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An Evaluation On Students Perception And Academic Achievement In Chemistry
[A CASE STUDY OF SOME SELECTED SECONDARY SCHOOL IN DAWAKIN TOFA LOCAL GOVERNMENT AREA OF KANO STATE]
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CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Chemistry as a
science subject plays a vital role in transforming the environment and
improving the general quality of life. It is essentially needed for a
nation’s technological development. As a core science subject, the
proper teaching and learning of chemistry in secondary schools
facilitates student’s enrollment in many professional disciplines like
Nursing, Medicine, Pharmacy, Agriculture, Engineering and Geology etc.
Hence, there is the need for effective teaching and learning of
Chemistry in Nigerian secondary schools. For teaching and learning of
Chemistry to be effective, the classroom environment has to be conducive
to both teachers and students. Chemistry as an important science
subject is taught in many secondary schools in Nigeria as a single
subject at senior secondary school level. Yet, in spite of all the
benefits derived from Chemistry, students’ performance in Chemistry at
the senior secondary school certificate examination in the last few
decades is still low. Abrabam(1982), noted poor academic achievement in
Science and Chemistry in particular. Ugwu (2004), noted that in 2000 and
in 2001, of all the candidates who sat for senior secondary school
chemistry examination, more than half of the students performed very
poor in Chemistry that they could not use their result in Chemistry for
further studies. Also WAEC annual report (2006, 2007 and 2008), noted
poor academic achievement in Chemistry which manifested in constant poor
grades and repetition of classes. Thus, one tends to question why the
general unsatisfactory academic performance in Chemistry among the
secondary school students. These poor performances in Chemistry have
made some researchers to study the problem with the hope of finding the
causes and possible solutions.
According to Ali (1986), science
education at all levels is plagued by very many kinds of problems which
include, under funding of science education; lack of adequate and
appropriate instructional materials; lack of functional equipment; poor
method of teaching; inadequate trained science teachers and laboratories
that exist in dilapidated buildings. Chemistry as a core science
subject is not counted out from the under listed problems. These
problems lead to serious educational setbacks which invariably lead to
low rate of secondary schools science achievement in Nigeria.
Ukeje
(1984), said that geographical location is one of the most important
differences between the educational conditions in the urban as against
the rural areas. This shows that geographical location influences
academic achievement. Onainor and Obiora (2001), maintained that gender
is another major factor that influences the performance of students. He
also states that boys out performed their female counterparts in the
different school subjects. Haertel, Walberg and Haertel (1981), Anderson
(1982), and (Fraser 1981a, 1986a) traced the problem of poor academic
achievement to psychological, sociological, psychosocial and physical
problems. Ukeje (1984), considering what should be the environmental
factors affecting the performance of students, identified the factors as
malnutrition which causes poor physical growth and mental development,
diseases, injury, home background, culture and socio economic status of
parents. It is a clear assertion that a students` home background
influences his/her behaviour and school performance. This is because
some students are from broken home where parents are separated, while
others are from home where the marriage is stable and happy, and parents
live together happily to see to their children’s educational needs and
school work.. Children develop good learning habits and scientific
thinking through practical and manipulative approach while at home. This
is because of availability of ready materials like Newspapers,
Textbook, Maps, Science journal and Toys. In such homes, children devote
more time to studies which is not done in broken homes where quarrel
are all the time. Educational psychologists recognize that home
environment is among the factors that handicap a child in school and in
life or may be a source of strong special advantage. Skinner (1963),
points out that in order to understand and improve our standard of
education, learning is not done only in the school. It is with the
co-operation of the home and school environment that learning will be
more affective. If one of them fails there will be a gap and the child
will suffer.
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ABSRACT - [ Total Page(s): 1 ]This study was carried out to examine an evaluation on students perception and academic achievement in chemistry a case study of some selected secondary school in Dawakin Tofa local government area of Kano state. Specifically, the study examine student perception on if lack of qualified teachers to teach is the reason for poor academic achievement in chemistry. The study also evaluate students perception on if attitude of students towards chemistry affect their academic achievement. The study fu ... Continue reading---
