IDENTIFICATION OF DIFFICULT TEACHING AND LEARNING TOPICS IN SENIOR SECONDARY SCHOOL CURRICULA IN NIGERIA
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IDENTIFICATION OF
DIFFICULT TEACHING AND LEARNING TOPICS IN SENIOR SECONDARY SCHOOL CURRICULA IN
NIGERIA
TABLE OF CONTENTS
CHAPTER ONE
Introduction
1.1
Background of the Study
1.2
Statement of Problem
1.3
Purpose of Study
1.4
Significance of the Study
1.5 Scope
of the Study
1.6
Research Questions
1.7 Limitation of the Study
CHAPTER TWO
2.0 Literature
Review
2.1 Nature and
Structure of Chemistry
2.2 Qualified Chemistry
Teachers
2.3 Facilities
and Equipment
2.4 Area of
Difficulties Topics in Chemistry
2.5 Causes of
these Difficult Teaching Topics
2.6 Teaching
Methods
2.7 Approach to
the Teaching of Integrated Sciences
CHAPTER THREE
3.0
Methodology
3.1 Design
of the Study
3.2 Area
of Study
3.3
Population of the Study
3.4 Sample
and Sampling Techniques
3.5
Instrumentation
3.6
Validation and Reliability
3.7
Administration of Instruments
3.8
Methods of Data Analysis
CHAPTER FOUR
4.0 Analysis and
Discussion
4.1
Research Question One
4.2
Findings of some difficult Teaching Topic in
Chemistry by Teachers
4.3 Analysis of the Results
CHAPTER FIVE
Findings, Summary and Recommendation
5.1
Findings
5.2
Summary
5.3
Recommendation
5.4 Area
of Further Research
References
Appendix
Chapter one
1.0 INTRODUCTION
1.1 BACKGROUND OF
THE STUDY
Science and technology are concepts in national development
which remain indelible in the mind of African and third world leaders according
to Ochu and Ekezie (1974).
In Nigeria science was introduced into secondary school
system as far back as (1880).
It was first taught as general science and later speared into
physics, chemistry and biology. With the introduction of the core science
subject, the general science came to be seen as the science subject which was
suitable for the less able and it was recommended to the least science oriented
and for those who do not intend to pursue science. Syllabus was therefore
devised to contain basic elements of biology, chemistry and physics, which
should be taught primarily to pupils in the low secondary school classes.
(Anani 1977).
Although attempts were made to raise the status of general
science with the introduction of a double credit O/level, yet people still
questioned the rationale of mere putting together subjects. There was in the
early sixties a new wave of thought about science in school rather than open
into professional restricting under the conditions of normal classroom culture.
There is a hesitancy on the part of both school teachers to
try out innovations in classroom teaching. Activities are rarely included in
the classroom deliberation and laboratory programme are seldom organized as an
opportunity of exploration. Agarkara (1998), stated that teachers learn very
little from experience in the classroom on that capacity of mastering science
and new technology logics. Since Iloputaife and Eze (1994) has tried to propose
the following tasks.
Lip dating and improving the qualify of science teaching
integrating scientific education and
human features, developing a comprehensive approach for science curricula.
Focus has been put on teachers processes so as to promote the teachers
understanding of scientific method and rationality but the reality of lack of
resources in most countries has impeded them adjusting both the contents of
their curriculum and textbooks in consequence, and the training of their chemistry
teachers which often remains of very poor quality. The curriculum is inter
disciplinary and it is supposed to provide the teachers to see the concept and
the pedagogical principles which unify the separate subject matter thus
harmonizing the knowledge derived from the integrated.
The course is supposed to provide the teachers with a broad
view of science which enlightens his interactions with his environment of this
mental manipulative and social skills unesco -
unicef (1971).
Essentially, chemistry is designed to develop interest in the
teaching that his is encourage to pursue further student in science discipline.
Secondary school was to lay a solid foundation in the
learners early study of science for further studied.
A significant proportion of Nigeria J.S.S chemistry. Teachers
do not achieve as well as they should in chemistry examination, Iloputaife and
Eze, (1994).
1.2 STATEMENT OF
PROBLEMS
Based on the background of the study. Here, one or two
problems are shown.
First, some teachers have the problems of finding some topics
difficult to teach in chemistry. This was also confirmed by research evidence
in Nigeria, Desai (1994) indicates low chemistry
attainments of teachers. The condition was amplified by the alarming low number
of qualified teachers in chemistry area irrespective of the crucial role of chemistry
Neera (1996).
Second, as a result, there are some problems in the
implementation of the curriculum Olarewaju (1987), besides achievement has been
shown to be very low and unimpressive Okebukola and Jegede, (1999). These might
negate the philosophy behind the introduction of the chemistry core curriculum
as J.S.S leave. Also Jegede (1999) and Akueailo (1998) undependably in their
studied tend to show that the teaching of chemistry in Nigerian secondary
school are inadequate.
1.3 PURPOSE OF
THE STUDY
The purpose oft his study is to identify the difficult
teaching topics in J.S. chemistry curriculum.
(a) In
the relation to teachings area of specialization
(b) In
relation to teachers qualification
(c) In
relation to availability of instructional materials in Enugu urban area Enugu
State.
1.4 SIGNIFICANCE
OF THE STUDY
The identification of these difficult teaching topics in chemistry
will enlighten the teachers as well as government and expose them to the area
they specialized on. Being aware of these, difficult topics school authority,
the government and even the science teachers association of Nigeria will be of
great help in planning in-service course for the teachers in those areas of
science. This also brings to light the need of equipping higher institutions
and universities preparing chemistry teachers with adequate training needed for
planning and execution of chemistry in our secondary schools.
The exposure of these difficulty topics will motivate the chemistry
authors and publishers to give a details attention on these different area in
their write up.
1.5 SCOPE OF
STUDY
The study was restricted to identification of difficult
teaching topics in junior secondary schools in Enugu urban area Enugu State.
1.6 RESEARCH
QUESTIONS
The following research questions are proposed.
1. What topics
do the teachers find difficult in teaching J.S.S chemistry?
2. Why do
teachers have difficulty in teaching those identified topics in chemistry?
3. How can the
difficulty in teaching those topics be remedied?
4. What
influence has experience on the identification of topics as difficult?
5. What effects
of qualification on finding a teaching
topics difficult?
6. What effect
has sex on findings a teaching topics difficult?
7. What is the
effect of area of specialization in identification of a topics as difficult?
8. What in your
opinion are the possible remedies the difficulty experienced?
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