Research Proposals



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Title Page


Approval Page




Table of Contents

List of Tables

List of Appendices



1.1       Background to the Study

1.2       Statement of the Problem

1.3       Purpose of the Study

1.4       Research Questions


1.5       Hypotheses

1.6       Significance of the Study

1.7       Scope of the Study

1.8       Definition of Terms



2.1       Theoretical Framework

2.2       Conceptual Review

2.3       Review of Empirical Studies

2.4       Summary of Literature Review

CHAPTER THREE: RESEARCH METHOD                                                                

3.1       Research Design

3.2       Area of the Study

3.3       Population of the Study

3.4       Sample and Sampling Technique


3.5       Instrumentation

3.5.1    Validation of the Instrument

3.5.2           Reliability of the Instrument

3.6       Procedure for Data Collection

3.7       Method of Data Analysis



4.1       Answering the Research Questions

4.2       Testing the Hypotheses

4.3       Summary of Findings

4.4       Discussion of Findings



5.1       Summary

5.2       Educational Implications of the Findings

5.3       Conclusion

5.4       Recommendations

5.5       Limitations of the Study

5.6       Suggestions for further Study






1.1   Background to the Study

The teaching of chemistry of some students by teachers is always a very difficult task because chemistry is a branch of physical science that has to do with the study of the composition, structure, properties and change of matter. It is mainly concerned with the atoms and their interaction with other atoms for example, the properties of the chemical bonds formed between atoms to create chemical compounds.

Sometimes, chemistry is seen as the mother of sciences because it bridges other natural sciences like physics, geology and biology with each other. Chemistry courses are required for many university and college students especially for students who are studying science. However, most students find chemistry classes and laboratory work stressful (Coppola and Jacobs, 2022).


Education, particularly science and technical education is the factors for the production of the needed technologists, technicians and craftsmen as well as skilled artisans who are required to transform the nation’s economy and use the desired technological advancement which is required for the elevation of Nigeria from a developing nation to a developed nation (Usman, 2020 and Angyaye, 2017).



Undeniably, acquisition of appropriate scientific and technological skills is necessary to cope with the challenges presented by the evolving needs of modern work place in our industries and the ever growing non formal sector. Education and training systems that respond adequately to these demands will, therefore, contribute to the efforts to overcome the growing unemployment and marginalization of majority of the populace (Bru, 2021).


According to Adesoji (2018), chemistry teaching is suppose to be result oriented and students central, and this can only be achieved when students are willing and the teaching is favourable disposed using the appropriate methods and resources in teaching the students. Teaching method and academic performance of students in chemistry.

Students by nature are curious, they need to be actively involved in the learning process in which they are continuously equipping, testing, speculating and building their own personal construct and knowledge. It is only by personalizing such knowledge that it becomes valid, meaningful and useful to them.


In chemistry, students need to actively construct their own personal awareness and meaning. To substantiate the argument, Usma & Onocha (2015) opined that brain is not a passive consumer of information, but to learn with understanding. Learning must actively construct meaning if what to be learned.

Despite the prime position chemistry occupies in our educational system and the efforts made by researchers to enhance performance, student’s performances in chemistry and sciences in general are not encouraging some of the reasons identified for this failure are laboratory inadequacy, teachers’ attitude examination malpractice time constraint for carrying out practical, non-coverage of syllabus, class size, non-professionalism and environment.

The method of teaching chemistry in secondary schools should be based on practical which is aimed at giving the students the opportunity to gain meaningful learning, acquired appropriate skills and attitudes that enable them live and contributed to the development of the society.


1.2   Statement of the problem

A great number of seminars and conference papers have been written on the teaching materials and academic performance of students in chemistry in recent times. Scholars are of the opinion that the teaching method used by teachers in teaching chemistry students is on the decline. It is very disappointing to note that even though there are so many activities to help students improve their performance in chemistry.

Many do not perform creditably in internal and external examinations. It has also been observed that some teachers use inappropriate teaching method during their course of instruction delivery.

Moreover, it has been observed that most secondary schools do not have equipment laboratory. This is very unfortunate, but very true. It is against this background, therefore that the teaching method and academic performance of students in chemistry in Ibiono Ibom Local Government Area imperative.


1.3   Purpose of the study

The main purpose of this study is to examine the teaching method and academic performance of students in chemistry in Ibiono Ibom Local Government Area. Specifically, the study will examine:

1. the different methods used in teaching chemistry to students in senior secondary schools.

2.  suggest measures towards improving the academic performance of students in chemistry

3. seek to find out if teaching method was any effect on students academic performance.


1.4   Significance of the study 

This study will be of immense benefit to teachers, educators, students, researchers and academic institutions in the following ways:

  • Firstly, explore appropriate chemistry teaching methods for use in secondary schools.
  • Secondly, it will facilitate students’ academic performance in chemistry.
  • Also, it will help chemistry curriculum planners and education policy makers to develop curriculum and implement policies that will enhances effective teaching method and academic performance of students in chemistry. Teaching method and academic performance of students in chemistry.
  • Also, the study will serve as a spring board and reference points for future researchers in the areas of the research.


1.5   Research Hypotheses

The following research hypotheses were raised in line with the purpose of the study:

  • There is no significant difference between teaching methods and academic performance of chemistry students in senior secondary schools.
  • There is no significant difference between the strategies adopted in teaching chemistry and academic performance of chemistry students in senior secondary schools.


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Peter Hezekiah

I am Peter Hezekiah, a Nigerian. A graduate of Economics/Education. I'm the Editor in (A online company that deals with writing of final year project and provision of project materials of any topic to final year project students). My personal email is My personal number; +2347068634102

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