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Project Topic:

FACTORS INFLUENCING MASS FAILURE OF STUDENTS IN CHEMISTRY EXAM IN SECONDARY SCHOOLS

Project Information:

 Format: MS-WORD ::   Chapters: 1 - 5 ::   Pages: 55 ::   Attributes: Questionnaire, Data Analysis  ::   6,159 people found this useful

Project Department:

EDUCATION UNDERGRADUATE PROJECT TOPICS, RESEARCH WORKS AND MATERIALS

Project Body:

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

2.0     LITERATURE REVIEW

CHAPTER THREE

3.0     RESEARCH METHODOLOGY

CHAPTER FOUR

4.0     DATA ANALYSIS

CHAPTER FIVE

5.0     SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

REFRENCE

APPENDIX

         CHAPTER ONE

1.0                                  INTRODUCTION

1.1                       BACKGROUND TO THE STUDY

Education helps the society shape and mold individuals to fit well in the environment. One indicator that quality education is being provided is the way the learners perform in standardized examinations after completing a formal schooling cycle (UNESCO, 2005). According to Global Competitiveness Report, 2013 – 2014, the competitive economy attained by developed countries like Norway, Canada, Denmark, Australia, Belgium, Estonia, Finland, German, Netherlands and Switzerland has been attributed to excellent educational system as well as a strong commitment to advancing technological readiness. Chemistry is one of the most important disciplines in the school curriculum; its importance in the general education has world-wide recognition. It is worth to emphasize that the field of chemistry, science and technology are related to the economic heart of every highly-developed, industrialized and technologically advanced society (Burmeister 2012). Teaching and learning of science have significant roles towards technological development in a developing nation since chemistry is embedded in our life and society, economical, ecologic and societal influences (Hofstein 2011). These school factors included class size, number and type of textbooks, homework, environment of the class, technology used in the class, examination systems, extracurricular activities, family and work activities, and financial status of parents. Students’ performance is significantly correlated with satisfaction with academic environment and the facilities of library and computer laboratory within the school.

Chemistry is the study of the nature and properties of all forms of matter as well as substance that make up our environment and the various changes which these substances undergo in different conditions. According to Ikeobi, 1986, all form of human endeavors and absolutely nothing goes on in science without the application of chemistry. The importance and role of science education (especially chemistry) cannot be over emphasized. Chemistry has long been a traditional part of academic curriculum in schools and it is usually studied alongside other related subjects such as biology, physics and mathematics. It is a core subject in the study of many biological science courses such as Medicine, Biochemistry, Microbiology, Pharmacy, and Engineering among others. Thus a sound knowledge of chemistry is of great importance to many pupils and the community at large (Baja, 1976).

Adesoji and Olantubosun (2008) observed that within the context of science education, chemistry has been identified as a very important school subject and its importance in scientific and technological development of any nation has been widely reported. They further argued that the effective teaching of science can further lead to the attainment of Scientific and technological greatness. Acato (2006) argues that, admission points which are a reflection of the previous performance influence future academic performance. There are specific skills the students are supposed to have prior to the beginning of instruction. Entry grade is determined to a large extent by the amount of quality time a student spends studying that subject. Performance in a subject may be defined by the learners’ entry grade and previous exposure to the content of that subject (Orodho 1996, Nderitu 2007). The quality of grades in the KCPE science paper is likely, to a certain extent to influence the performance of physics, chemistry and biology. There is a strong correlation between science grade attained in primary school and performance in chemistry (Hudson 2006).

