Attitude of Girls Towards the Study of Chemistry in Secondary Schools in Oredo Local Government Area of Edo State
Chapter One
OBJECTIVE OF THE STUDY
The purpose of this research is to survey the attitude of secondary school girls in Oredo Local Government Area of Edo State, in the study of chemistry. However, issues such as factors influencing students’ attitudes and the comparison between the attitudes of boys of the question of how to find solutions to some of the female problems in the field of chemistry.
CHAPTER TWO
REVIEW OF RELEVANT AND RELATED LITERATURE
Introduction
There is a considerable amount of research on the effects of attitudes toward learning on students’ behaviors. Positive attitudes toward any subject are frequently found to enhance the student’s interest in the subject and their motivation to learn. Braten (2006) showed that students’ attitudes toward learning directed their participation in learning activities. Visser (2008) found that students’ belief in knowledge acquisition was a significant factor in their performance. Those who believed that learning occurred quickly or not at all were more likely to have fewer problems in searching for information or evaluation than the students who believed learning to be a gradual process, requiring both time and effort. Students’ belief in acquiring information was seen to trigger learning. Saade (2007) and Pierce, Stacey & Barkatsas (2007) showed that students’ emotions, interest, and beliefs about learning affected their behaviors. Positive attitudes led to the exhibition of positive behaviors toward courses of study, with participants absorbing themselves in courses and striving to learn more. Such students were also observed to be more eager to solve problems, acquire the information and skills useful for daily life, and engage themselves emotionally, thereby meeting the requirements of the courses in terms of behaviors, emotions, and psychomotor skills (Tsai & Kuo, 2008; Marzano & Pickering, 2007; Scheiter & Gerjets, 2007; Yang & Lau, 2003; Merisuo-Storm, 2007; Spartt, 1999; and Yudko, Hirakawa & Chi, 2007). There have been some studies that have investigated the effects of attitudes toward learning on academic success. Karagiannopoulou & Christtodoulides (2005) showed that attitudes were more significant predictors of academic success rather than university entrance examinations. Rula (2006) states that positive attitudes toward a subject affect learning. According to the teachers taking part in this research, anxiety, and attitudes toward foreign language learning seemed as significant as technical approaches. Bahn (2007) researched the factors that might have influenced the learning activities of 42 nurses and their views on and perceptions of their learning experiences through semi-structured questions Positive attitudes were shown to improve learning. Pierce, Stacey & Barkatsas (2007) found that positive attitudes toward mathematics lessons resulted in improved learning about mathematics. Perkins et al. (n.d.) used the Colorado Learning about Science Survey to examine the relationship between 750 students’ attitudes, beliefs, conceptual learning and retention and their performance in a physics lesson and observed that the students with positive attitudes toward the lesson achieved their learning goals more quickly and effectively than those who did not have such attitudes. Prokop, Leskova, Kubiatko & Diran (2007) found a significant positive correlation between attitudes and information levels. Statistically positive attitudes increase the chances of success in a lesson. Liaw, Huang & Chen (2007) explored 30 college instructors and 168 students’ attitudes toward e-learning. Participants were asked to answer two different questionnaires to investigate their perceptions of e-learning. This research suggested that positive attitudes consisted of such emotions as self-sufficiency, usefulness, and enjoyment.
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
The researcher used a descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to examine the attitudes of girls towards the study of chemistry in secondary schools.
Sources of Data Collection
Data were collected from two main sources namely:
Primary source and
Secondary source
Primary source:
These are materials of statistical investigation that were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire, or experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handsets etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the Study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information for the study the role of poverty on youth based conflict. 200 students were selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to reiterate that the objective of this study was to assess the relationship between girl’s attitude and the study of chemistry in secondary schools.
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 enhance a better attitude in the girls towards the study of chemistry in secondary schools.
Summary
The attitude one has towards a certain subject, situation, condition or a project may determine to a very great extent the outcome. It is necessary that one exhibits a good attitude towards learning. This developed attitude forms the basis for the outcome of a project or a learning. However, attitudes are influenced by some factors, these factors maybe internal while others can be external. We have briefly examined the attitude of secondary school girls towards the study of chemistry. The findings however shows that there is no significant relationship between the attitude of girls and their future career. Nevertheless, there exists a relationship between the girls’ attitude towards chemistry and their academic performance.
Conclusion and Recommendation
From the above findings and personal observation by the researcher, it is pertinent to conclude that there is a poor negative attitude of girls towards the study of chemistry in secondary schools. This poor attitude is traceable to the following factors: lack of adequate number of qualified chemistry teacher in most secondary schools. The influence of future profession. Therefore, for the effective learning of chemistry by female students’ educational administrators and all those who have anything to do with the preparation of teachers should ensure adequate number of highly qualified chemistry teacher in schools. The government should provide the various secondary schools with the necessary laboratory as well as library facilities
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