Factor Influencing the Choice of Chemistry Education as a Course of Study Education a Course of Study Among Secondary School Students in Enugu East Local Government Area of Enugu State
Chapter One
General Objective
The main objective of this study was to determine the influence of selected factors in the choice of chemistry education as a course of study as a subject of study among public secondary school students.
Specific Objectives
The study was guided by the following specific objectives:
- To determine the influence of teaching methods on the choice of chemistry education as a course of study among students in secondary
- To establish the influence of gender on the choice of chemistry education as a course of study among students in secondary schools.
- To investigate the influence of students’ attitude on the choice of chemistry education as a course of study in secondary
- To examine the influence of school financing on the choice of chemistry education as a course of study among students in secondary
CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter discusses different related literature that has been written on the factors that influence the choice of chemistry education as a course of study among secondary school students in Enugu East Local Government Area and elsewhere. The conceptual framework of the study was based on the variables on factors influencing the choice of chemistry education as a course of study among secondary school students. The choice is influenced by: Teachers teaching methods, gender, ability of the student, attitude of the student, home background of the student, level of education of parents, choice of the subject in Nigeria certificate of secondary education, teaching learning resources, grouping of subjects by the Nigeria Institute of Curriculum Development, career guidance, career opportunities, cultural beliefs, social/economic activities, religion, and peer group influence.
Teaching Methods on Choice of chemistry education as a course of study
Nyangi (2012) studied the influence of teachers’ teaching methods on the choice of biology in Nigerian secondary schools. The study used cross-sectional research design which employed simple random sampling techniques. Descriptive statistics was used to analyze the data. From the results, it was found that there were different factors hindering students’ choice of subjects starting from home science which lacked interest of the students, wide syllabus, inadequate facilities for practical lessons, lack of interest among home science teachers, and lack of qualifications among some teachers. This study, however, focused on teachers’ teaching methods on the choice of chemistry education as a course of study in secondary schools.
Salibury and Roddel (2000) studied the influence of teaching methods on certain subjects in secondary schools. The study found that teachers’ attitudes and behaviour towards certain subjects affect students in some ways when it comes to subject choice. The study further found out that students choose a subject because they like the way the teacher delivers the content, his/her positive attitude towards the subject,and that students do not choose a subject because the teacher does not handle it adequately. The methods of teaching used by the teacher have a significant influence on students’ choice of subjects. This study instead sought to determine whether lesson preparation influence the choice of chemistry education as a course of study.
Eshiwani (2001) indicates that poor teaching methods is attributed to low enrolment of students taking Chemistry in most schools in the country . This is due to lack of role models among teachers since there are fewer females as compared to males which has created a negative attitude in the choice of chemistry education as a course of study by students. On the other hand, positive or negative attitudes towards the subject is influenced by parents who feel that Chemistry- related careers are low paying and therefore discourage their children from choosing the subject and instead encourage them to venture into other fields. The parents would prefer their children to undertake courses that have quick returns to change their lifestyle in future. Eshiwani’s finding that gender is a factor in subject choice among secondary school students was of interest in this study; we sought to determine to what extent it affects student choice of chemistry education as a course of study.
The study was done in home science, which is one of the group four technical subjects chosen by students in secondary schools in Nigeria. Chemistry is one of them and a concern for this study to determine whether lesson attendance by the teachers has an influence on the choice of chemistry education as a course of study among students. The influence of teachers on students’ choice of subjects in any institution is paramount since students rely on teachers’ advice on subject choices. This means that teachers should be good role models at all times since studentsimitate them in all that they do. Education is one of the most effective development investments a country can make since it is recognized globally. It is one of the critical pathways to promote social and economic development (World Bank, 2005). It enables development of better life and world by raising the economy, reducing fertility rate, reducing infant and maternal mortality, improves livelihoods of families, and enhances better education for children (Gachukia, 1999).
