1.1 Introduction
In secondary schools in Nigeria, chemistry is a precise and fundamental scientific subject. Its instruction frequently calls for improvisation and inventiveness. Chemistry teachers must use innovative teaching strategies, be ready to answer questions and provide explanations of topics in non-traditional ways in order to help students understand chemical concepts (Nbina, 2012). Furthermore, the general poor performance and negative attitude of secondary school students towards chemistry has been largely attributed to a lack of efficient teaching methodologies. When teaching chemistry to students who are less experienced, instructors that employ appropriate improvisation materials are likely to have more success.
This chapter will address the background information that motivated this study, the challenges that prompted it, its aim, and its objectives as a preface to subsequent sections of the study. Additional factors include the study's significance, scope, limitations, research questions and hypotheses, and the definition of technical terms.
1.2 Background of Study
The foundation of each country's development is its education system. Nigeria has utilized education as a means of addressing certain challenges and problems in acknowledgment of this. Nigeria has also addressed national challenges and moral degradation in the society by using the curriculum as a tool for social development. One of the objectives of education in Nigeria, as stated in the Federal Republic of Nigeria's National Policy on Education (FRN, 2013), is to shape students into morally upright, patriotic, and capable citizens. Learning activities that are learner-centered and focus on maximal growth and self-fulfillment can help achieve this.
Anwukah (2000) acknowledged that a society's ability to survive depended on how it handles modern problems including drug misuse, terrorism, poverty, unemployment, crime, and religious strife, among others. This demonstrates how crucial it is to create a curriculum that is appropriate for each individual and will help them live and work in a global society.
The importance of chemistry as a central subject that integrates the other sciences cannot be overstated. in the context of industrialization, chemistry is vital. The globe is perceived as a global village nowadays, but in the interim, this globalization perception is closely linked to industrialization, which centres on chemistry. Different benefits of chemistry exist for the advancement of a country.
Principal tasks in the areas of food production, clothing, housing, medical, transportation, and so on are assumed by it. The focus of the effort was on the unique evidence of methods that might be used to demonstrate this focal or central science, chemistry. Chemistry educationists, or specialists, are required to teach Chemistry at the secondary school level. They must have a solid foundation in Chemistry education (Zudonu, 2011). This is due to the fact that they have complementary expertise and are prepared with the Chemistry instructional style, which is the way they will approach and instruct their pupils (Zudonu, 2011).
Interestingly, chemistry excitement needs to be outcome-oriented when students are ready and the instructors are prepared to use appropriate tactics that might encourage students' interest and active engagement in the teaching/learning process, such as hands-on action based learning.
According to Tile (2013), hands-on activities are situations in which a student uses his or her hands to do tasks that might enhance their experiences, hence enhancing their interest in such concepts. According to Abudullai (2013), hands-on activities are an effective teaching method that allows students to participate fully in class activities while using their hands and minds under the guidance of the teacher.
Likewise, Ayuba (2013) observed that Chemistry is not inherently a demanding topic. Generally speaking, a student's interest in Chemistry is determined by the way the topic is taught. Even the most uninteresting students might become engaged by a well-trained teacher. According to Ayuba (2013), more students may get interested in Chemistry if the topic is taught using an increasingly creative and student-focused approach, such as practical exercises based on Chemistry exercises and a good introduction of instructional resources. A few research have indicated that young men are more interested in Chemistry (Kingdon, 2009), that there is no difference between the two (Ajayi, 2016), or that women outperform males in Chemistry (Calsambis, 2007). These findings have not stopped producing inconsistent results.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the impact of activity based Chemistry instruction on achievement of SSS 2 students of selected secondary schools in Abia state.
1.3 Statement of Problems
Investigation revealed that basic science courses, including chemistry, are not being taught in Nigerian schools in an effective manner (Usman, 2008). In contrast, teachers train students to memorize data and provide them with little opportunity to conduct science, according to Brent (2005), who states that it should be perceived and used practically. Students' academic achievement in the subject has been impacted by this. Not only do they perform badly, but they show absolutely little interest in it.
