PROBLEMS OF TEACHING CHEMISTRY IN NIGERIA SECONDARY SCHOOLS (A CASE STUDY OF EGOR LOCAL GOVERNMENT AREA IN BENIN)

ABSTRACT 
The study examines problems of teaching Chemistry in secondary school level with reference to secondary schools in Egor L.G.A.. A survey method was used for the study, the population consisted of all the male and female teacher of secondary schools in Egor L.G.A. out of 65 academic staff, 35 were involved in the study. A questionnaire developed by the researchers based on likert 5 –point scale was used for the study mean scores and frequencies were used to analyze the data based on the research questions. Research result show that the prospect of teaching Chemistry lies on the modification and improvement of the traditional lecture method used in teaching. The study also identified negative attitude of students in secondary school level towards learning Chemistry as a problem that affect their ability to learn the subject furthermore, the teaching techniques applicable in teaching Chemistry is secondary school are the traditional lecture method used from time-immemorial, lecture-demonstration technique and cooperative group teaching technique, the problem militating against teaching of Chemistry in secondary school level include unavailability of qualified teachers, teachers lack of competencies, constraint of complex scientific language used in teaching Chemistry in secondary school level, lack of modern laboratory apparatus as well as lack of effective teaching techniques and inconsistency in government policies. 

CHAPTER ONE 
INTRODUCTION 
1.1 Background Of The Study 
The attitude towards Chemistry in secondary schools in Nigeria is unsatisfactory sequel to the wrong perception that the subject is difficult to assimilate, inspite of the benefit student stand to gain by learning Chemistry most student nonchalantly chose to study other subjects in place of physic (Okoh, 2002). Students attitude towards Chemistry to a large extent have an impact on their interest in leaning Chemistry. As such Cupdag (1989) opined that the attitude of students reveals their level of learning toward a particular subject, thus, makes them enthusiastic to learn than those who have unfavorable attitude towards its. In this regard, Cheng (2004), in a study conducted regarding students learning in Chemistry, found out that in the student’s evaluation, consistent with their notion that Chemistry is complex to learn have unfavorable attitude towards learning it. This also have a negative consequence on teaching the subject, because the negative perception of students becomes a barrier to teaching. 

Furthermore, Edward (2006) asserts that research in a similar area which was targeted at assessing students’ beliefs and perception about the nature of Chemistry learning and evaluation of teaching practices that would help students develop more expert-like beliefs and positive attitude; observed that inspite of the benefit the student would derive from learning Chemistry their perception about Chemistry being a difficult subject cannot be easily changed thus affecting the teaching of the subject in secondary schools in Nigeria. However, Torres (1997) opined that in present time, the emphasis on science teaching has shied from teaching of science as a body of established knowledge towards science as a human activity. Instead of teaching students to think critically and independently; science teaching to a large extent, has taught students to accept scientific knowledge without questions, learn existing theories and present alternative explanations. As such, Chemistry as a dynamic branch of science is difficult to describe, thus, in learning Chemistry, this should not be taught as a series of formulas to be memorized and applied just for “cultural” purposes but be taught as a dynamic branch of science which should provide questions and explanations on how the world works (Jense, 1995). It is against this background that the researchers see the subject matter of this research “problems of teaching Chemistry in secondary school level” as an issue worthy of investigation. 

1.2 Statement Of The Problem 
A lot of studies shows the poor performance of students in Chemistry this is attributed to the notion that Chemistry is complex to learn thus making students to develop an unfavorable altitude towards learning the subject. On the part of teachers, Chemistry is taught as a series of formulas to be memorized and applied just for the sake of learning as against teaching students to think critically and independently instead of accepting such knowledge without questions. This issue has become a serious concern to education planners and policy makers in Nigeria. As such the subject matter of this research is considered an empirical problem worthy of investigation. 

• Purpose of the Study 
The main purpose of this study is to find out the problems affecting the process of teaching of Chemistry in Secondary schools in Egor Local Government Area of Edo state. Specifically, the study sought to: 

• find out instructional material problems affecting the teaching of Chemistry in Secondary schools 

• determine teacher-related problems affecting the teaching of Chemistry in Secondary schools 

• ascertain time-related problems affecting the teaching of Chemistry in Secondary schools and finally 

• find out the prospects in minimize these problems. 

1.4 Research Questions 
• What are the instructional material related problems affecting the teaching of Chemistry in Secondary schools in Edo state? 

• What are the teacher-related problems affecting the teaching of Chemistry in Secondary schools in Edo state? 

• What are the time-related problems affecting the teaching of Chemistry in Edo state? 

• What are the prospects of minimizing these problems affecting the teaching of Chemistry in Edo state? 

• 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 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 teaching of 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. 

• Scope of the Study 
This study is delimited to the problems affecting the teaching of Chemistry in the Public Secondary schools in Edo state. The study investigated instructional-related, time-related and teacher-related challenges. It also focused on strategies that could be employed to ameliorate the problems affecting the teaching of Chemistry in Secondary schools in Edo state.

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Item Type: Project Material  |  Attribute: 59 pages  |  Chapters: 1-5
Format: MS Word  |  Price: N3,000  |  Delivery: Within 30Mins.
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