ABSTRACT
This
project activity surveyed the teaching and learning competence, still and
attitude of secondary school chemistry teaching.
The
factors that affect the teaching and learning in senior secondary school.
Also
how competence, skill and attitude are important factors in teaching and
learning process in senior secondary school chemistry teaching.
TABLE
OF CONTENT
Title
Page
Certification
Acknowledgement
Dedication
Abstract
Chapter One
1.0
Background of the Study
1.1
Statement of the problem
1.2
Purpose of the Study
1.3
Research Question
1.4
Research Hypothesis
1.5
Significant of Study
1.6
Limitation of the Study
1.7
Definition of Term
Chapter Two
2.0
Review of Related Literature
2.1 Introduction
2.2 Concept of Teaching
2.3 Learning and learners characteristic in
chemistry Achievement
2.4 Variable in teaching chemistry
2.5 Attitudinal studies and learning out comes in
chemistry
2.6 Teacher factor in the study of chemistry
2.7 Resources and Laboratory work on chemistry
2.8 Students perception on chemistry teachers and
its influence on their chemistry preference
2.9 Factors contributing to the problem of
teaching and learning of science.
2.10 Summary
Chapter Three
3.0
Research
Methodology
3.1 Introduction
3.2 population of the Study
3.3 Sample size and Sampling
3.4 Research Design
3.5 Research Instrument
3.6 Data Administration and data Collection
3.7 Method of Data Analysis
Chapter Four
4.0
Presentation and Analysis of Data
Chapter Five
5.1 Discussion of Finding
5.2 Conclusion
5.3 Educational Implication of the Finding
5.4 Recommendation
5.5 Limitation of the Study
5.6 Suggestion for further Research
5.7 Summary
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND
TO THE STUDY
This
level of performance in senior secondary school chemistry has been a thing of
worry to the stake holders in the educational sector, there have been various
investigation into the cause of the poor performance and some result indicated
shows the importance of attitude, skills, and competence in the teaching and
learning of chemistry in senior secondary schools in Lagos State as a notable
factor.
It
has been noted by Erimosho (2000) that improving access to science education is
crucial for national development. For instance, advance in science and
technology have helped nations to improve and promote efficiency, self
reliance, and overall well being of humankind through the invention and
innovation in telecommunication, transportation, health, agriculture e.t.c
hence, there is justification for science in the school curriculum especially
that of chemistry. No doubts science subject in Nigerian secondary school
include physical, chemistry, and biology for senior classes and integrated
science for the junior classes.
The
objectives of each of these subjects, which are clearly stated in the
curriculum suggest the need to provide an effective teaching and learning
environment at the school level. To do this, it will involve proper structuring
of teachers pedagogy and ideas about how science materials especially in
chemistry may be used so that active learning is achieved while students at the
same time enjoy exploring the world around them Ajayi (1998).
Nkemdirim
(2006), believes that most teachers in chemistry lack the appropriate
capability or competence to carry out effective teaching and learning of the
subject matter. This is because in many schools, some teachers in chemistry
approach the subject in the classroom as if they are teaching languages or any
of the art related subjects. For instance most of the chemistry teachers do not
possess the necessary skills required for the efficient delivery of the subject
in the classroom coupled with their negative behaviours both towards the handling
of the subject, and the student. Due to poor skills towards attitude and
medioanly or lack of competence in the subject the teaching, and learning
process in chemistry experience set in schools, especially at the secondary
school level of our school system.
Kempa
and Ayob (1995) observed that for chemistry to be taught, and learnt
effectively, it will be handled by experienced and well trained teachers who
have the wealth of knowledge on the subject. According to them, often times,
chemistry has been taught by those who do not have the adequate mastery of the
subject or those who lack the requisite teaching know-how (methodology). They
stressed that competence and good skill in the teaching of chemistry requires
good mastery of content and effective use of science teaching method which make
learning very efficient with good results. For the fact that chemistry is one
of the essential science subjects in the schools, it is imperative that the
subject is handled by experts or specialist who is competent and skillful in
it. But in many Nigerian secondary
schools today, there cases whereby science subjects industry chemistry are not
taught by competent hands.
