1.1 Introduction
Higher Order Thinking Skills (HOTs) as the extended use of mind to face new challenges through critical thinking and creative thinking. Both critical thinking and creative thinking are teachable and learnable components of HOTs. On the other hand, Marzano identifies eight variables in HOTs explicitly comparing, classifying, inducing, deducing, analysis, constructing, analyzing perspectives and abstracting (Anderson et al., 2001). Chemistry is the study of matter and the changes that matter undergoes. It is a branch of science which deals with the study of the nature, composition and properties of matter and the changes matter will undergo under different conditions (Akpan, 2016). Chemistry is an experimental science whose study involves exploration of relationship between theory and experiment (Otor, 2013).
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 teaching can only be effective and result-oriented when students are willing and the teachers are favorably disposed, using the appropriate methods and resources in teaching the students. With the current increase in scientific knowledge all over the world, much demand is placed, and emphasis is laid on the teacher, the learner, the curriculum and the learning environment in the whole process of teaching and learning of Science. Despite the importance of Chemistry to mankind and the efforts of researchers to improve on its teaching and learning, the achievement of students in the subject remains low in Nigeria. Among the factors that have been identified, outcomes in Chemistry are as a result of; poor methods of instruction (Osuafor, 2001) teacher’s attitude (Aghadiuno, 2002), laboratory inadequacy (Adeyegbe, 2005), and poor Science background (Adesoji, 2003).
Teacher's Perception of Values of Education is a detailed practice or conduct of human life consisting of positive and civilized attributes which lead to a high culture in our lives. Noble values are not only to be learned, but also, more importantly, to be understood in order to form a human nature with integrity (Sufean, 1995). Cultivation of noble values is important in the development of the students especially because it is associated with the development of self, personal and family, the environment and the relation to the self and the society.
The factors that affect academic achievement in chemistry have been identified by scholars. According to Usman and Memeh (2012), the factors that negatively affect chemistry achievement include students’ background, their self-efficacy, lack of interest and negative attitude towards chemistry. Teacher related factors like poor teacher preparation, inadequate teacher qualification, inadequate instructional materials and adoption of poor teaching methods also play a role. In Nigeria, efforts are being made by researchers, government and non-governmental organizations to improve cognitive outcomes among chemistry students. Some of these efforts includes organization of conferences, seminars and workshops for both students and teachers, organization of quizzes for students as a motivational approach to learning, equipping the laboratory with modern laboratory equipment’s and facilities among others.
Hamm et al. in Lavy and Schlosser (2007), argued that, “for many students, friendships are critical interpersonal vehicle that move them towards psychological growth and maturity, allowing social compassion which influences the development of self-evaluation”. The above statement suggests strongly, the unprecedented effect of peer group in almost all facet of adolescent’s growth. Such effect could be seen in social and emotional lives of young people, which does not end at the above mentioned, but could also manifest in their attitude towards educational activities and careful consideration of these elements has shown that they reflect in the academic performance of students.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Teachers’ Knowledge about Higher Order Thinking Skills and its Implementation in Teaching, Reading and Recognition of Chemical Structure.
1.3 Statement of the Problem
The problem of this study, therefore, is the perennial poor academic achievement of secondary school students despite robust efforts of teachers and researchers for an improvement. This could be due to the fact that the impact of an affective component of learners such as test anxiety on their academic achievement in the subject has not been examined. Therefore, this study on test anxiety as correlate of academic achievement among secondary school students in Imo State is considered imperative.
Due to the increasing nature of poor academic performance of High school students especially in external examinations like WAEC or JAMB, many educationists says the reason for ineffective teaching and learning of Chemistry or any other Science subject are; the teaching methodology adopted by the teachers and lack of fund from the government to provide quality textbooks, inadequate conducive learning environment, However, other reasons why teaching and learning is ineffective may be student - oriented. It is clear from all indications that most High school students have poor study habit and abysmal attitude towards learning due to some societal factors which might lead to ineffective teaching and learning of Chemistry in any classroom situation.
1.4 Aim and Objectives of Study
The aim of the study is to evaluate Teachers’ Knowledge about Higher Order Thinking Skills and its Implementation in Teaching, Reading and Recognition of Chemical Structure. In achieving this aim, the following specific objectives were laid out as follows to:
- Find out the aware of teachers about Higher Order Thinking Skills (HOTs) in High schools in Warri-South District
- Investigate whether HOTs is Implemented in Teaching, Reading and Recognition of Chemical Structure in High schools in Warri-South District
- Find out whether qualified Chemistry teachers, good learning environment in High schools in Warri-South District
- Find out the extent to which societal factors militate against the effectiveness in the teaching and learning of Chemistry
- Find out whether educational facilities provided for High schools are adequate or not and if the teachers are well paid by the government in Warri-South District.
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:
- Are Chemistry teachers in High schools in Warri-South District qualified and adequate?
- Does government provide adequate facilities for the teaching and learning of Chemistry in High schools in Warri-South District?
- What are the students’ attitudes towards learning Chemistry in High schools in Warri-South District?
- What are the educational facilities provided for High schools in Warri-South District?
- To what extent do societal factors contribute to ineffective teaching and learning of Chemistry in High schools in Warri-South District?
- To what extent to which societal factors militate against the effectiveness in the teaching and learning of Chemistry?
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: Teachers in High schools in Warri-South District are not aware about Higher Order Thinking Skills (HOTs)
- H1: Teachers in High schools in Warri-South District are aware about Higher Order Thinking Skills (HOTs)
Hypothesis Two
- H0: There is no significant relationship between Development of Higher Other Thinking Skills (HOTS) and chemistry student academic achievement scores
- H1: There is significant relationship between Development of Higher Other Thinking Skills (HOTS) and chemistry student academic achievement scores
1.7 Significance of Study
The findings of the study may be of use to teacher, students, education administrators and other people who may want to know the majors factors militating against effective teaching and learning of Chemistry in Nigerian High schools and other Science and Technology related subjects. Therefore the study will be significant in the following regard;
- It examines teacher, student, learning environment and society as some of the factors militating against effective teaching and learning of Chemistry which may be useful to people about student’s academic performance in chemistry.
- It may provide valuable information about the causal effects of the factors considered on the Nigerian education system.
- It may serve as a source of awareness creation for major stakeholders in the field of education.
- It may serve as a resource material for others who want to carry out research in related field.
1.8 Scope of Study
The study focuses on Teachers’ Knowledge about Higher Order Thinking Skills and its Implementation in Teaching, Reading and Recognition of Chemical Structure in Warri-South District, 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 Operational Definition of Terms
Chemistry: This is the branch of Science that deals with the identification of the substances of which matter is composed; the investigation of their properties and the ways in which they interact, combine and charge; and the use of these processes to form new substances.
Effective Teaching: It refers to the process of impacting knowledge and skills from the teacher to the learner. It encompasses the activities of educating or instructing. It is also an act or experience that has a formative effect on the mind, character or physical ability of an individual.
Learning: This is the act of acquiring new, modifying and reinforcing, existing knowledge, behaviors, skills, values or preferences and may involve synthesizing different types of information
Learning Environment: Learning environment is a virtual or physical setting in which learning takes place. Learning environments are typically constructionist's in nature. Some examples of good learning environments are Schools, colleges and universities. It also include learning facilities like chairs, tables, laboratory, classroom e.t.c.
