An Assessment of the Students’ Difficulties in Chemistry Practical Class (Case Study of Some Selected Senor Secondary Schools in Borno State)
CHAPTER ONE
Objective of the study
The broad objective of this study is to examine students’ difficulties in chemistry practical class using selected schools in Borno State as case study. Specifically the study seeks to:
- To examine if the time allocated for chemistry practical enough to complete experiment
- Ascertain if shortage and lack of qualified chemistry teachers contributes to the difficulty of effective chemistry practical session.
- Determine if inadequate laboratory facilities and overcrowded experiment space are contributory factor to students’ difficulties in chemistry practical class.
- To suggest ways to ameliorate student challenges to effective chemistry practical
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Introduction
Practical work has been defined as teacher demonstrations; class practices, with all learners on similar tasks, working in small groups; a circus of „experiments‟ with small groups engaged in different activities, rotating in a carousel; investigations, organized in one of the above two ways; and problem-solving activities. According to a framework of SCORE for practical science in schools , defining practical work in science as „a “hands-on” learning experience which prompts thinking about the world in which we live ‟. The related report has a list of activities that could be considered to be practical work. These fall into two main categories: Core activities: Investigations, laboratory procedures and techniques, and fieldwork. These „handson‟ activities support the development of practical skills and help to shape students‟ understanding of scientific concepts and phenomena. Directly related activities: Teacher demonstrations, experiencing phenomena, designing, and planning investigations, analyzing results, and data analysis using ICT. These are closely related to the core activities and are either a key component of an investigation or provide valuable first-hand experiences for students. A range of activities was also identified which complement, but should not be a substitute for, practical work. These complementary activities include science-related visits, surveys, presentations and role play, simulations including a use of ICT, models and modeling, group discussion, and group text-based activities. They have an important role to play supporting practical work in developing the understanding of science concepts. However, according to the literature, in many countries of the world and particularly in the developing countries, the effective implementation of the practical work is a general problem accompanied by several constraints. For instance, the absence of adequate conditions, equipment and laboratory materials, including financial resources to teach practical science; poor preparation of teachers; poor implementation of procedures; overwhelming number of activities demanded by the new curricula and lack of qualified teachers are some of the problems confronting the process of science teaching, particularly in African settings . Furthermore, most of the experiments and laboratory activities are conducted using a „recipe-style‟ in which the students are required only to follow a set of steps to demonstrate and verify the scientific concepts already known. In relation to this, states that if the goals and objectives are not expressed in terms of being able to apply scientific knowledge, understanding and skills there is a danger of students simply following ´recipes’ during practical activities. This way of doing laboratory work or practical work has been criticized for its distortion of what science really is, encouragement of rote learning rather than meaningful inquiry-oriented learning and failure to provide students with opportunities to plan investigations and perform their own experiments, manipulate equipment and materials so that they can construct their own knowledge of phenomena and related scientific concepts.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
It is important to ascertain that the objective of this study was to ascertain An Assessment Of The Students’ Difficulties In Chemistry Practical Class (Case Study Of Some Selected Senor Secondary Schools In Borno State). In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing An assessment of The Students’ Difficulties In Chemistry Practical Class
Summary
This study was on An Assessment Of The Students’ Difficulties In Chemistry Practical Class (Case Study Of Some Selected Senor Secondary Schools In Borno State). Three objectives were raised which included: To examine if the time allocated for chemistry practical enough to complete experiment, ascertain if shortage and lack of qualified chemistry teachers contributes to the difficulty of effective chemistry practical session, determine if inadequate laboratory facilities and overcrowded experiment space are contributory factor to students’ difficulties in chemistry practical class and to suggest ways to ameliorate student challenges to effective chemistry practical. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Borno state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the findings of the study impact of chemistry practical on the performance of chemistry students established that the use of chemistry practicals is an effective method in improving students’ performance in chemistry in secondary schools regardless of their gender. Use of chemistry practicals enhances students‟ knowledge and understanding in a better way compared to none use of the chemistry practicals. The study also showed that exposure to various types of chemistry practicals had a significant positive effect on students‟ performance. Students have a lot of benefits from chemistry practicals. Chemistry practicals increase students‟ interest and abilities in science subjects as well as their performance in science. This is because chemistry practical classes help students in understanding theories and chemical principles which are difficult or abstract. Moreover, chemistry practicals offer several opportunities to students such as: developing scientific thinking and enthusiasm to chemistry, developing basic manipulative and problem-solving skills, hands-on experience in using instruments and apparatus, and identifying chemical hazards and handling chemicals safely and other science process skills.
Recommendation
To strengthen learning and performance in chemistry, government should provide more laboratory equipment’s to public secondary schools in the state. There is also a need for the government to construct proper chemistry laboratories in secondary schools that are offering chemistry without laboratories. There is need for government to organize intensive in-service training for chemistry teachers in practical work management and latest research to improve their practices. Teachers should be allowed to attend seminars and workshops to receive training that will expose them to various types of local teaching materials and how to use hands-tools so that they can improvise, where possible, science equipment for practical work.
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