1.1 Introduction
The technological advancement of any country depends on the scientific background of such country. Chemistry teaching practical to be précised has been faced with a lot of problems. More attempts have been made to find solutions to these problems. On the contrary, the inadequacy of basic laboratory infrastructures and technical personnel which are involved in the teaching of chemistry practical, have manned this methods. As a result, the objectives of teaching and learning of practical and experimental exercise which are geared towards improving the preparation of scientific background for technological advancement have not been achieved. Several difficulties encountered serves as an impediment not only to chemistry practical but also to the teaching of chemistry in secondary school some of these difficulties encountered would be enumerated later in this research.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Chemistry is the study that deals with the composition, properties and the use of matter. It probes into the principles governing the changes that matter undergoes: (Advanced Level Chemistry by John Murray). Chemistry is an incredibly fascinating field of study, because it is so fundamental to our world. Chemistry plays a role in everyone’s lives and touches almost every aspect of our existence in some way. Chemistry is essential for meeting our basic needs of food, clothing, shelter, health, energy, clean air, water and soil. Chemical technologies enrich the quality of life in numerous ways by providing new solutions to problems in health and materials and energy usage. Chemistry as one of the major sciences is concerned with the composition, structure and properties of matter, as well as the changes it undergo during chemical reactions. Chemistry is the science of matter and the changes it undergoes under different conditions of temperature and pressure.
The enviable position of which Science Education system of most countries of the world, including Nigeria is perhaps justifiable. The reason is that science can exert a dominant, if not decisive influence on the life of individuals as well as on the developmental effort of a nation. (Emoron, 1958) the universal recognition of the above submission is responsible for the prime position that has been accorded since and in particular, Chemistry worldwide. If chemistry is so important to the life of individuals and the nation, then the input into teaching and learning of chemistry to enhance greater performance by the students should be of great concern but in the real sense reverse is the case. The Government policy that admission into the universities should be 60% of sciences and applied sciences and 40% arts and social sciences are often times not accomplished because there are not enough students opting for science related courses. Despite the importance of chemistry to mankind and the efforts of researchers to improve its teaching and learning, the achievement of students in the subject remain low in Nigeria. Among the factors that have been identified as responsible for the observed trend and relevant to this study are laboratory inadequacies (Okegbile, 1996, Raimi, 1998; Bajah, 1999 and Adeyegbe, 2005).
According to Raimi (2002) and Adeyegbe (2005), chemistry practical laboratory adequacy was reported to affect the performance of students in Chemistry. Likewise, about the use of laboratory, Farounbi (1998) argued that students tend to understand and recall what they see more than what they hear. Students see when they actually use laboratories in the teaching and learning of science. Similarly, Adesoji and Olatunbosun (2008) found that laboratory adequacy was also found to enhanced achievement through attendance at Chemistry workshop.
Science laboratory is a very important resource input for teaching science and is an important predictor of academic achievement. Throwing more light on school facilities and moral guiding provision, Fabunmi (1997) asserted that school facilities when provided will aid teaching learning programme and consequently improve academic achievement of students while the models guiding their provision to schools could take any form as rational bureaucratic and or political model.
Therefore, in Secondary School where the research was carried out, the activities that was conducted is to know the Difficulties Encountered by Student in Chemistry Practical Class.
1.3 Statement of Problem
Chemistry as a science subject is taught in most secondary schools in Uhunmwonde Local Government Area of Edo State. Almost all science students in these school offer chemistry (the practical in particular) because of its vital role as one of the basic science subjects relevant in science profession. Inspite of students interest and reactions towards chemistry practical, they perform poorly in chemistry in their final examination as a result of the way they were been taught by their chemistry teacher. The questions that come to mind are what are the problems of teaching chemistry practical in schools? Could it be as a result of lack of laboratories in schools, lack of laboratory attendance, or lack of qualified personnel or inability of the teachers to use the laboratory equipment in teaching? This has been a great concern to most people. And it forms the essence of this project.
1.4 Aim and Objectives of Study
The aim of the study is to scrutinize the Difficulties Encountered by Student in Chemistry Practical Class in Secondary School. In achieving this aim, the following specific objectives were laid out as follows:
- To examine the challenges encountered by students in chemistry practical class in Secondary School.
- To determine the availability and utilization of laboratory resources for teaching of Chemistry in Secondary School
- To assess the achievement of students based on the availability and the usage of laboratory resources.
- To find out to what extent laboratory resources are available and used in Secondary School and how this has affected the achievement of students in Chemistry.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Does the availability and utilization of laboratory resources enhance teaching of Chemistry in Secondary School?
- Is Secondary School laboratory's equipment inadequate?
- Is there insufficient time allocated to chemistry student on the time table?
- What are the challenges Encountered by students in chemistry practical class in Secondary School?
- What is the achievement of students based on the availability and the usage of laboratory resources?
- To what extent laboratory resources are available and used in Secondary School and how this has affected the achievement of students in Chemistry?
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