In most secondary schools, chemistry is taught
out of the laboratory without any useful equipment. Not only this, Onwu (1998)
opined that most chemistry teachers develop “I-don’t-care” attitude in handling
the subjects in schools for instance most of them do not care to attend classes
in most times, and some of who attend classes, do not teach with interest and
skill. As a result of these, do not teach with interest and skill. As a result
of there, most students offering chemistry in schools do not have the
motivation to continue with the subject up to the higher levels in the tertiary
institution. This is caused the nation many scientist especially in chemistry
which a developing nation like Nigeria needs for rapid industrial development
and growth.
1.2
STATEMENT
OF THE PROBLEM
It has been noticed need that chemistry
teaching, and learning process is not properly handled in our school system.
For instance, chemistry teaching has been often handled by those who are not
competent enough, lack manipulation skills and possess negation attitude for
the subject. Some teachers in chemistry have been handling the subject without
the requisite qualification that is to say that they do not have the mastery of
content, not to talk about effective method in presenting the subject in the
classrooms.
Many
teachers in chemistry approach the subject with series of negative attitudes in
not attending to classes because they do not know what to teach, and how to
teach it. As a result of these incompetence poor teaching skills, and negative
attitudes by the chemistry teachers the spill over effect is poor performance
or the part of the students and poor interest in the subject due to poor on
lack of motivation in learn. The above reasons have therefore prompted he
examination of the teaching and learning of competence, skill, and attitude of
secondary school chemistry teaching in the 21st century.
1.3
PURPOSE
OF THE STUDY
The main purpose of this study is to examine
the teaching and learning
competence, skills, and attitudes of secondary school chemistry teaching.
Objective of the study include to:
1.
Find out whether chemistry is handled in
schools by competent teachers.
2.
Investigate whether teachers in chemistry
have negative or positive attitude in handling the subject-matter
3.
Assess the skills of teachers who handle
chemistry in the school.
1.4 RESEARCH QUESTIONS
1. Will
teacher competence affect the performance of student on chemistry.
2. What
is the chemistry teacher attitude toward the student academic achievement.
3. Will
the skills of chemistry teacher affect the student academic achievement in
chemistry.
1.5 RESEARCH HYPOTHESIS
The following research hypothesis were
formulated in this study.
1. There
will be no significant relationship
between teachers competence and academic performance of student in chemistry.
2.
There will be no significant relationship
between teacher attitudes and students academic achievement in chemistry.
3.
The will be no significant relationship
between teachers skill and academic performance of student in chemistry.
1.6 SIGNIFICANCE OF THE STUDY
The
significance of the study will be relevant to the following individuals:
1.
Teachers: Teachers
in school especially those in science and most especially these teaching
chemistry would have enriched knowledge about the effect of teaching and
learning chemistry on students academic performance in the subject. This study
will enable chemistry teachers to change their perception on their approaches
to the teaching of the subject in schools.
2.
Student:
students would be able to benefit from the findings, and the recommendations of
this study, because it will help them to have a fair knowledge of the effect of
teaching chemistry on the students in
school. Beside this, students would see this study as a reference material for
forever studies.
3.
The
school Authorities: The school authorities would benefit from
the findings and recommendations of this study because it will help them to
gather some important knowledge on how to solve the problem of incompetence,
lack of skill, and poor attitude in teaching and learning of chemistry in
school.
4.
Researchers:
Researcher would see this study as an important material to assist them in
their future work. This is because this researcher’s work will add to a new
body of knowledge in the academic circle.
5.
Society:
Finally the society will benefit from the content of this work because it helps
both the youth and adult members of the society to know the important of
chemistry teaching and learning in the school system.
1.7 SCOPE OF THE STUDY
This
study sets out to survey the teaching and learning competence, skills and
attitude of secondary school chemistry teaching in the 21st century.
(5) five secondary school in Shomolu
local government areas of Lagos State are selected randomly.
1.8 LIMITATION OF THE STUDY
This
study will experience some constraints in the areas of finance, time, and other
logistics needed for the completion of the study.
1.9 OPERATIONAL DEFINITION OF TERMS
The
following operational terms were defined in this study:
i.
Survey:
This is a process to look carefully at
something or somebody, especially from a distance to study and describe the
general conditions of something. It is a general view examination or
description etc.
ii.
Teaching
and Learning: This is a process in which skills attitude
and knowledge is developed in a formals school setting.
iii.
Competence: This
is defined as the way of thinking or behaviour towards something or someone.
iv.
Skills: This
can be defined as the ability to do or manipulate something.
v.
Attitude:
This is defined as the way of thinking or behaviour towards something or
someone.
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