The scholar continued by stating that while using the activity-based learning approach, students may independently plan, explore, acquire information, assess it, and draw conclusions and generalizations. Using activities makes learning more learner-centered, this can lead to meaningful learning and the growth of science process skills. Additionally, there is plenty of opportunity for the students to verify their ideas and develop credible hypotheses in order to produce concepts that are anticipated in their native tongue (Mari, 2008).
The research also demonstrates that science professors impart 70% of scientific knowledge or concepts to their pupils through lectures (talk and chalk technique) (Bichi, 2002). Over time, low performance in Chemistry has been linked to this (Bichi, 2002). While the lecture style simplifies syllabus covering and lesson planning for a broad audience, most scientific educators believe it falls short in fostering meaningful learning for all student categories (Bichi, 2002). This broad demand for instructional methodologies has the potential to significantly improve meaningful learning and scientific skill acquisition. This study proposes the use of the activity-based teaching approach. Against this backdrop, the purpose of this study is to use a few chosen secondary schools in Abia State as a case study to identify a long-term solution to the issue of activity-based Chemistry instruction on accomplishment of SSS2 students.
1.4 Aim and Objectives of Study
The aim of this research is to assess the impact of Activity Based Chemistry Instruction on Achievement of SS2 Students of selected Secondary Schools in Abia State. In achieving this aim, the following specific objectives were laid out as follows to:
- Determine the effects of activity based Chemistry instruction and conventional lecture methods of teaching on secondary school students’ achievement;
- Examine the influence of activity based Chemistry instruction and conventional learning method on urban and rural students’ academic achievement in organic chemistry; and
- Comprehend the effects of location (urban and rural) on Chemistry achievement of students taught using activity technique.
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:
- What are the effects of activity based Chemistry instruction and conventional lecture methods of teaching on secondary school students’ achievement?
- What is the influence of activity based Chemistry instruction and conventional learning method on urban and rural students’ academic achievement in organic chemistry?
- What are the effects of location (urban and rural) on Chemistry achievement of students taught using activity technique?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant correlation between students taught with activity based instructional and conventional methods and students’ academic achievement
- H1: There is a significant correlation between students taught with activity based instructional and conventional methods and students’ academic achievement
Hypothesis Two
- H0: Teaching Chemistry with Activity Based Instructions does not significantly improve the academic achievement of SS2 Students in the study area
- H1: Teaching Chemistry with Activity Based Instructions significantly improve the academic achievement of SS2 Students in the study area
1.7 Significance of Study
The significance of this research will raise instructors' knowledge and comprehension of the usage of demonstrative instruction techniques. The instructors may be able to improve their instructional practices and improve performance by using the findings to offer them feedback on the shown teaching competencies.
The empirical data regarding the general demonstration activity teaching competency of Chemistry teachers in Senior Secondary Schools is needed by curriculum planners, educators, and government and educational administrators in order to facilitate appropriate curricular policies and programmes for effective teaching and learning.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of this research is focused on the Assessment of the Impact of Activity Based Chemistry Instruction on Achievement of SS2 Students of selected Secondary Schools in Abia State, Nigeria.
It is believed that these groups of students have been exposed to the knowledge, attitude and skills of the subject. Therefore 100 SSS2 of five secondary schools in Aba, Abia State shall be selected for this study.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research Material: availability of research material is a major setback to the scope of the study.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Operational Definition of Terms
In this study, it is imperative to define the terms that will be appearing during the course of this work as they are used within the context of the study for clarification purposes.
Activity: This is student-centered teaching-learning approach, where the student has some control over the process and directs more or less the instructional activities with the teacher providing adequate guidance.
Instructional Technique: It is a teaching device or strategy adopted by a teacher to teach a lesson, this includes the use of games, text books etc. that stimulates learning.
Academic Achievement:
Learning outcome or output in students taught Chemistry which results from teaching techniques/methods the teacher adopts.
Effect:
It is the outcome of result of using demonstration approach on students as measured by Chemistry achievement test.
