RESOURCE UTILIZATION AND TEACHING/LEARNING OF CHEMISTRY IN SECONDARY SCHOOLS
ABSTRACT
This study investigates resource utilization on the teaching and learning of Chemistry in secondary schools in Abak Local Government Area. Two research questions were raised to guide the study. Survey research design was adopted in the study. The population of the study was made up of all the twenty-five (25) Chemistry teachers from the ten (10) public secondary schools in Abak Local Government Area. All the twenty five teachers were chosen to form the sample size for the study.
The major instrument used for this study was a ten (10) item questionnaire titled “Questionnaire on school resources and teaching effectiveness (QSFTE)”. Based on the findings, it is revealed that there is a significant influence of laboratory resources on teaching and learning of chemistry in secondary school. Also there is a significant influence of library resources on the teaching and learning of chemistry in secondary schools.
TABLE OF CONTENTS
Title Page
Certification – – – – – – – – i
Dedication – – – – – – – – – ii
Acknowledgment – – – – – – – – iii
Abstract – – – – – – – – – iv
Table of Contents – – – – – – – v
CHAPTER ONE: Introduction
1.1 Background to the study – – – – – 1
1.2 Statement of the problem – – – – – 4
1.3 Purpose of the study – – – – – – 6
1.4 Significance of the study – – – – – 6
1.5 Research Questions – – – – – – 7
1.6 Limitation of the study – – – – – 8
1.7 Delimitation of the study – – – – – 8
1.8 Definition of term – – – – – – 8
CHAPTER TWO: Review of Related Literature
2.1 Perception of Chemistry pedagogy in secondary
Schools – – – – – – – 10
2.2 laboratory Resources utilization and the Teaching/Learning
of Chemistry – – – – – – 16
2.3 Library Resources utilization and the Teaching/Learning
of Chemistry – – – – – – – 18
2.4 Summary of literature review– – – – – 22
CHAPTER THREE: Research Method
3.1 Area of the study – – – – – – 25
3.2 Research design- – – – – – – 26
3.3 Population of the study – – – – – – 26
3.4 Sample and sampling technique – – – – 27
3.5 Research instrument- – – – – – 27
3.6 Validation of the instrument – – – – – 28
3.7 Methods of data collection – – – – 29
3.8. Method of data analysis – – – – – 29
CHAPTER FOUR: Data Analysis, Presentation and Discussion of Finding
4.1 Data Analysis- – – – – – – 30
4.2 Discussion of the findings – – – – – 33
CHAPTER FIVE: Summary, Recommendations and Conclusion
5.1 Summary – – – – – – – – 36
5.2 Recommendation – – – – – – 37
5.3 Conclusion – – – – – – – – 38
Reference
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The responsibility of the class teacher is to help students attain maximum academic achievement in their learning task. Chemistry as a branch of science is highly important in modern societies because of its requirement as a prerequisite to the study of many other science related courses.
Bagley (2017) defined Chemistry as the study of matter, its properties, how and why substances combine or separate to form other substances, and how substances interact with energy. It therefore, becomes pertinent that academic performances in Chemistry and in sciences generally, should be at excellent.
However, this seems not to be the case in Nigeria because students’ academic performances have not been encouraging (Ajeyalemi 2013; Bojuwoye, 2015; Adeyegbe, 2013). However, there are several attempts through the use of carefully planned instructional strategies and models to improve the status of Chemistry teaching and learning.
Moreover, researchers have found that teaching practices are often underpinned by a set of inter-related believes and values. (Pratt, 2012; Fox 2013). Teaching is the process of inculcating moral values, abilities, skills by an experienced person to an inexperienced person. In order to ensure positive change in behaviour useful in developing oneself and the society. (Kember, 2007; Fox, 2013). The teaching and learning of Chemistry is an activity whose success is determined by host of factors. Among them is utilization of necessary resources and also the teacher factor.
In similar terms, learning is a process that leads to change, which occurs as a result of experience and increases the potential for improved performance (Ambrose, et al 2010). The change in the learner may happen at the level of knowledge, attitude or behaviour. As a result of learning, learners come to see concepts, ideas, and/or the world differently. Learners build knowledge as they explore the world around them, observe and interact with phenomena engage with others, and make connections among new ideas and prior understanding.
Ibe-Bassey (2002) believed that learning is an altered disposition in an individual as a result of instruction.