A study by Coonery (1990) revealed that an effective teacher will make students to understand agricultural science. This concurred withIzumi and Evess (2002) in their study on factors that influence students choice of subject for study. They state that quality of teachers is very important among other factors like infrastructure and quality of the curriculum. Amuah (2009) observes that teaching of agricultural science in countries like Nigeria was faced with problems like, poor attitude of teachers, and low qualifications, poor funding, inadequate facilities, low professional efficiency levels of teachers, and attitude of school administration and parents towards agricultural science, and political lapses.
Chapter Three
MATERIALS AND METHODS
Introduction
This chapter describes the methodology that was used in this study. The chapter covers the area of study, research design and population of study, sampling procedures, research instruments, and data collection and analysis.
Research Design
This study employed a cross-sectional survey design which involved data collection from students and teachers. Data was collected using questionnaires to determine the influence of teachers’ teaching methods, gender, students’ attitude, and school finance on choice of subject among students.
Target Population
The target population of the study was 1,100 form four Chemistry students and 74 Chemistry teachers.The study used form four students because they had already selected the subject as one of the examinable subjects in the Nigeria Certificate of Secondary Education and thus understand its importance in their future career.Teachers formed the population for three reasons, namely; they teach in class, they, in some way, influence subject choices, and test and examine students which puts them at an important position especially in this study.
Chapter Four
RESULTS AND DISCUSSION
Introduction
This chapter presents and discusses the results of the study based on the objectives and hypotheses formulated. The study sought to assess the influence of selected factors on the choice of chemistry education as a course of study among secondary school students in both Enugu East Local Government Area. The chapter is organized into sections which include response rate, demographic information of respondents and the factors which influence the choice of chemistry education as a course of study among students, that is, influence of teaching methods, gender influence, students’ attitude and school finance, while the remaining sections present the findings as per the objectives of the study.
CHAPTER FIVE
DISCUSSION, CONCLUSION, AND RECOMMENDATIONS
Introduction
This chapter presents the summary of the findings, the conclusion, and recommendations. The general objective of this study was to investigate the influence of selected factors on the choice of chemistry education as a course of study among secondary school students in both EnuguLGA. The specific objectives of the study were: to determine the influence of teaching methods on the choice of chemistry education as a course of study among students in secondary schools,to determine the influence of gender on the choice of chemistry education as a course of study among students in secondary schools,to explore the extent to which students’ attitude influence the choice of chemistry education as a course of study in secondary schools, and to determine the influence of school finance on the choice of chemistry education as a course of study among students in secondary schools.
Summary of the Study
Majority of students were male who represented 56.9% of the respondents while 43.1% were female students. Many of the respondents were from state schools with a frequency of 34.3%, sub-state with 32.3%, national 18.4% and extra state 14.9%.Mixed day and boarding type of schools had the highest frequency of 48.0% followed by boys boarding with 23%, girls boarding 18.6%, mixed day 7.4%, and mixed boarding 2.9%.
Majority of teachers who participated in the study were male who represented 94.4% of the respondents while 5.6% were female teachers. Majority of them with 73.3% hold basic degree qualification and 20% of them hold diplomas and finally 6.7% hold master’s degrees.Most (44.4%) students taking Chemistry are 20-30 in number while 38.7% are above 40 in number. Only 16.7% are 30-40 in number.
The purpose of the study was to establish the influence of selected factors on the choice of chemistry education as a course of study subject among secondary school students in Enugu East Local Government Area and it was guided by the following objectives: To determine the influence of teachers on choice of chemistry education as a course of study, the influence of gender on choice of chemistry education as a course of study, students attitude on choice of chemistry education as a course of study, and influence of school finance on choice of chemistry education as a course of study among secondary school students in Enugu East Local Government Area.
From the findings of the study it was concluded thatteachers have got an influence to students’ choice of chemistry education as a course of study in schools through the pace of content delivery, mastery of content, and regular lesson attendance. Further to that, it was also concluded that students had a positive attitude towards the subject and this influenced them to choose the subject for study.Additionally it was also concluded that gender of the teacher and that of the student does not influence choice of the subject. Finally it was concluded that school finance does not influence choice of subject.
