Factors Influencing The Effectiveness Of Teaching Chemistry In Senior Secondary School

Introduction

1.1 Background of 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 potable expectations and production about the universe. It can be equally defined as the field of the study which tries to describe and understand the nature of the universe in whole or in part. Science to all human is the activities involving organized knowledge of phenomena. This system uses observation and experiment to describe and explain natural phenomena. Science is said to be a great enterprise which nations depend on in order to advance technologically. Science is therefore, is much emphasis in receiving in education because of its significance and relevance to life and society.

Science is the bedrock on which modern day technological breakthrough is hinged. Different authors according to their own understanding have defined Science. Igwe (2003) defined science as a systematic study of the nature of the behaviour of the material and physical universe through observation, experimentation, measurement and recording. In addition, Esu (2004) defined science as a systematic, precise, objective way to study the natural world. Science is often an exciting and satisfying enterprise that requires creativity, skill and insight based on this Fape (2007) defined science as rationally structured knowledge about nature, which embraces systematic methods of positive attitudes for its acquisition, teaching, learning and application.

The major goal of science education is to develop scientifically literate individuals that are concerned with high competence for rational thoughts and actions. The objectives of science education in this country according to Maduekwe (2006) include the need to prepare students to observe and explore the environment, explain simple natural phenomena, develop scientific attitudes including curiosity, critical reflection and objectivity, apply the skills and knowledge gained through science to solve everyday problems in the environment, develop self-confidence and self-reliance through problem solving activities in science.

In recent times, countries all over the world, especially the developing ones like Nigeria, are striving hard to develop technologically and scientifically, since the world is turning Scientific and all proper functioning of lives depend greatly on Science. According to Ogunleye (2006), Science is a dynamic human activity concerned with understanding the workings of our world. This understanding helps man to know more about the universe. Without the application of science, it would have been difficult for man to explore the other planets of the universe. Science comprises the basic disciplines such as Physics, Chemistry, Mathematics and chemistry.

Chemistry is one of the science subjects that senior secondary school students offer at the senior levels in the Nigerian secondary schools, (FRN, 2004). chemistry is a very important science subject and a requirement for further learning of a number of science-related professional courses like medicine, agriculture, pharmacy, etc. In contemporary Nigeria, greater emphasis is placed on science and technological development. As a result, students are being encouraged to take up science-related subjects. Today, chemistry pervades literally every field of human endeavour, and plays a fundamental role in educational advancement. This is seen in all the technological advancement in the world today, which is because of scientific investigations. However, the issue remains that in most secondary schools in Nigeria, there is high rate of failure in the subject.

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).
However, students reason that Chemistry is highly structured and is so abstract and required special intellectual attitude. Thus; students see the subject as something esoteric. Emenalo (1986) in Nwogu (1990) articulated the fact that inherent notion held by many Africans that Chemistry is a very difficult subject which is capable of making one “mad” is at the centre of the phobia which students exhibits for Chemistry and which had claimed many causalities over the years, Nworgu (1990:123), therefore passes the question: “how them would any person in fairness expect our poor and innocent children to be as courageous as to face something which is capable of making even an adult mad? The students would prefer to do something else no matter how difficult rather than to attend Chemistry classes.

Most parents do not play a crucial role in preparing their children for school. The child is expected to see the world from the perspective of these archaic values and the goodness of otherwise of his behaviour is judged as such. Opposition from the child arises from what appears to him obsolete and defense of traditionalism by the parents. For example, Whaler (1997) argues that consistent and appropriate parental reactions to the full range of a child’s response repertoire will establish a family context conducive to positive reinforcement of child compliance. In contrast, inconsistent parental reactions appear to create a chaotic family context conducive to the negative reinforcement of child opposition. He argues that based on these two forms of contexts, the parent and children seen to generate distinctive personal rules which outline the functions arrangements of contexts, behavior.

1.2 Statement of Problems

Regrettably many students in secondary schools who offer chemistry as a subject perform poorly in the subject. Greater percentage of this failure comes from teachers. Omode (2012) blames these problems on teachers, his sensitivity to nature of chemistry when planning institutional activities from the studies, it therefore becomes imperative to identify those factors that advancelly affect the teaching and learning of chemistry education as well as to identify possible solution/recommendations to tackle the identified challenges. This gap therefore requires a research attention in relation to overcoming the alleged difficulties besetting the effective teaching of chemistry in secondary schools. chemistry is said to be the core science subjects, which is supposed to be the most interesting science subject to students in senior secondary schools. It has been discovered that the effective teaching and learning of chemistry have been very important, but the rate in which students fail chemistry in result times shows that effective learning of chemistry has not been attained, By this Aganga (2000), observed that many secondary schools, especially public schools have insufficient competent teachers as well as biological equipment’s in their different schools. Therefore there is need to answer certain questions reinforce their effectiveness in teaching. Despite the importance of chemistry, it could be observed that number of students who fails chemistry is high; it is the result of the students behavior such as non-challant attitude in the class, some student are very stubborn. In most of this secondary schools teachers which are found there are mainly not qualified in teaching profession but because the word “corruption” everyone wants his or her own person to be there, weather qualified or not all they care about is money not future.

