Strategies For Reducing Mass Failure Of Students In Chemistry In Secondary Schools

This study was carried out to examine the strategies for reducing mass failure of students in chemistry in secondary schools in Makurdi Metropolis in Benue State. Specifically, it sought to identify school factors contributing to mass failures, examine teachers’ roles in student failures, explore student-related factors affecting performance, and propose effective strategies to enhance academic performance in Chemistry. The survey design was employed with simple random sampling techniques across selected secondary schools in Makurdi Metropolis. The study population included chemistry teachers and students.

A total of 229 respondents were initially selected, with 210 validated for the study. Data collection utilized self-constructed and validated questionnaires, and analysis was based on mean scores. Hypotheses were tested using the Chi-square statistical tool.

The findings indicated that school factors contributing to mass student failure in Chemistry included school location, shortage of qualified teachers, large class sizes, and inadequate laboratory facilities. Strategies identified to improve academic performance included the use of audio-visual interactive packages, provision of visual materials in libraries, enhancement of student motivation, adoption of reinforcement practices, and effective teacher-student communication.

Based on these results, it is recommended that an eclectic teaching approach, combining multiple instructional strategies, be adopted by Chemistry teachers to enhance instructional delivery and learning effectiveness. This approach should focus on improving teacher-student interaction and utilizing diverse teaching aids to cater to different learning styles and needs. Additional measures such as enhancing school facilities and addressing teacher qualifications are also crucial to improving student outcomes in Chemistry