FACTORS AFFECTING STUDENTS’ ACADEMIC PERFORMANCE IN THE ACADEMIC ACHIEVEMENT OF CHEMISTRY IN SECONDARY SCHOOLS IN OWERRI MUNICIPAL

FACTORS AFFECTING STUDENTS’ ACADEMIC PERFORMANCE IN THE ACADEMIC ACHIEVEMENT OF CHEMISTRY IN SECONDARY SCHOOLS IN OWERRI MUNICIPAL

ABSTRACT

The study investigated the Factors affecting students’ academic performance in the academic achievement of chemistry in secondary schools in Owerri municipal. This study became necessary because of the unavailability of instructional materials for teaching chemistry in secondary schools. The study employed a quasi-experimental design, specifically the pretest-posttest nonequivalent group design. Three hundred and forty SSI students from Owerri Municipal Council were randomly drawn from public secondary schools in Imo State to form a sample of the study. questionnaire. Research questions were answered and hypotheses were tested using chi-square. The results revealed that that the qualities of chemistry teachers have a significant effect on the teaching and learning of chemistry and the attitude of students towards the teaching and learning of chemistry, affects students’ academic achievement. Based on the findings of this study, the researcher, therefore, recommends that the effective teaching and learning of chemistry should be encouraged by the teachers, the school authority, and the Nigerian government at all levels. By providing all the required equipment & facilities such as seats, instructional media, a conducive classroom, and good textbooks. Chemistry textbooks should provide free and available to all students at all secondary levels of education.

 

 

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

In recent decades, Candidates’ performance at the Senior Secondary School Certificate Examination (SSCE) conducted by WAEC and NECO has consistently remained poor, with chemistry having one of the worst and poorest results over the years (Salami, Mohammed, & Ogunlade; Ibe & Madusnum; 2001 in Ojukwu, M.O; 2016). According to UNESCO (2015), it is acknowledged that many teachers intuitively included essential learning within their teaching and have long done so. They recognized the need for knowledge skills in a particular subject. The research observed from the literature at hand that effective teaching of chemistry can be subdivided such as qualification of teachers' teaching method effective use of laboratory and mastery of the subjects.

Chemistry teaching can only become result-oriented when both students and teachers are willing to use the proper methods and resources in their instruction (Adesoji and Olatunbosun, 2008). With the current expansion in scientific knowledge around the world, there is a lot of demand for and attention on the teacher, the learner, the curriculum, and the development of the entire science teaching and learning process (Adesoji and Olatunbosun, 2008). Academic achievement refers to a student's academic success at school, and it is measured in terms of a score or a percentage (Ajayi, 2017a). Academic accomplishment is a significant marker for students; it is the primary purpose of learning Chemistry around the world. Learners in similar academic contexts, on the other hand, have varying levels of academic achievement (Imomotimi, 2013). Learning is more than just the acquisition of proper replies; it is a process of concept development and positive lasting change (Broman et al., 2018). The difficulties connected with high-quality chemistry education have been documented in studies. For example, Akram et al. (2017), Imomotimi (2013), and Tümay (2016) identified attitudes and learning experiences, non-professionalism, time limits, class size, and service circumstances as impediments to effective Chemistry teaching. However, according to Ajayi (2017b) a Chemistry teacher aimed at changing the instruction from lecture to innovative learning strategies, such as learning cooperatively, and using concept maps by making improvised materials where there is no standard equipment would not necessarily succeed in teaching Chemistry.

Oh, Eze and Ezemagu (2018) conceived that it is not easy to think of effective teaching of chemistry without qualified teachers for the workforce. Eze (2012) regretted the lack of qualified teachers in secondary schools, especially in the area of practice. It is often said that teachers are the hub of any educational system for schools cannot be better than their teachers. This entail that highly qualified teachers will impact better knowledge or higher standard education on the students, Orjika (2014) and Ajaelu in Opuh (2018) noted that educationists had expressed that science teacher should possess good professional training and chemistry teachers are not exceptional.

Furthermore, the absence of laboratory practice is commonly cited as the cause of this shortcoming (Yang and Hey, 2007). Although laboratory work is an essential part of learning chemistry, previous research has found that it is difficult to integrate it into traditional chemistry courses for a variety of reasons, including safety concerns, a lack of self-confidence, and the time and effort required to conduct accurate experiments (Elton et al., 2010). Nonetheless, by providing teachers with regular laboratory training, these barriers can be overcome.

Many researchers think that the teaching method employed during science classes contributes a lot to the effective teaching of chemistry. Nnamonuh (2013) stated that the laboratory method is the method used in the effective teaching and learning of science subjects, especially chemistry. It encompasses activities carried out by an individual or a group for learning. Okoye (2014) had earlier opined that the laboratory method of teaching should be investigated as an approach so that this activity can provide students the opportunity of acquiring process skills. Merging (2015) reported that recent classroom observation studies have shown that teachers’ instructional materials/methods were at variance with the method implied in the science curriculum. Accordingly, Nnamonu (2013) stated that laboratory and field work is central to the teaching of science. Without laboratory methods, the teaching of science will be ineffective. Laboratory work should be seen as a means of relating scientific concepts, inquiry processes, observations, and interpretations of data.