Another problems which is likely seen as a challenge which befalls the effective teaching of chemistry, is the poor method of teaching, Oguihe (2010) finds out that most teachers doesn’t possess the skills in teaching, i.e. They don’t know the methods which they could use in teaching, where some walk in to the classroom without set inducing the students but reading the note alone without explanation or breaking it down. This could likely bring poor performance of chemistry students in secondary schools, and this is attributed to social and institutional based factor.

1.3 Objective of the Study

The main purpose of this study is to assess the factors affecting the effective teaching of chemistry in senior secondary schools, and prospective ways of overcoming them.

1. The study will be guided by the following specific research objectives;
2. Find out whether the lack of conducive and well equipped school environment affect the teaching of chemistry in Nigerian Secondary schools.
3. Find out whether negative attitude of students towards learning chemistry affects the teaching of chemistry in Nigerian Secondary schools.
4. Find out whether unavailability of qualified teachers, and teachers lack of competencies affects the teaching of chemistry in Nigerian Secondary schools.
5. Find out whether complex scientific language used in teaching chemistry affects the teaching of the subject in Nigerian Secondary schools.
6. Find out whether lack of modern laboratory apparatus, and inconsistency in government policies affect the teaching of chemistry in Nigerian Secondary schools.

1.4 Research Question

1. Does lack of conducive and well equipped school environment affect the teaching of chemistry in Nigerian Secondary schools?
2. Does negative attitude of students towards learning chemistry affect the teaching of chemistry in Nigerian Secondary schools?
3. Does unavailability of qualified teachers, and teachers lack of competencies affect the teaching of chemistry in Nigerian Secondary schools?
4. Does complex scientific language used in teaching chemistry affect the teaching of the subject in Nigerian Secondary schools?
5. Does lack of modern laboratory apparatus, and inconsistency in government policies affect the teaching of chemistry in Nigerian Secondary schools?

1.5 Research Hypothesis

Ho: The problems identified has no significant effect on the teaching of chemistry in secondary schools.

Ha: The problems identified has a significant effect on the teaching of chemistry in secondary schools.

1.6 Significance of the Study

The study gives various insights into the factors influencing the effectiveness of teaching chemistry in senior secondary school in nkwere Local Government Areas in Imo State. These highlighted challenges will enable stakeholders in the education sector to take adequate measures in tackling these challenges, and make learning of chemistry education a lot easier for both teachers and students in senior secondary school levels.

This study will be useful to classroom teachers, curriculum planners, students, researchers and parents. For teachers they will be better informed on how to help and guide their students on better way of producing improvised materials with local resources where standardized materials are unavailable or inadequate. The teachers can also engage students to do some of the illustrations during chemistry instructions.

This study will help to develop problem solving skill in students and will also help student to be more resourceful during lessons. The study could be beneficial to curriculum planners who would design functional curriculum by taking into considerations students- teachers improvised instructional materials.

The results of the study could provide information to researchers interested in working on student-teachers generated improvised materials in other subject areas. This may help them to get more information on the efficacy of improvisation, especially researchers in the area of science and technology. Parents will be better informed on how to encourage and help their wards to produce improvised materials. This may be in form of sourcing local materials and providing fund for those that cannot be found in their environment.

1.7 Scope of the Study

This study is delimited to the assessment of factors influencing the effectiveness of teaching chemistry In Senior Secondary School in Nkwere Local Government Areas in Imo State. The study investigated instructional-related, time-related and teacher-related challenges. The respondents for this study will comprises both chemistry teachers and students in some selected secondary schools in the study area.

1.8 Limitations of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.9 Definition of the Terms

1. Teaching:

Teaching can be defined as engagement with learners to enable their understanding and application of knowledge, concepts and processes. It includes design, content selection, delivery, assessment and reflection.

2. Learning:

Learning is the process of acquiring new, or modifying existing knowledge, behaviors, skills, values, or preferences.

3. Facilities:

These refers to as materials or equipment available in the laboratory for practical e.g microscope, Bursen Burner, lance, Skeleton aquarium.

4. Laboratory:

This is an area equipped with scientific apparatus and equipment for experimentation.

5. Poor Performance:

Performances that fall below standard or expectation. It indicates that little learning has taken place.

1.10 Organization of the Studies

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.