IMPEDIMENTS TO THE ACQUISITION OF CHEMISTRY EDUCATION BY SECONDARY SCHOOL STUDENTS IN ENUGU NORTH LOCAL GOVERNMENT
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IMPEDIMENTS
TO THE ACQUISITION OF CHEMISTRY EDUCATION BY SECONDARY SCHOOL STUDENTS IN ENUGU
NORTH LOCAL GOVERNMENT
ABSTRACT
The study
employed a survey designed. A sample of 800 students which were randomly
selected served us the study sample. Data were collected using the
questionnaire. Mean and standard derivation were used to analyze the data. It
was found out that lack of interest and inadequate personnel and facilities
were serious impediments to acquisition of Chemistry Education. Finally,
recommendations were made that enough trained personnel should be recruited and
posted to schools to teach Chemistry Education.
TABLE OF
CONTENT
Title Page
Approval
Page
Dedication
Acknowledgement
Abstract
Table Of
Contents
Chapter One
1.0
Introduction
1.1
Background Of The Study
1.2
Statement Of The Problem
1.3 Purpose
Of The Study
1.4
Significance Of The Study
1.5 Scope Of
The Study
1.6 Research
Question
1.7 Chapter
11
1.8 Review
Of Related Literature
1.9
Conceptual Frame Work
1.10
geography Literacy
1.11
Importance Of Chemistry In Education
1.12 Summary
Of The Literature Review
Chapter Two:
2.0
Literature Review
2.1 L
Development Of The (Ube) In Nigeria
2.2 The Need
For The (Ube) Scheme
2.3 The
Objectives Of (Ube) Programme In Nigerian Educational Sector
2.4 Major
Issues And Matters Arising From The (Ube) Scheme
2.5
Appreciating The (Ube)
2.6 Problems
Of Ube Programme In Nigeria Education
2.7 Problems
Associated With The Implementation Process Of The (Ube) Scheme
2.8 Possible
Measures In Ensuring The Success Of The (Ube) Programme
2.9 Summary
Of Literature Review
Chapter
Three:
3.0 Research
Methodology
3.1 Research
Design
3.2 Area Of
The Study
3.3
Population Of The Study
3.4 Sample
And Sampling Techniques
3.5 Instrument
Of Data Collection
3.6
Validation Of The Instrument
3.7
Reliability Of The Instrument
3.8 Method
Of Data Collection
3.9 Method
Of Data Analysis
Chapter
Four:
4.0 Results
4.1 Analysis
Of Research Question
Chapter
Five:
5.0 Summary
Conclusions And Recommendations
5.1 Summary
Of Procedure Used
5.2 Summary
Of Principal Findings
5.3
Conclusions
5.4
Recommendations
5.5
Suggestion For Further Study
Reference
INTRODUCTION
Background
of the Study:
A well
developed scientific and technological base are conditional to any national
human and material development. Nigeria has been classified as a developing
nation and has continued to make a break through by emphasizing much on science
and technology thereby making inclusive of Chemistry Education in the
curriculum of the junior and senior secondary schools.
During the
ministerial council meeting of the national council on Education in 1987, the
Federal Government of Nigeria deiced to introduce Chemistry Education into the
nation’s secondary school system. This was followed by the inauguration of the
National committees on Chemistry Education the same year. The functions of the
committee among others included, planning for dynamic policy on Chemistry
Education and literacy in Nigeria as well as devising clear strategies and
terminologies to be used by the federal and state governments in the
introducing Chemistry Education.
The general
objective of the policy are:
1. To bring
about a computer literate society in Nigeria.
2. To enable
the present school children to appreciate and use the computer in various
aspect of life and in future employment. The modalities for achieving stated
objectives include;
1). Training
teachers and associated personal
2).
Provision of hardware facilities
3).
Curriculum development.
4). Software
developments and evaluation.
5).
Maintenance of hardware.
The above
enumerated strategies can promote or impede the acquisition of Chemistry
knowledge. Functionalities of the strategies would promote acquisition while
deficiency in implementation would constitute an impediment to the acquisition
of Chemistry knowledge. According to Francisca (2003) the polices are poorly
implemented due to poor training and orientation of key implements (teachers).
Through constant practice, workshop and seminars, the teachers will be equipped
in relevant knowledge needed in Chemistry which are appropriate for effective
teaching and learning of Chemistry Education. Chemistry requires practices and
only the teachers that knows the practices can teach it very well.
Impediments
with regard to the stated strategies the non availability of Hardware
facilities in acquisition of Chemistry Education. Okon (1992) reported on the
declining standard of teaching which is done without exposing the students to
any form of practical experiences. The acquisition of Chemistry Education with
the hardware facilities is just like going to school without pen and Books. In
the 1990 National Conference on Curriculum development geography education was
not inclusive in the issues discussed which now made the acquisition of Chemistry
Education very difficult in the secondary school because it was not included
early in the curriculum.
Proper
teaching and learning with regard to Chemistry Education in the state secondary
schools have been known to have suffered some set backs. There set backs have
been generated by certain conditions such as:
1.
Inadequate Provision of Facilities
2. Lack of
Trained Personnel
3. Financial
Constraint
4.
Organizational Constraint (time frame for teaching Chemistry in school; periods
allocated to ).
On
Inadequate Provision of Facilities Ajavero (1998) noted that absence of
facilities in acquisition of knowledge creates problems and confusion to the
learner instead of making changes in the learners’ life. Ezike (1991) added
that Chemistry science laboratory is a room where programmed, practicalzed,
ordered, grouped, recorded, rearranged, constructed among many other activities
but the question is how facilitated is the room that could be boast the
acquisition of Chemistry for without facilities, the acquisition of Chemistry
is not effective.