Teacher Influence
The study found out that the majority 72.4% of the students agreed that teachers influenced their choice of chemistry education as a course of study subject, 9.6% were neutral, and 18% disagreed. 80.4% of the students indicated that regular and timely attendance to lessons by teachers influenced them to choose Chemistry as a technical subject. Most 63.3% of the students disagreed that the gender of the teachers influenced their choice of chemistry education as a course of study. Most 83.4% students agreed that they were influenced to do Chemistry because of the Chemistry teachers teaching well. Majority 88% of the students have a good relationship with their Chemistry teachers.
Most 94.4% teachers agreed that to a great extent career guidance influences choice of chemistry education as a course of study as a subject in most secondary schools. All 100% the teachers who were questioned agreed that those students who do well in biology have chosen Chemistry as their technical subject. This was further elaborated by majority 80% of the teachers indicating that students whose previous performance in Chemistry is good chose the subject. Further, it was established that 93.9% of the students choose Chemistry because they have been guided well on career choices. Lastly, 82.7% agreed that students with general good performance have taken Chemistry to boost their scores.
The study indicates that the method used by the teachers to teach influences choice of chemistry education as a course of study. It was realized that most teachers use discussions represented by 100%, group work 100%, demonstrations 100% and field trips100% to influence students to choose Chemistryfor study. Other methods which are used include: lecture (53.2%), projects (85.1%) and drilling on past examinations (42.9%).
Gender Influence
Most of the students with 68.6% said that taking Chemistry as a subject was not influenced by their gender while31.4% indicated that their gender influenced them to take Chemistry.Majority of them with 41.4% and 27.1 % of males and females respectively indicated that they did not choose Chemistry because of their gender, while 15.35% of males and 16.3% of females chose Chemistry because of their gender.
Chemistry students with 63.4% indicated that career goals that require Chemistry made them to choose the subject, 22% indicated that Chemistry is an interesting subject, 7.3% said good previous performance made them chose Chemistry, 4.9% indicated that their Chemistry teachers were inspiring in form one and two prior to subject selection in form three. Lastly, 1.5% chose Chemistry because their friends had decided to do it.Most of them with65.4% students indicated that the language used in teaching Chemistry is simple for one to comprehend and understand, 32.4% said the language is moderate and 2.6% said it is difficult and confusing.
Students’ Attitude
Most teachers agreed that students’ attitude influences their choice of chemistry education as a course of study. 55.6% of the teachers agreed that attitude affects choice of chemistry education as a course of study to a very great extent while 44.4% indicated it is to a great extent. Most of them with 66.7% said that students perceive Chemistry as an easy subject while only 33.3% of the teachers said that some students take it as a moderate subject. Most students have taken Chemistry because of previous academic achievement with 100%, their interest are catered for in Chemistry100%, career prospects92.8%, peer group influence 92.8%, study habits78.6%, most student dedicate most time studying Chemistry 85.7%, while most teachers disagreed that most students study only during exams with 85.7%.
School Financing
Resources allocated to the purchase of Chemistry teaching-learning materials was fairly inadequate as adduced by 55.8% of the students who agreed that the resources are enough to purchase the learning materials, 12.6% remained neutral on the same and 33.7% disagreed.Most 58% students disagreed that they chose Chemistry because there were enough classrooms in the schools to cater for all students, 6.5% were neutral on the same, while 23% agreed that the classrooms are adequate to cater for their learning.
Majority 71% of the students indicated that subordinate, staff to a great extent, influenced their choice of chemistry education as a course of study, 22.4% were moderately influenced while 2% were little influenced and 4% were not influenced.Most 90% of the teachers indicated that there are insufficient funds to purchase agricultural equipment which affects choice of chemistry education as a course of study by students. Teachers who agreed that school farms influence choice of subject by students were 75%.
