ABSTRACT
This research work evaluates the impact of non-formal system of coaching
classes on the performance of Senior Secondary chemistry students in examinations.
Four research questions guided the study. The study adopted the Ex-Post
Facto and descriptive survey research
designs. The sample comprised Senior Secondary Chemistry graduates in four
coaching colleges in Mushin Local Government Area in Lagos state. Data were generated using the open
form questionnaire instrument. The data were analyzed using descriptive
statistics, frequencies and percentages. The results showed that there is major
significant difference between the performance of Senior Secondary Chemistry students that
attended coaching classes and those that didn’t in the Senior Secondary
Certificate Examination of West African Examination Council(WAEC) and National
Examinations Council(NECO). The results also showed that majority of chemistry
students who did well in the examination attended coaching classes. The results
further showed that coaching classes enhanced the performance of chemistry
students generally in their science subjects (Physics, Chemistry and Biology)
including English Language and Mathematics. In order to improve the performance
of Senior secondary chemistry students in examinations, it was recommended that
science educators and stakeholders should begin to employ the non-formal system of coaching
classes as tool in improving their achievements in chemistry. The study concludes that the non-formal
system of coaching classes should be encouraged to substantiate the learning
experience in the formal system.
TABLE OF
CONTENTS
Page
Title
page
i
Certification
ii
Dedication
iii
Acknowledgement
iv
Abstract
v
Table of
contents
vi
CHAPTER ONE: INTRODUCTION
1.1 BACKGROUND
OF STUDY 1
1.2 STATEMENT
OF PROBLEMS 4
1.3 PURPOSE
OF THE STUDY 5
1.4 RESEARCH
QUESTIONS 5
1.5 SCOPE
OF THE STUDY 6
1.6 SIGNIFICANCE OF STUDY 6
1.7 DEFINITION OF TERMS 7
CHAPTER TWO: LITERATURE REVIEW
2.0 INTRODUCTION 9
2.1 HISTORICAL DEVELOPMENT OF THE COACHING
PROCESS 11
2.2
HISTORICAL SUMMARY 17
2.3
THE COACHING CLASS 21
2.4 THE
NATURE OF COACHING 22
2.5 RELATIONSHIP
BETWEEN LEARNING TYPES AND COACHING 26
2.6 SUMMARY 30
CHAPTER THREE: RESEARCH METHODOLOGY AND
DESIGN
3.0 INTRODUCTION 32
3.1 RESEARCH DESIGN 32
3.2 POPULATION 33
3.3 SAMPLE PROCEDURE AND
SAMPLE TECHNIQUE 33
3.4 INSTRUMENTATION 33
3.5 DATA COLLECTION 34
3.6 DATA ANALYSIS 34
CHAPTER FOUR: DATA
ANALYSIS AND PRESENTATION OF RESULTS
4.0 INTRODUCTION 35
4.1 DISCUSSIONS OF FINDINGS 41
CHAPTER FIVE: SUMMARY
5.0 INTRODUCTION 42
5.1 SUMMARY
OF FINDINGS 42
5.2 EDUCATIONAL
IMPLICATIONS 43
5.3 RECOMMENDATIONS 44
5.4 CONCLUSION 46
REFERENCES 47
APPENDIX I 51
APPENDIX II 52
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
In recent time there has been a
decline in the performance of science students in science subjects such as
physics, Chemistry and Biology. This is due to so many factors such as lack of
laboratory facilities in most of our secondary schools, incompetent science
teachers, and lack of instructional materials for learning and so on. The
government has made several efforts within the formal system of learning to
salvage the situation but all proved abortive. However, research reveals the non-formal
system can proffer solution to this lingering situation if it is properly
harnessed and structured. There are various coaching colleges that have been
making tremendous impact in grooming students for success in examinations.
Formal education has been widely recognized as dynamic instrument of change
socially, politically, economically, scientifically and technologically. Until
late sixties, formal secondary education was the general terminal point in
Nigerian education system and secondary school was therefore the major source
of man power. Today despite an increase in the number of universities,
secondary education remains the terminal point for many who are unable to
secure admission to pursue a degree course in and of pure sciences especially
chemistry due to poor performance at ordinary level. Academic performance as a terminology
remains the main determinant of an individual student success in formal
education measured directly through reports, examination ratings, and it is also
predictable.
The importance of chemistry cannot be
overemphasized as it is the base of all environmental professions, all science
students must learn and pass it at secondary school level before they can
advance into the university (Kolawole and Ilugbusi 2007). Before any science
student could be admitted to study chemistry in any Nigerian university, he/she
must satisfy a minimum entry grade.