Factor influencing students’ performance Adegboye (2003) believed the main factor that is responsible for poor performance in mathematics is the fear of mathematics. Okooboh, Afolabi and Asilika (2004) stressed that the unimpressive response to science and technical education is particularly evident in students’ poor performance in science subjects at secondary school level. In the words of Ajileye (2006) insufficient resources for the teaching and learning of science constitute a major cause of student underachievement. The insufficient resources include laboratories, science equipment, and specimens to be used as teaching aids. Onuoha (1997) identified shortage of qualified and dedicated teachers as the factor affecting student performance in science and that poor practical orientation will lead to poor understanding of the theory. In his opinion teachers are no more dedicated to their assignments. They give more time to trading, petty contracts, farming etc. They sneak in and out of the classrooms and laboratories at will. Ukwuma (1990) in his investigation of factor impair science education confirmed that over 80% of failure in science and technology are due to the inability of students to perform well in practical. Akinola (2006) believed that causes of mass failure of students in senior secondary Chemistry Examination include teacher’s methodology, structuring of the curriculum, the concentration of examination questions on few topics and the inability of students to perform enough practical before their examination. Ladanu (1991) observed that most of the textbooks used in secondary schools are written by foreign authors. Languages used in some of the texts are complex and ambiguous. Hence, it becomes difficult for students to comprehend. In the opinion of Akanbi (2003) poor performance in Physics may be due to a number of fundamental reasons, which could be due to shortage of science teachers in quality and quantity, inadequate laboratory equipment and facilities, poor motivated teaching strategies, shortage of suitable Physics textbooks and other factors. Bamidele (2004) observed lack of interest in physics by students due to preconceived idea that physics is a difficult subject has affected the enrolment and performance of students in physics. Ogunbiyi (1986) investigated that many secondary school students are unfamiliar with more than half of laboratory apparatus and are unable to know in what experiment they are used. Garba (2004) conducted a research on the relationship between classroom control and students’ performance; his findings revealed that teachers who are sufficiently equipped with strategies that assist in classroom control adequately will automatically enable the students have full concentration and lead to positive academic performance of the students. In the opinion of Ojo (2001) lack of qualified teachers, lack of facilities and poor teaching method are factors to be considered when it comes to student performance in science. He said the success of any science education program depends to a large extent on the teacher.

1.2 STATEMENT OF THE PROBLEM

The importance of science, especially Chemistry in transforming Nigeria into an industrial country cannot be over emphasized. The Government, donors, NGOs, and the entire stakeholder with interest in education spend quite large sum of money in enhancement of education all in pursuit for economic growth and development, but it is clear that performance of secondary school students in Chemistry in is very worrying. This implies that corrective measures need to be undertaken to enable students to be in a competitive position in choice of careers which are science oriented. To successfully compete in science courses and to maintain sustainability in this field, Nigeria need highly skilled manpower trained in the discipline

of science and technology.

This study intends to determine some factors responsible for the failure or success of students in chemistry subject at senior secondary school level in Kolokuma/Opokuma local government area of Bayelsa State.

1.3 OBJECTIVES OF THE STUDY

The main objective of the study is to investigate on school factors influencing performance of students in Chemistry in senior secondary schools in. Kolokuma/Opokuma local government area of Bayelsa State. The specific objective that guides this study are:

1.     To establish the extent to which students’ entry grade in science in Nigeria influence performance in Chemistry in secondary schools.

2.     To determine how teaching and learning methods influence students’ performance in Chemistry in secondary schools

3.     To determine how students’ attitude towards Chemistry influences performance in Chemistry.

4.     To find out the measures that is put in place to help enhance and increase in good performance in chemistry among the secondary school students.

1.4 RESEARCH QUESTIONS

The following research questions will guide the reseaerch during the research and help to achieve the specified objectives:

1.     How does students’ entry grades in science influence performance in Chemistry

2.     How does teaching and learning methods influence students’ performance in Chemistry

3.      In what ways does students’ attitudes towards chemistry influence performance in Chemistry

4.     What measures has been put in place to help the students acquire more success in their chemistry exams

1.5 SIGNIFICANCE OF THE STUDY

The study may be important to other researchers, education stakeholders and other academicians in that it may contribute to the generation of knowledge on school factors influencing performance in chemistry in public secondary schools. The findings may inform curriculum planners on the aspects that involve students’ entry grade in science, teaching and learning methods, students’ attitude and assessment methods and how these factors influence performance in chemistry. Chemistry teachers may be helped in selecting teaching and learning methods and assessment methods that would improve the quality of teaching and learning. 12 Further the study may provide teachers in public secondary schools with knowledge on how to improve students’ performance in chemistry as a crucial subject in career choosing. Finally the study will contribute to the body of knowledge which can be of use to other researchers.

1.6 SCOPE OF THE STUDY

This study; factors affecting the mass failure of secondary schools students in Nigeria covers the entire secondary school students in Nigeria, but due to time and money constraint the study is limited to Kolokuma/Opokuma local government area of Bayelsa State.

1.7 DELIMITATION OF THE STUDY

The major problem faced during this research is time, the researcher has limited time to complete the research and also insufficient fund to finance the project also to visit more one school.

1.8 DEFINITION OF TERMS

Factors: a circumstance, fact, or influence that contributes to a result.

Influence: the capacity to have an effect on the character, development, or behaviour of someone or something, or the effect itself.

Chemistry: the branch of science concerned with the substances of which matter is composed, the investigation of their properties and reactions, and the use of such reactions to form new substances

Mass: a large body of matter with no definite shape.

Failure: lack of success.

Students: a person who is studying at a university or other place of higher education.

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