The findings of the study can be summarized as follows:
- Teachers have an influence to students’ choice of chemistry education as a course of study in schools. The methods used during instruction which, mastery of content, and lesson attendance were identified as major factors that influence students’ choice of the
- There is a weak relationship between gender and choice of chemistry education as a course of study in most secondary A cross tabulation of gender and its influence on Chemistry indicated more males like Chemistry as opposed to females.
- Students’ attitude towards Chemistry was fairly good as most students enjoyed Chemistry lessons and chose Chemistry because of career
- There were inadequate financial resources in most schools. But most schools are able to cope up with those inadequacies and excel in
Conclusions of Study
The conclusion of the study was based on the four objectives which were as follows:
Based on the findings of objective one on teachers teachingmethods influence on choice of chemistry education as a course of study, the study concludes that:
- Teachers have a great influence onstudents’ choice of chemistry education as a course of study in schools.This is through regular and timely attendance to lessons by teachers which influence choice of subject. On the other hand, teachers’ detailed explanation of the content makes learners to grasp concepts faster and this influencessubject choice.Further, the study revealed that students perceive Chemistry as an easy subject and appealing and this influences them to choose the subject for Based on the findings of objective two on the influence of gender on choice of chemistry education as a course of study subject:
- It was concluded that there was no relationship between gender of the student and the choice of chemistry education as a course of study as a subject. Thus,gender of a teacher does not influence students’ choice of chemistry education as a course of study. Based on the findings of objective three on students’ attitude on choice of chemistry education as a course of study, the study concludes that:
- Attitude of students towards Chemistry had an influence on choice of the subject. The interest of students towards the subjectwas positive and was exhibited by regular studies in Chemistry as a Lastly, based on the findings of objective four on the influence of school financing on the choice of chemistry education as a course of study,the study revealed that school financing do not influence the choice of chemistry education as a course of study as a subject.
Recommendations
Out of the findings arising from the study, the researcher makes the following recommendations: –
- It is recommended that teachers be monitored on syllabus delivery so as to employ proper teaching metods to enable proper implementation of the
- It is also recommended that career guidance and counseling be strengthened in schools to create awareness of career opportunities available to enable learners choose subjects well more especially females who are few in
- It is further recommended that students should be mentored well and influenced to take Chemistry as a subject for this will see attitude change towards Chemistry and encourage more students to take the subject for
- The study finally recommended that the government through the ministry of education should provide enough financial resources to enable schools acquire enough teaching-learning materials for teaching of
REFERENCES
- Abalu, G. (2001). Education in the political economy of African Agricultural Knowledge Systems.Stellenbosch: Elsenburg College of Education.P.12.
- Adediji, T. (2007). The impact of motivation on students’ academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasa journal on mathematics,science and Technology Education, 3 (2), 149-156.
- Ajidagba, A. (2010). Factors influencing the choice of Islamic studies in the Nigerian secondary schools.Department of Arts and social sciences, University of IIorin.
- Al-bedour, T. (2004). Gender roles which the youth develop within the jordanian family. Unpublished master thesis,University of Jordan, Amman,Jordan in (Arabic) .
- Amuah,K.A. (2009). Senior secondary school Chemistry and Environmental Studies.London: Evans Brothers Limited. pp.31-42.
- Aremu, S. (1999). Games and primary school pupils Achievement in some Aspect of Geometry.
- Awuku.K.A., Baiden, S. O. (1999). Senior Secondary School Chemistry and environmental studies. Evans Brothers Limited , 33-49.
- Azubuike, C. O. (2012). Influential Factors Affecting the attitude of students Towards Vocational/Technical subjects in secondary schools in southern Nigeria. 1 (2), 49 56.
- Ben, C. B. (2011). Student’s personality characteristics and thier academic performance in secondary schools in uyo municipality. Education and leadership development, 3.
- Berry, D. (2002). Career undecidedness of high school students. Bordet, A. (2002). Subject choice in secondary schools.