Before transition into this higher
institute of learning, the students will be evaluated. Evaluation is the passing
of decision or judgement on a particular trait in accordance with a test which
validly and reliably measures the presence of that trait.(Kpolovie, 2002,
Ololube, 2008). Evaluation involves both quantitative and qualitative
description of a pupils’ behavior, and the passing of value judgement
concerning the desirability of that behavior (Harbor-Peters 1991). Since
evaluation remains indispensable in any academic programme, teaching and
instructional duty are rendered incomplete or lacking until an evaluation of
the outcome of instruction has been performed. Evaluation agencies which also
act as examining bodies are tasked with maintaining a common standard in the
development and administration of public examinations.
According to Nworgu (1992) evaluation
agencies were set up to promote education, to coordinate educational
programmes, and to control and monitor the quality of education in educational
institutions, the essence of which is the organization of public examinations
so as to provide uniform standards to all test takers, irrespective of the type
or method of instruction they have received. Some of these examination bodies
in Nigeria include the West African Examinations Council (WAEC), the National
Examination Council (NECO), the Joint Admission and Matriculation Board (JAMB),
and the National business and Technical Examination Board (NABTEB). The
assemblage of subject examinations conducted by these examining bodies is known
as the Senior Secondary Certificate Examination(SSCE) and serves as an end –of-
course evaluation for all secondary school graduates. The purpose of this examination
is to ascertain to what degree students in a particular course have achieved
the course or educational objectives (Offor 2001).
The purpose of this work is to examine
the impact of coaching colleges on the performance of Chemistry students during
the May/June Internal Exams.
1.2 STATEMENT OF PROBLEMS
The decline in the performance of
students in science subjects especially Chemistry in the May/June Senior
Secondary Certificate Examination (SSCE) is a major concern in the Nigeria
educational system. The performance of candidates in chemistry examinations in
recent years has been a great concern to the society. In fact, the low level of
chemistry attainment of students at every segment of educational system in the
country has given chemistry teachers, parents and the government a high level
of worry as it is reflected in the work of ( Umoinyang 1997; Yoloye, 1999;
David-Osuagwu, Anemelu and Onyeozili, 2000; Okpala and Umoinyang, 2001 and
okafor, 2002).
Therefore this research work focuses
on how the performance of chemistry students has been improved in the May/June
Examinations through the non-formal system of coaching classes.
1.3 PURPOSE OF THE STUDY
The purpose of this study is to
assess the impact of coaching classes on the performance of chemistry students
in internal examinations (SSCE).The objectives of the study include:
- identify senior Secondary chemistry
graduate students that attended coaching classes before their examinations
- identify Senior secondary School graduates
that did not attend coaching classes before their examinations
- compare the performance of the
above two groups
- describe if there is a any
statistical difference in their performance in May/June examination
1.4 RESEARCH QUESTIONS
The following research questions were
generated for the purpose of this study:
1. What are the performances of Senior
Secondary School graduate chemistry students that attended coaching classes?
2. What are the performances of Senior
Secondary graduate chemistry students that did not attend coaching classes
3. Is there any statistical significant
relationship between secondary school graduate chemistry students that attended
coaching classes and those that did not?
4. To what extent will exposure to
coaching classes improve the performance of senior Secondary students in
Chemistry?
1.5 SCOPE OF THE STUDY
The hypothesis of this research design is that coaching classes
help in improving the performance of chemistry students in examinations. The
goal of the study is to find out if a relationship exists between the
performance of students in chemistry and coaching. The population for this
study will be limited to only Senior Secondary school graduates in four
coaching centres in Lagos State. Fifty questionnaires were generated and
distributed through random selection to students in this four coaching centres
to evaluate their performances and draw necessary conclusions on the study.
1.6 SIGNIFICANCE OF STUDY
This research work will help to ascertain through concrete facts
the impact of coaching classes in the achievement of chemistry students in
internal and external examinations and thereby promoting the value and acceptability
of coaching classes in the Nigeria educational system. It will open the eyes of
students and parents to the importance of being exposed to different learning
experiences and tutelage. It will also help stakeholders in the educational
system to organize after school programs that will help the performance of
Secondary school students in their examinations. Some local governments in
Lagos are already adopting this system as part of their agenda to contribute to
the development of learning and achievement in the educational system. An
example is the Mushin Local government.
The study will also science educators to begin to see the need to
consider the non-formal educational as a tool for enhancing students’
achievement in Chemistry.
1.7 DEFINITION OF TERMS
EVALUATION: Evaluation in an
educational setting is the process whereby we seek evidence that the learning
experiences we have designed for students are effective. It is a tool for
ascertaining if learning has taken place.
COACHINGCLASSES: This is a non-formal system of education which involves teaching,
training, instructing, solution-focused, result-oriented and systematic process
that facilitates the enhancement of academic performance of students.
PERFORMANCE: This is a measure of the
achievement of the students’ learning experience through evaluation to
ascertain if learning as truly taking place
CHEMISTRY: This is a branch of science that studies the nature, properties
and composition of matter.
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