A SURVEY OF TEACHING AND LEARNING, COMPETENCE, SKILLS, AND ATTITUDE OF SECONDARY SCHOOL CHEMISTRY TEACHING IN THE 21ST CENTURY
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A SURVEY OF
TEACHING AND LEARNING, COMPETENCE, SKILLS, AND ATTITUDE OF SECONDARY SCHOOL
CHEMISTRY TEACHING IN THE 21ST CENTURY
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.
CHAPTER ONE
INTRODUCTION
1.1BACKGROUND
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.
1.2STATEMENT
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.
1.3PURPOSE
OF THE STUDY
The main
purpose of this study is to examine the teaching andlearning 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.
1.4RESEARCH
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.
1.5RESEARCH
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.
1.6SIGNIFICANCE
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.
1.7SCOPE 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.
1.8LIMITATION
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.
1.9OPERATIONAL
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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