Factors Influencing the Choice of Chemistry Education as a Course of Study Among Secondary School Students in Ikwuani L.G.A Abia State.
CHAPTER ONE
Specific Objectives of the Study.
The study was guided by the following specific objectives:
- To determine the effects of the value of the Chemistry subject on students’ choices of the subject in Ikwuano L.G.A of Abia State
- To find out the influence of the subject teacher on students’ choices of Chemistry subjects in Ikwuano L.G.A of Abia State
- To find out the influence of gender differences on students’ choices of Chemistry subjects in Ikwuano L.G.A of Abia State.
- To investigate the role of parents and teachers in students’ choices of Chemistry subjects in Ikwuano L.G.A of Abia State
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Factors Influencing Students’ Choice of Science Subjects
Students look forward to the opportunity to choose their academic plans and classes (Smith, Feldwisch and bell, (2006). According to the enhanced cognitive engagement theory, allowing students to choose which classes they enroll in increases motivation and independence which in turn increases a student’s cognitive processing and performance (Flowerday and Schraw, (2003). However, the task of subjects is very complex with multiple considerations, most of which overlap with one another. Students are influenced by the different academic portions of the class such as the value of the content, the structure, and the workload. They also have to decide what is important to them with regards to their interests, personal academic goals, and their schedule. But students do not make these decisions alone because they do occasionally seek advice from their family, faculty, and/or friends. Not all of the different considerations of a course are as influential as others, but it is important to know what students want from their classes, what they expect of themselves, and who they will listen to. Educators and schools need to know this information; especially those of elective courses so they can meet the needs of students and have them continue to enroll in their class. 9 More importantly though, if teachers can adapt their classes to better meet the needs of students the students will be more engaged which will increase their comprehension and excitement for the curriculum, which should be any teacher’s ultimate goal (Flowerday &Schraw, (2003):. 214). From the Kenya National Examinations Council KCSE Report (2008), Journal of Research in Education and Society; Volume 4, April 2012, 15 percentage candidatures for physics for the years 2009, 2010, and 2011 were 30.41%, 26.69% and 26.78% respectively. The other science subjects had figure above 90%.In the same year physics was better performed than biology and chemistry. This showed that although students have the ability to score high grades in physics, other factors were hindering them. It may be that the attitude that students develop towards a subject is dependent on their experiences in school. Furthermore, Waititu (2004) indicates that although the link between performance and attitude is not very strong, what is very clear is the strong relationship between attitude and the choice of a subject of study. A key property of physics is that there are many mathematical concepts and processes. The mathematical calculations in physics may make the subject a preserve of very few learners. The high number of these concepts and processes do provide a background or have a high utilitarian value in understanding scientific programs especially in physics. In this case, calculations are very important in expressing physics content (Bassey, (2003). In contrast, Murithi (1996) states that physics is taught to selected students who have knowledge of its mathematical concepts and symbols. This reveals that while some scholars value the contribution that mathematics has on the science content, others view the interdependence as an obstacle to excellence in these science subjects. Contributing on the issue, Knecht (1965) says that sciences and mathematics are closely linked 10 that their teachings overlap. The requirement of mathematical knowledge thus could be blocking some students from venturing into chemistry and Physics. Wadsworth (1998) puts it that underachievers who fail in mathematics remain passive and are often blocked out of sciences such as physics and chemistry since the mathematical principals and applications lower their morale in pursuing their agenda. Statistics from the Imenti South District results reports revealed that in the years 2006, 2007 and 2008, the highest candidature registered for physics in the district was 23.31% in 2007. This represents low candidature registration for the subject and predicts negative attitude towards physics. Kungania (2006) conducted an investigation on the factors influencing attitude of diploma teacher trainees towards science and mathematics in Kenya. The research findings revealed that students have a positive attitude towards physics, perceive the physics’ teachers as competent and they perceive the physics laboratories as well equipped. Further, Waititu (2004) explored students’ perception of difficulty in topic areas of the Kenya secondary school science syllabus. The research findings revealed that about half of the students found biology very interesting or interesting, and about a quarter found it boring or very boring. In contrast, only about a quarter of the students thought that physics was very interesting or interesting and about half thought it boring or very boring. There was no significant difference in the responses of the males and females to the closed-form item about biology, whereas statistically significantly fewer females than males thought that physics was interesting.
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
Introduction
It is important to ascertain that the objective of this study was to ascertain Factors influencing the choice of chemistry education as a course of study among secondary school students in Ikwuani L.G.A Abia 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 Factors influencing the choice of chemistry education as a course of study among secondary school students
Summary
This study was on Factors influencing the choice of chemistry education as a course of study among secondary school students in Ikwuani L.G.A Abia state. Four objectives were raised which included: To determine the effects of the value of the Chemistry subject on students’ choices of the subject in Ikwuano L.G.A of Abia State, to find out the influence of the subject teacher on students’ choices of Chemistry subjects in Ikwuano L.G.A of Abia State, to find out the influence of gender differences on students’ choices of Chemistry subjects in Ikwuano L.G.A of Abia State and to investigate the role of parents and teachers in students’ choices of Chemistry subjects in Ikwuano L.G.A of Abia State. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Ikwuano L.G.A of Abia State. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The study concludes that when students are allowed to choose which classes to enroll in increased motivation and independence which in turn increased a student’s performance. chemistry was selected by students who had knowledge of its mathematical concepts and symbols. Students view interdependence of science subjects with mathematics as an obstacle to excellence in these science subjects. This had made them to perceive chemistry and chemistry negatively. They perceived as fairly positive. The study concludes that negative attitude towards a subject led to lack of interest. Quality of a subject has tremendous effect on whether a student chooses to enroll in a class. Students had developed a career path that they strived to achieve/attain in life. Students’ enrollment of subjects was to a moderate extent based on its relevancy to their future career aspirations. The study concludes that students were averagely satisfied with teacher’s methodology of handling biology and chemistry and less satisfied with teacher’s methodology of handling chemistry. A student’s attitude about a teacher has a large impact on their attitude toward a class. Subject teachers play a crucial role in taming students’ choices over the science subject. The study concludes that there existed gender differences in high school aged students. Gender influenced choice of subject to some extent. Different perceptions men and women have in regards to their ability and competency in those certain classes influenced choice of subject. The study concludes that parents and teachers influenced students’ choice of science subjects’. School has a great role to play in influencing students’ choice of science subjects.
Recommendation
The study recommends students to have good attitude towards science subjects. They need to consider their interests, personal academic goals while choosing subjects. Teachers need to adapt their classes to better meet the needs of students. Curriculum developers need to ensure that science subjects contain quality content and the workload be reduced. Students should be encouraged to develop a positive commitment to science at a tender age. Schools shoud have well equipped laboratories. Competent and qualified teachers should teach science subjects. Examination council need to ensure that science subjects are assessed fairly. Science teachers need to develop good relationship with students. Science teachers should strive to be enthusiastic, well spoken, knowledgeable, caring, and helpful. Subject teachers need to try to tame students choices over the science subject.
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