On lack of
Trained Personnel Abiodum (2007), reveled that hence Chemistry is “Cabage in
cabage out” There is need that Chemistry 3 teachers are well trained otherwise
they will cabage wrong thing into the children, and the children will as well
Cabage out the Wrong thing. Francisca (2003), said that many of the laudable
curriculum we have in use are poorly implements due to poor training and
orientation of key implementers (teachers) of these curricula. The teachers
through constant workshop and seminars should be well equipped in the relevant
methodologies and knowledge that are appropriate for effective teaching of
computer.
On financial
constraint Ukeje (1991), stressed on the need for the government to finance
educational section, Chemistry Education needs more financial support more than
other subjects in the school; if Chemistry science subject is not supported financially
it totally impedes its acquisitions.
On
organizational constraints Chemistry knowledge are acquired in the Chemistry
training centers and not in school which attracts less attentions to the
periods allocated for its lesson in the school. In schools Chemistry science is
not included in the school time table that is why Jude (2007), maintained that Chemistry
Education is still limited in the federal colleges.
Statement of
the Problem
Computer
knowledge acquisition deals with the knowledge and ability to use Chemistry and
related technology efficiently with a range of skills covering levels from
elementary use to programming and advanced problem solving. In Enugu North
local Government Area, there are scarcity of Chemistry science teaches, the people of the Area, sees
computer knowledge acquisition as a game of learning Chemistry Education in a
laboratry Centre and not in the school systems. There are problems associated
with the acquisition of Chemistry Education in secondary schools, which are;
inadequate provision of facilities, lack of trained personnel, financial
constraints, and organizational constraints. It was on this ground that the
researchers choose to write on the impediments to the acquisition of Chemistry
Education by secondary school students in Enugu North Local Government Area,
Enugu state.
Purpose of
the Study
The main
purpose underlying this study is to find out the impediments to the acquisition
of Chemistry knowledge, specifically the
students aim to:
1. Find out
the extent to which inadequate facilities impede the acquisition of Chemistry
Education in secondary schools.
2. Find out
the extent to which lack of trained personnel impede the acquisition of Chemistry
Education in secondary schools.
3. Find out
the extent to which financial constraints impede the acquisition of Chemistry
Education in secondary schools.
4. Find out
the extent to which organizational constraints impede the acquisition of Chemistry
Education in secondary schools.
Significance
of the Study
The study is
very essential to the extent that it will be beneficial to the following;
1. The
students: The study will enable the students to understand that Chemistry
Education is not for play but for real imprecation of understanding, knowledge
and social improvements.
2. The
teachers: The study will enable the teachers to understand that there
impediments in the acquisition of Chemistry Education in secondary schools.
3.
Government: The study will disclose the impediments in the acquisition of Chemistry
Education in secondary schools which now make the government to provide
solutions to such impediments and improve the acquisition of Chemistry
Education in secondary schools.
Scope of the
Study
The study
focuses on the impediments to the acquisition of Chemistry Education by
secondary school students in Enugu North Local Government Area, Enugu State.
The impediments were based on the lack of adequate facilities, lack of trained
personnel, financial constraints and organizational constraints.
Research
Question
1. To what
extent does lack of adequate facilities impede the acquisition of Chemistry
Education in secondary schools?.
2. To what
extent does a financial constraint impede the acquisition of Chemistry
Education in secondary schools?
3. Does lack
of trained personnel impede the acquisition of Chemistry Education in the
secondary schools?
4. To what
extent does an organizational constraint impede the acquisition of Chemistry
Education in secondary schools?
CHAPTER TWO
Chapter two
of this Impediments To The Acquisition Of Chemistry Education By Secondary
School Students” research work is available. Order full work to download.
Chapter Two of “Impediments To The Acquisition Of Chemistry Education By
Secondary School Students Contains: Literature Review, Development Of The (Ube)
In Nigeria, The Need For The (Ube) Scheme, The Objectives Of (Ube) Programme In
Nigerian Educational Sector, Major Issues And Matters Arising From The (Ube)
Scheme, Appreciating The (Ube), Problems Of Ube Programme In Nigeria Education,
Problems Associated With The Implementation Process Of The (Ube) Scheme,
Possible Measures In Ensuring The Success Of The (Ube) Programme And Summary Of
Literature Review.
CHAPTER
THREE
Chapter
three of this Impediments To The Acquisition Of Chemistry Education By
Secondary School Students” academic work is available. Order full work to
download. Chapter Three of “Impediments To The Acquisition Of Chemistry
Education By Secondary School Students Contains: Research Methodology, Research
Design, Area Of The Study, Population Of The Study, Sample And Sampling
Techniques, Instrument Of Data Collection, Validation Of The Instrument,
Reliability Of The Instrument, Method Of Data Collection, Method Of Data
Analysis .
CHAPTER FOUR
Chapter four
of this Impediments To The Acquisition Of Chemistry Education By Secondary
School Students project work is available. Order full work to download. Chapter
Four of Impediments To The Acquisition Of Chemistry Education By Secondary
School Students Contains: Results And Analysis Of Research Question.
CHAPTER FIVE
Chapter five
of this Impediments To The Acquisition Of Chemistry Education By Secondary
School Students material is available. Order full work to download. Chapter
Five of Impediments To The Acquisition Of Chemistry Education By Secondary
School Students Contains: Summary Of Principal Findings ,Conclusions,
Recommendations, Suggestion For Further Study And Reference.
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