the challenges confronting mass failure in chemistry, students will be better enabled to learn and easily refine their analysis and problem-solving skills. Also experiment and observe phenomenon and to view results in graphic ways that aid in understanding. And, as an added benefit, findings will help students with technology tools and a project-learning approach. With these, students are more likely to stay engaged and on task, reducing behavioral problems in the classroom.

Curriculum Planners like the Nigerian Educational Research and Development Council (NERDC) will benefit from this study.

1.6 Scope of the Study

This study is delimited to the causes and effects of mass failure in chemistry in the Public Secondary schools in Plateau State. The study investigated instructional-related, time-related and teacher-related challenges. It also focused on strategies that could be employed to ameliorate the causes and effects of mass failure in chemistry in secondary schools in Plateau State.

1.7 Limitation of study

Finance, inadequate materials and time constraint were the challenges the researchers encountered during the course of the study.

1.8 Definition of Terms

1. Cultural Background

The cultural background refers to tribal, religious, racial, gender, linguistic or other socioeconomic factors and values that shape an individual’s upbringing. A cultural background can be shaped at the family, societal or at primary school level. In this study it refers to what do students do to help themselves excel in their academic
carriers.

2. Performance

Accomplishing or achievement of specific goals, objectives set in any academic undertaking in basic chemistry.

3. Teacher Characteristics

This refers to the attributes and practices which contribute immensely to teacher success or failure. These are such as displaying fairness, having a positive outlook, being prepared, using a personal touch, possessing a sense of humor, possessing creativity, admitting mistakes, being forgiving, respecting students, maintaining high expectations, showing compassion, and developing a sense of belonging for students— center around the theme of caring.

4. School Environment

School environment encompasses physical environment such as buildings like classrooms and teachers’ houses, classroom size, how dark or light it is, temperature, the arrangement of chairs, the noise which affects teachers and students’ attraction.

5. Curriculum

A sequence of potential experiences, set up in the schools to discipline children and youth in ways of thinking and acting whether it is carried out in groups or individually, inside or outside the school.

6. Teaching Method

This comprises the principles and techniques used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these, teacher centred and student centred methods.

7. Qualified Teacher

This is the teacher who holds the following certificate such as: Diploma in Education, B.Ed., B.Sc. (Ed), B.Sc. and PGDE, Masters in Education and PhD from a recognized university or college in Nigeria and outside Nigeria.

1.9 Organizations of the Study

The chapter one consist of the introductory part of the study which includes the study background, the statement of the research problem, the study objective and scope of the study.

The second chapter is a critical review of other literatures relevant to the study and its objectives including the theoretical framework for the study. While the third chapter is methods of data collection, sampling and data analysis used in conducting the study.

The fourth chapter centres around the research findings including an analysis of how it relates to previous findings. The fifth chapter consists of the summary of findings, conclusion and recommendations base on the study objectives.