Therefore, science education such as Chemistry induces individual students to learn by involving themselves in critical thinking and participating actively in a given task. However, Ibukun, Akinfolarin, Alimi (2011) posited that student’s learning outcome is not likely to be known or observed without using the appropriate resources effectively and appropriately.
Ehinola (2009) defined resources in education as the total sum of everything used directly or indirectly for the purpose of education and training to support, facilitate or encourage transmission and acquisition of knowledge. He pointed that school resources includes the physical, human and financial resources.
Furthermore, resources relative to Chemistry may include: laboratory, furniture, school compound, lighting, books, equipment and apparatus, libraries, among others. In addition, Okorie (2001) correlated students learning outcomes in Chemistry with the availability and appropriate utilization of related resources. Therefore, he asserted that students acquire skills using these resources.
On the contrary, there seems to be missing link between availability and utilization of these acclaimed resources in the classroom delivery of science instructions. The dividend of the print media such as textbooks, journals, encyclopedias, bulletin, electronic materials like overhead projector, VCR, oleograph, radio, television, computer, internet facilities, laboratory equipment, reagents and other apparatus.
(Colayiwola, 1996; Brewton, 2002; Onyegebu, 2001) which have been seen as useful resources for science teaching but seem not to be outstanding. It is against this background, that this study attempted to keep science teachers generally and Chemistry teachers abreast of what they ought to embrace about utilization of resources for effective classroom teaching and learning of Chemistry. This study aims to investigate resource utilization and teaching/learning of chemistry in secondary schools.
1.2 Statement of the Problem
Certainly, qualitative education is no doubt a function of availability and appropriate utilization of teaching/learning resources. Obviously, the availability and utilization of human and non-human resources determine the efficiency of the school system. However, there are concerns that schools not only lack adequate resources to meet the educational requirements of their students, but that schools, however, suffer gross under utilization of available resources with which to provide instruction to the students.
Moreover, many schools in our society suffer lack of qualified science educators in the field, insufficient material resources for training, inadequate funding and lack of qualified researcher. Indeed, this could be the essence to which Ayeni (2005) decried poor learning outcome of students in science subjects. This is despite the fact that the schools enroll students with comparable entry behaviour and receive comparable funding from the government and other stake holders.
Therefore, this study intends to investigate resource utilization and teaching/learning of chemistry in secondary schools in Abak Local Government Area.
1.3 Purpose of the Study
The study specifically seeks to:
- Determine the effect of utilization of laboratory resources on the teaching of Chemistry in secondary schools.
- Determine the influence of utilization of laboratory resources on the learning of Chemistry in secondary schools
- Determine the effect of utilization of library resources on the teaching of Chemistry in secondary schools.
- Determine the effect of utilization of library resources on the learning of Chemistry in secondary schools
1.4 Significance of the Study
The findings of the study will have significant implications for the future of secondary schools in the study area and in Nigeria as a whole. Firstly, the findings will enlighten school administrators on the existing resources in the schools and how they impact on education. Furthermore, the study will enable secondary school teachers to have a better understanding of how they can select and appropriately utilize available resources to teach Chemistry.
Also, it will enlighten the teachers on the effect of proper utilization of school resources on the teaching/learning of Chemistry.
1.5 Research Questions
- How does the utilization of laboratory resources affect teaching of Chemistry in secondary schools in Abak Local Government Area?
- to what extent does the utilization of laboratory resources influence the learning of Chemistry in secondary schools in Abak Local Government Area?
- What impact does the utilization library resources have on the teaching of Chemistry in secondary schools in Abak Local Government Area?
- To what extent does the utilization of library resources influence the learning of Chemistry in secondary schools in Abak Local Government Area?
1.6 Limitation of the Study
In conducting a research study of this kind, there are bound to be some challenges. Thus, some of the challenges encountered in the course of this study are as follows:
- Time constraint: time duration allowed for the completion of this research work could not be enough for the research to have a wider scope. Hence some schools were sampled and student out of all the schools in the area.
- Financial problem: this constituted one of the major limitations to the researcher especially as the researcher had to source for relevant materials on the topic and visit the sampled schools under the investigation for data collection.
- Insufficient references materials: this also was a problem as the researcher needed enough relevant literature on the topic.
1.7 Definition of Terms
Resources: Resources in education are the sum total of everything used directly or indirectly for the purpose of education and training to support, facilitate or encourage transmission and acquisition of knowledge.
Utilization: Utilization means to make use of available educational resources at the teacher’s or student’s disposal.
Learning: Learning is a process that leads to change, which occurs as a result of experience and increases the potential for improved performance.
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