Extent of Integration of Practicals Into the Teaching of Chemistry
Chapter One
OBJECTIVE OF THE STUDY
The purpose of this research work is to assess the extent of integration of practicals into teaching chemistry in Senior Secondary Schools in Enugu South local government of Enugu State. More specifically, the study is aimed at: –
To ascertain the level of practical chemistry in senior secondary schools.
To determine the frequency of practical lessons in the teaching of chemistry.
To determine the problem inhibiting the integration of practicals into teaching chemistry in senior secondary schools.
To suggest solutions to problems encountered by chemistry and science students about practicals.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
ROLE OF LABORATORY WORK IN CHEMISTRY
Chemistry is a practical oriented science subject. Chemistry presents students with abstract ideas. This is because it deals with invisible concepts such as atoms. The only way to remove the abstractness of thee subject is to give students experiences that can enhance their understanding of the subject. Most of these experiences can only be given in the laboratory (Nderitu, 2009). Miller (2004) observes that abstract ideas cannot simply be transferred from teacher to students. The students must play an active role in appropriating these ideas and making personal sense of them. According to Hofstein (1991), laboratory activity (practical work) is contrived learning experiences in which students interact with materials to observe phenomena. These experiences may have different levels of structure specified by teachers or laboratory handbook (manuals) and may include phases of planning and design, analysis and interpretation as the central performance phase. According to Woolnough (1991), care should be taken because it is not just enough for students to do something in the laboratory but rather laboratory experiences need to be designed so that they focus attention. He also notes that in many countries, over the last few decades, science has been taught in part involving students in teacher guided, activity based lessons. Through such activities, students are expected to develop their investigatory skills and through their results of experimentation to develop sound scientific knowledge. Ausubel (1968), observes that the laboratory gives the students appreciations of the spirits and the method of science, promotes problem solving, analytic and generalization ability, provide the students with some understanding of the nature of science. Woolnough and Allsop (1985) stresses that if we want the students to acquire skills that are used by practicing scientists and if we are concerned with the teaching of the process skills of science, practical work seems to be vital in this context. Levinson (1994) cautions that practical work activity should not be a sit and watch demonstration or a recipe practical because such do not promote intellectual or cognitive skill development. In a laboratory, numerous experiences may be provided in which students manipulate materials, gather data, make inferences and communicate the results in a variety of ways (Tamir and Lunetta.1981). Studies have shown that students have different attitudes towards laboratory work; some enjoy it while others do not. Tasker (1981 ) found that secondary school students saw little connection between practical work classes and other science lessons. A mention of science lessons to students and they think of laboratories, some do it with delight, others with lack of joy. After the First World War, the laboratory acquired a central role not just as a place for demonstration and confirmation but also as the core of the science learning process. According to Hofstein (1991), practical activities are central in science teaching. They enhance the achievement of objectives of science education (cognitive, psychomotor and affective). The practical skills are tested in chemistry paper three. The paper tests students’
- Ability to follow a set of instructions
- Manipulative skills such as the ability to handle apparatus
- Ability to make accurate observations
- Ability to record observations accurately
- Ability to make accurate deductions.(KNEC report,2005)
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used 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 extent of integration of practicals into teaching of chemistry
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset 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 extent of integration of practicals into teaching of chemistry. 200 staff of selected secondary schools in Enugu south local government of Enugu state was 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 ascertain that the objective of this study was to ascertain extent of integration of practicals into teaching of chemistry
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 the challenges of integration of practicals into teaching of chemistry
Summary
This study was on extent of integration of practicals into teaching of chemistry. Four objectives were raised which included: To ascertain the level of practical chemistry in senior secondary schools, to determine the frequency of practical lessons into the teaching of chemistry, to determine the problem inhibiting the integration of practicals into teaching chemistry in senior secondary schools, to suggest solutions to problems encountered by chemistry and science students with regards to practicals. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary school in Enugu south local government of Enugu state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals, vice principals administration, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Despite the importance of Laboratory Management Skill( LMS) in the teaching and learning of practical chemistry, some aspects of LMS were not applied by chemistry teachers. This then revealed that there is a gap that require urgent filling in the teaching and learning of chemistry.
Recommendation
From the findings of this study, the following recommendations are made: 1. Strict measure will be employed to ensure that would- be chemistry teachers learnt LMS very well before giving them to certificate to go and teach.
- Chemistry teachers should be involved in routine retraining, workshops and seminars to help them acquire the skills as well as to keep them abreast with the important LMS for effective teaching and learning of chemistry.
- Chief-supervising principals should be visiting schools more often to check for chemistry teachers’ application of LMS and to advise them on their importance in science and technological growth.
- The government and interested non-governmental organization should also equip the chemistry laboratories adequately to encourage the teachers to conduct chemistry practical lessons as and when due, to give them the opportunity to constantly applied LMS.
REFERENCES
- Aniodo, H.C.O. (2008). Modern Aspects of Integrated Science Education. Hacofom Educational Books, Enugu, Nigeria.
- Akubuo, P.A. and Eze, C.U. (2007). Laboratory Management Skills Employed by Phemistry Teachers in Enugu State, Nigeria. Journal of Functional Educations. 5 (1), 38-35.
- Bajah, S. T. (1977). Pupils’ Perception of the Adequacy and Assessment of Practical Work in Science. West African Journal of Educational and Vocational Measurement, 4 (1). Bitesizebio.com/articles/management-skills-in-science/Dan Rhoads in careers Lab survival from
- Bitesize Bio Channel (2008). (Online) Available (April 26, 2013). Dewey, John (1902). The Child and the Curriculum. (Online) Available: htt://books.google.com/books (November 23,2012).
- Dewey, John (1938). Experience and Education. New York: The Macmillan Company.
