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A STUDY OF THE CHALLENGES ENCOUNTED IN TEACHING PRACTICAL CHEMISTRY IN SECONDARY SCHOOLS IN LAGOS STATE

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[icon type=”icon-pencil”]: A STUDY OF THE CHALLENGES ENCOUNTED IN TEACHING PRACTICAL CHEMISTRY IN SECONDARY SCHOOLS IN LAGOS STATE
[icon type=”icon-book”]: Chapter 1 – 5
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[icon type=”icon-doc-line”]: Ms Word format

This study, A STUDY OF THE CHALLENGES ENCOUNTED IN TEACHING PRACTICAL CHEMISTRY IN SECONDARY SCHOOLS IN LAGOS STATE contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.

Keywords: A STUDY OF THE CHALLENGES ENCOUNTED IN TEACHING PRACTICAL CHEMISTRY IN SECONDARY SCHOOLS IN LAGOS STATE

RESEARCH BODY

TABLE OF CONTENT

CHAPTER ONE

1.0     INTRODUCTION

1.1     BACKGROUND OF THE STUDY

1.2     STATEMENT OF THE PROBLEM

1.3     OBJECTIVES OF THE STUDY

1.4     RESEARCH QUESTIONS

1.5     SIGNIFICANCE OF THE STUDY

1.6     SCOPE OF THE STUDY

1.7     LIMITATION OF THE STUDY

1.8     DEFINITION OF TERMS

CHAPTER TWO

LITERATURE REVIEW

CHAPTER THREE

RESEARCH METHODOLOGY

CHAPTER FOUR

DATA ANALYSIS

CHAPTER FIVE SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

REFRENCE

APPENDIX

CHAPTER ONE

Practical work is defined to be any science teaching and learning activity which involves students, working individually or in small groups, manipulating and/or observing real objects and materials, as opposed to the virtual world (Science Community Representing Education (SCORE), 2008). This practical work has become a well established part of secondary school science within England as part of the National Curriculum (Office for Standards in Education (OfSTED, 2008). Indeed, since 1988, the National Curriculum has brought about ‘practical work by order’ (Wellington, 2002, p.57) and current science teaching involves students carrying out practical work within their biology, chemistry and physics lessons. As is currently practiced, students claim to find practical work an ‘enjoyable and effective way of learning science’ (Hodson, 1992, p. 115) and this has been reported in many previous studies (Osborne &Collins, 2001; Jenkins &Nelson, 2005).

The word Chemistry usually bring up a mental picture of the many synthetic substances that we see around us. We may think of dyes, plastics, fibres and drugs are manufactured by chemical processes. The study of these processes would not answer the question. Each new discovery in the field of chemistry depends upon either discourages, sometimes in other fields such as physics and biology. During the science subjects, what then sets chemistry apart from physics and biology? It is still convenient, to associate chemistry primarily with the study of matter – its composition, the changes is undergoes, and the energy exchanges involved in these charges.

Probably, the best way to seek an answer to the question is to trace the development of some particular chemical discovery. Chemistry is the study of the properties and composition of matter and the changes with matter undergoes. It is far more than that. We shall see it as concern with the energy exchanges that accompany all changes in matter. Chemical knowledge derived from this study is based on experiments in which very careful observations are made usually a particular question.

A chemist is always on the workout for a regular pattern of behavior. The more scientist seek answers to their questions, the more they realize that absolute answers are rarely if ever.

Chemistry as a course of study is perceived generally to be very interesting, vast mathematical and experimental. Almost all aspect of life science, both living and non-living has something to do with chemistry ranging from Physical to Biological sciences. Chemistry is one of the pre-requisite subjects for the study of engineering, technological, medical and other applied science courses in the university.

Chemistry is the study of laws of nature that govern the behavior of the universe, from the very smallest scales of sub-atomic particles to the very largest scales of cosmology.

Chemistry is becoming increasingly interdisciplinary, as chemistry work with engineers, physics and biologists in order to understand and solve a wide rage of problems confronting society.

Chemistry is a challenging and rewarding subject. Its study instructs a person in the art of critical thinking, how to pose questions and how to solve problems. It also equips graduates with process skills.

Chemistry is at the heart of almost every facet of modern life. Chemistry provides training for a vast range of careers.

Consequently a vast range of career options are available, options which might not directly use chemistry. Chemistry faces the world with confidence and knows where to obtain the information they need to complete a task. Hence, Ababio (2013) enumerated some careers in chemistry such as teaching service, health service, food processing, petroleum and photochemical seminars, manufacturing industry, extractive industry, Agriculture and Forestry.

There are many problems associated with the study of chemistry. Tarrant (1981) had already indicated that environmental factors affect remembering. For example, it is very difficult to learn efficiently if your attention is distracted or worries affect your concentration or circumstances prevent practice and revision. Ogunsaju (1981) made it clear that in most cases a school will jump into the teaching of various inter-related sciences without either having concrete objectives in mind or knowing how to achieve their stated objectives. The pressure becomes more complicated by lack of manpower and finance to purchase science equipments. This has made it difficult for secondary schools in Nigeria to have effective science programmes.

Ndu (1991) discovered that the most important problems of teaching and learning science in the rule environment are inadequate equipment to science teachers, inadequate equipment to science teachers, inadequate facilities for students to study at home and insufficient number of science laboratories. Furthermore, Alonge (1981) made it clear that suitable materials and local material are not available in schools and the few available ones are not in the recent textbooks. Chemistry is thus employed in an extensive range of activities, both within and outside the discipline itself. If these aims are not met in the little available existing time, the challenge faced as a result of these obstacle need to be tacked. The aim of this study is to identify the challenges encountered in teaching practical chemistry in secondary schools in Lagos State.

1.2     STATEMENT OF THE PROBLEM

The relevance of the knowledge and wisdom of chemistry practicals in the production industries cannot be ignored. However it has been discovered tht most chemistry students find it diffult to carry basic chemistry practical work and rate of failure of chemistry practical is very high in secondary shools in lagos state. This study aims at the challenges encountered in teaching chemistry practical in schools.

1.3     OBJECTIVES OF THE STUDY

The main objective of this study is to examine the challenges encountered in teaching practical chemistry in secondary schools in Lagos State. The outlines of the objective are:

  1. To find out if secondary schools in Lagos state have qualified chemistry teachers.
  2. to ascertain the impact of poor infrastructure on teaching practical chemistry.
  3. To find out if secondary schools in Lagos State have the required laboratory equipment for teaching practical chemistry.
  4. To ascertain the effect of poor funding of secondary schools affects the teaching of practical chemistry.
  5. To know if the students have interest in practical chemistry.

1.4     RESEARCH QUESTIONS

The relevant research questions related to this study ae:

  1. do secondary schools in Lagos State have qualified chemistry teachers?
  2. What is the impact of poor infrastructure on teaching practical hemistry?
  3. Do secondary schools in agos State have the required aboratory equipments for teaching practical chemistry?
  4. Does poor funding of secondary schools in Lagos affect proper teaching of practical chemistry?
  5. Do students have interest in practical chemistry?
Keywords: A STUDY OF THE CHALLENGES ENCOUNTED IN TEACHING PRACTICAL CHEMISTRY IN SECONDARY SCHOOLS IN LAGOS STATE


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Keywords: A STUDY OF THE CHALLENGES ENCOUNTED IN TEACHING PRACTICAL CHEMISTRY IN SECONDARY SCHOOLS IN LAGOS STATE

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