AN INVESTIGATION OF THE SCHOOL FACTORS CONTRIBUTING TO POOR TEACHING AND LEARNING OF CHEMISTRY IN SECONDARY SCHOOL

AN INVESTIGATION OF THE SCHOOL FACTORS CONTRIBUTING TO POOR TEACHING AND LEARNING OF CHEMISTRY IN SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1 Background Of The Study

The physical world around us is a collection of “mysteries” to the average person. Nonetheless, these mysteries are being solved through science education. In this sense, science is defined as an organized body of knowledge derived from observation and experimentation. According to Ugochiwu (2009), science is primarily used to explain, predict, and govern the physical environment. Thus, science as a discipline (especially the fundamentals) is critical for man’s development if he is to comprehend his surroundings and harness the principles hidden within them. As a result, Ugochiwu (2009) believes that science education is critical around the world.

However, in the debate over science education, chemistry, which is the branch of natural science that deals with the composition and structure of substances as well as the changes that occur as a result of these, has been overlooked.

It has been identified as a critical science subject, with its significance in both the scientific and technological development of any nation widely reported. According to Dosmond (2005), the importance of chemistry education in the development of the individual and the country led to its elevation to a major subject in the Nigerian educational system alongside natural sciences and other science-related courses. Thus, “it is worth noting that the deplorable state of secondary school chemistry education has been a source of concern for everyone interested in our nation’s scientific and technological growth” (Inyang 2006).

Furthermore, chemistry instruction should be outcome-driven and student-centered. This is only possible if students work together.

develop an interest in teaching, and teachers effectively disseminate knowledge to students through the use of appropriate teaching techniques and resources, and be aware that the brain is not a passive consumer of information (Robertson 2002). However, chemistry is becoming more popular in Nigeria. Certain school variables and conditions influence the slowness of chemistry absorption, and the primary goal of this research is to provide solutions.

Furthermore, school variables have been shown to influence learning outcomes to some extent. This is due to the availability of educational resources and facilities that can influence teaching and learning in a specific school. According to Rhene (2014), school variables include educational infrastructures, facilities, personnel, learning space, learners involved, class size, school size, teacher professionalism in their area, school management system, teacher personal attitude, and so on.

as well as deficiencies in the laboratory. According to Chinek (2015), children are motivated to study in a positive learning environment to ensure that secondary school teaching and learning are as effective as possible. As a result, the characteristics of the aforementioned school variables have a significant impact on students’ learning and overall success.

As a result of the foregoing, this study will examine school variables and students’ academic performance in chemistry in Kebbi State’s Arewa Dandi local government region.

1.2 Problem Description

Chemistry instruction is meant to be outcome-driven and student-centered. This was assumed to be accomplished only if students developed a desire to learn and teachers spread themselves advantageously, employing proper teaching techniques and resources in teaching the students, and being aware of the importance of the

the fact that the brain is not a passive consumer of information (Robertson 2002). However, chemistry knowledge has been harmed, particularly in Nigeria, by the bad attitude of both chemistry teachers and students, which has been exacerbated by environmental variables such as class size and school location. Based on the foregoing, the current study seeks to identify the school-related variables that contribute to poor chemistry teaching and learning in secondary schools.
1.3 The Study’s Objective

The overall goal of this study is to critically investigate the school factors that contribute to poor chemistry teaching and learning in secondary school. As a result, the research will be focused on the following specific goals:

1. Determine whether there is a significant positive relationship between the availability of

Secondary school educational facilities, as well as effective chemistry teaching/learning.

2. Determine whether there is a significant positive relationship between teacher professionalism and effective chemistry teaching/learning in secondary schools.

3. Determine whether there is a significant positive relationship between class size and effective chemistry teaching/learning in secondary schools.

1.4 Hypotheses for Research

During the course of this study, the following statements will be validated:

H01: There is no significant positive relationship between educational facility availability and effective chemistry teaching/learning in secondary schools.

H02: There is no significant positive relationship between teacher professionalism and effective chemistry teaching/learning in secondary schools.

H03: There is no significant positive relationship between class size and effective chemistry teaching/learning in secondary schools.

1.5

The Importance Of The Research

The study elaborates on the causal relationship between the variables under investigation (students and teachers) and student achievement in chemistry. The study’s findings will help all stakeholders involved in the teaching of chemistry, particularly at the senior secondary school level, devise appropriate strategies to improve the teaching and learning of the subjects.

As a result, taking into account school variables and student academic achievement is an important criterion in the development and implementation of both curricula in instructional performance.

1.6 The Study’s Scope

This study is designed to look into the school factors that contribute to poor chemistry teaching and learning in secondary school. The study will, however, determine whether there is a significant positive relationship between the availability of educational facilities and

Determine whether a significant positive relationship exists between teacher’s level of professionalism and effective teaching/learning of chemistry in secondary schools, as well as whether a significant positive relationship exists between class size and effective teaching/learning of chemistry in secondary schools.

This study will be limited to a few selected secondary schools in Kebbi State’s Arewa Dandi local government area.

1.7. The Study’s Limitations

The researcher encountered some constraints while conducting this study, including time constraints, financial constraints, language barriers, and the respondents’ attitudes.

There was also the issue of researcher bias. In this case, the researcher had some biases that may have been reflected in how the data was collected.

the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The possibility of all of this influencing the findings and conclusions cannot be overstated.

Furthermore, because the findings of this study are limited to the sample population in the study area, they may not be applicable to other schools, local governments, states, or countries around the world.

1.8 Terms Definition

Class Dimensions

This is the number of students in a specific classroom, particularly the number of students taught by individual teachers in a classroom or the average number of students taught by teachers in school.

Location of the School

The community or geographical environment in which a school is located is referred to as its location.

which a school is situated. It could be a village, a rural area, a small town, a city, or even an entire territory.

Learning

Learning is a relatively permanent change in behavior brought about by experience. It is a step-by-step procedure in which a person experiences permanent, long-lasting charges in knowledge, behavior, or ways of processing the would.

Academic Achievement

Academic performance is defined as raw data obtained by teachers from examinations and tests in order to access the level of students’ responses to teacher variables. It is a raw score obtained from school that is recorded by teachers from various types of achievement tests given to students.