Fafunwa in Ugwu (2015) observed that most teachers resort to the use of lecture methods not minding the lecture modification, the concept of education while maintaining that the best learning is that which results from purposeful practical activity. Ugwu (2015) suggested that teachers should use as many techniques as possible to gain the attention and interest of the students. The teacher should apply any method of motivation, to heighten the spirit of the students. Laboratory method is inevitable in the teaching of chemistry. Cinnamon (2013) advocated that teachers should be using laboratory methods mostly in teaching to avoid making chemistry largely memory work. He further observed that schools where the laboratory is effectively used significantly performed better in science than others. In his contribution, Okri was quoted by Uche (2014), as follows: the techniques employed in imparting information to the students may have an effect in creating a favorable or unfavorable impression about chemistry in the mind of the students.

1.2 STATEMENT OF THE PROBLEM

Presently, secondary school students’ interest and academic achievement in chemistry education is declining. Ohio (2012), lamented the falling standard of the teaching of science subjects, particularly Chemistry in the country, and blamed the trend on the non-accreditation of science teachers and inadequate or non-existent utilization of adequate practical teaching aids, such as laboratories. Another factor that affects the effective teaching of chemistry is mastery of the subject matter. Ugwu (2015) stated that teachers whose attitude shows a wealth of knowledge at their fingertips about what they are teaching will restore confidence in their students. Okoye (2015) stated that teachers’ knowledge of the subject matter is another factor that contributes to effective teaching and learning. A teacher who knows his subject matter very well uses his language to teach his students by using concrete examples to illustrate his points. Kildare (2007) advocated that for effective teaching to occur the teacher should be very knowledgeable with regard to their subject matter and this should be an excellent use of specific terminologies throughout the lesson.  Similarly, Oprah, Eze, and Ezemagu (2018) asserted that the quality of a good teacher is good mastery of the subject matter. The teacher has to know everything concerning the subject. Eze (2015) noted that some unskilled teachers abuse the use of teaching methods. Kildare (2007) went further to stress that continuity from previous lessons and new information should be linked to previous learning. In light of the above, Ude (2014), recommended that the place in which chemistry is to be taught is the indispensable laboratory. Every teacher of chemistry needs to become acquitted with teaching methods that will help his students achieve their learning objectives. In summary, teachers affect change in society. These changes can be affected if teachers themselves are well-educated, competent industrious, and disciplined. It is also when the desired and desirable changes in the student's learning have been realized that the teaching of chemistry can be effective. Effective teaching and learning are dependent on the effectiveness of the quality of the teacher.

Therefore, the problem of this study is to examine the factors affecting students’ academic performance in the academic achievement of chemistry in secondary schools in Owerri municipal.

1.3 OBJECTIVES OF THE STUDY

The main purpose of this study is to find out the factors affecting students’ academic performance in the academic achievement of chemistry in secondary schools in Owerri municipal.

Specifically, this study sought to:

• Find out the extent to which students' attitudes constitute problems in the teaching and learning of chemistry
• Assess the extent to which teacher quality and quantity constitute problems in the teaching and learning of chemistry
• Find out the extent to which instructional materials constitute problems in the teaching and learning of chemistry
• Determine the extent to which curriculum issues pose problems to the teaching/learning of chemistry

1.4 RESEARCH QUESTIONS

The following research questions were formulated to guide the study:

• To what extent do attitudes of Imo State Secondary Schools Students constitute problems in teaching of chemistry education?
  To what extent do teacher quality and quantity cause problems in the teaching of chemistry education?
• To what extent do instructional materials pose problems to the teaching and learning of chemistry education?
• To what extent do curriculum issues pose problems to the teaching and learning of chemistry education?

RESEARCH HYPOTHESIS

• H0(1). The qualities of teachers teaching chemistry would have no significant effect on the teaching and learning of chemistry.
• H0(2). Attitudes of students toward teaching and learning chemistry would have no significant impact on student's performance
• H0(3) The environment would have no significant effect on the learning of chemistry
• H0(4) The time allocated to the teaching of chemistry has no significant relationship with the use of instructional material

1.5 SIGNIFICANCE OF THE STUDY

The study gives various insights into the challenges of teaching chemistry education in secondary schools in Nigeria. These highlighted challenges will enable stakeholders in the education sector to take adequate measures in tackling these challenges, and make the learning of chemistry education a lot easier for both teachers and students at secondary school levels. problems and prospects

1.6 SCOPE OF THE STUDY

This study covers the factors affecting students’ academic performance in the academic achievement of chemistry in secondary schools in Owerri municipal. Findings and recommendations for the study may not reflect the true view of the challenges of teaching chemistry education in Nigeria, as the researcher could not cover a wider area in Nigeria due to time and financial constraints, problems, and prospects

1.7 LIMITATIONS OF THE STUDY

Some limiting factors influence the researcher's effort toward developing this work (project). The most prevailing being time factor as other school extra curricula activities that had to be met with teaching chemistry education

FACTORS AFFECTING STUDENTS’ ACADEMIC PERFORMANCE IN THE ACADEMIC ACHIEVEMENT OF CHEMISTRY IN SECONDARY SCHOOLS IN OWERRI MUNICIPAL

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