1.1 Introduction
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
The role of chemistry in the development of any country including Nigeria cannot be over emphasized. With the increasing importance of chemistry to the unfolding world, the performance of Nigerian students in the subject at the secondary schools remains a dismal failure. However, it is disappointing to note that the students’ performance in chemistry at internal and external examination has remained considerably poor, despite its relative importance (Saage 2009). Several factors have been diagnosed to affect students’ poor performance.
Korau (2006) reported that such factors include the student factor, teacher factor, societal factor, the governmental infrastructural problems, curriculum related variables, test related variables, language problem, examination body related variables, textbook related variables and home related variables. Saage (2009) identified specific variables such as poor primary school background in science, lack of incentives for test, lack of interest in hard work, incompetent teachers in the primary schools, large classes and fear of the subject psychologically.
In Nigeria family background tends to affect the attitude of their academic performance, children who seems to have the tendency to explore, find out and collect object would be hindered because of too much restriction and this could affect their performance in chemistry, (Lawis and Eddy (2007). Kahl (2006) has shown that parent attitudes were more important in predicting aspiration of pupils towards continuing their schooling and successes in school than status. Parents should not except too little or too much from their children.
Too much pressure can lead to failure and dislike of chemistry (Keleosho 1998). Critical remarks can encourage lukewarm attitude towards chemistry. Parents should therefore discuss the progress of their children with the teachers so as to assist the learners in their areas of difficulty. Parents that are harsh can cause academic maladjustment for learner.
Boocock (2002), found that parental dominance tend to discourage the children in school learning. However some parents over-pamper their children and shun their responsibility to properly train their children at home such that they develop nonchalant attitude to chemistry and other courses. Karau (2006) observed that the schools population counts in thousands today against the hundreds of the previous years. Schools today are overcrowded in class rooms which make it impossible to talk of an ideal size of a class for effective teaching of chemistry. No effective teaching can take place under a chaotic situation where he cannot handle the large number of students effectively. Consciously quantity and cannot work together and this can affect the students’ learning of chemistry and thus perform poorly.
The responsibility of the class teacher is to help students attain maximum achievement in their learning task. Several competencies include ability, to use appropriate instructional strategies in teaching chemistry as a branch of science is highly important in modern societies because of its requirement as a pre-requisite to the study of many other science oriented courses. It thus appears that for a nation to develop in science and technology, the teaching and learning of chemistry need to be improved. It is therefore pertinent that performances in chemistry and in science generally should be high. However, this seems not to be the case in Nigeria because students’ performance have not been encouraging (Ajeyalami 2003); Bojuwoye (2005): Adeyegbe, 2003). These are several strategies and models to improve the status of chemistry teaching and learning. Despite all these efforts, students’ performance in chemistry have remained persistently poor at the senior secondary certificate Examination (SSCE), (Salami, 2002; Adeyegbe, 2003).
Prominent factors contributing to the persistence of students’ poor performance in chemistry are in effective teaching methods adopted by the chemistry teachers.
- Lack of infrastructures and teaching materials.
- Lack of professionally qualified teachers.
- Lack of technicians/laboratory attendants.
- Lack of organized strategies for problem solving and poor reasoning.
- Poor mathematic back ground.
In an attempt to address the problems highlighted above, some researchers have been carried out. These include, team teaching approach (Amiodoh, 2004); formative testing with remediation (Ugamadu, 2000); algorithms strategy in solving chemical arithmetic problems (Adeyegbe,2004); concept mapping (Novak, 2000 and Okebukola, 2007). All these strategies gave a little improvement on the conventional lecture method, which is being used in our secondary schools.
Attempts to rectify the ugly situation, posed by the poor performances in chemistry had been tried and found to be practicable and adaptable to the Nigerian secondary schoolsAkpan (2004). A strategy to these is an adapted version of the popular cooperativeLearning (Okebukola: 2005; Adigwe, 2009). These researchers have reported the potency of this strategy in enhancing students’ performance in science and related subjects. The adapted version is called “cooperative instructional strategy and it is aimed at improving problem solving abilities among learners. However, it is disheartening that the strategy is not popularized due to limited awareness about the concept and non-exposure to the methods of application.
Therefore, in Secondary School where the research was carried out, the activities that was conducted is to know the Factors Influencing Mass Failure of Students in Chemistry Exam in Secondary Schools.
1.3 Statement of Problem
Investigation revealed that the crux of the matter is that most of students who science in our secondary schools are noted for having learning problems especially in chemistry since its inception. Eke (2007), reported that poor performance does not connote abnormality in development but involves those who probably could perform better. Though caused by many variables such as teacher and students characters, examination patterns and inadequate science equipment, poor performance in chemistry is a pointer to the fact that students have difficulty in learning and mastering the content.
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
1.4 Aim and Objectives of Study
The aim of the study is to investigate the Factors Influencing Mass Failure of Students in Chemistry Exam in Secondary Schools. In achieving this aim, the following specific objectives were laid out as follows:
- To examine the challenges encountered by students in chemistry class in Secondary School.
- To assess the diverse background and various levels of academic ability of students in chemistry.
- To find out the contribution of chemistry laboratory to academic performance of students.
- To determine the factors that contribute to the persistent poor performance of students in chemistry in Nigeria
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?
- Are there factors that contribute to the persistent poor performance of students in chemistry in Nigeria?
- What are the challenges encountered by students in chemistry class in Secondary School?
- What are the diverse background and various levels of academic ability of students in chemistry?
- What is the contribution of chemistry laboratory to academic performance of students?
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 factor that contribute to the persistent poor performance of students in chemistry in Nigeria.
- H1: There are significant factors that contribute to the persistent poor performance of students in chemistry in Nigeria.
Hypothesis Two
- H0: There is no significant challenge encountered by students in chemistry class in Secondary School
- H1: There is a significant challenge encountered by students in chemistry class in Secondary School
1.7 Significance of Study
This study will be of great importance to the society as well as the nation at large because of its scientific, social, economic, and technological value particularly the students as their reasoning faculty and their creative skills may be improved through effective methods of teaching.
Additionally, youth will find the study useful as it will help to clarity and expose the necessary information such as challenges involved in chemistry in external examination. Finally, findings from the study will be of immense benefit to future researchers and a data base for policy makers.
1.8 Scope of Study
The scope of the research is focused on the Factors Influencing Mass Failure of Students in Chemistry Exam in Secondary Schools in Warri-South Local Government Area of Delta State.
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.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- 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).
1.10 Definition of Terms
Laboratory: It is a place for experimental studies.
Inadequate laboratory: Insufficient laboratories
Poorly equipped laboratory: This is laboratory with little or no equipment to carry out the necessary experiment for effective and efficient learning.
