A SURVEY OF TEACHING AND LEARNING, COMPETENCE, SKILLS, AND ATTITUDE OF SECONDARY SCHOOL CHEMISTRY TEACHING IN THE 21ST CENTURY
ABSTRACT
This project activity assessed secondary school chemistry teachers’ teaching and learning competence, stillness, and attitude.
The factors that influence senior secondary school teaching and learning.
Also discussed are the roles of competence, skill, and attitude in the teaching and learning process in senior secondary school chemistry.
CHAPTER ONE
INTRODUCTION
1.1 THE STUDY’S BACKGROUND
This level of performance in senior secondary school chemistry has been a source of concern for stakeholders in the educational sector. Various investigations into the cause of the poor performance have been conducted, with some findings indicating the importance of attitude, skills, and competence in the teaching and learning of chemistry in senior secondary schools in Lagos State as a significant factor.
Erimosho (2000) stated that improving access to science education is critical for national development. For example, advances in science and technology have assisted nations in improving and promoting efficiency, self-reliance, and overall human well-being through invention and innovation in telecommunication, transportation,
health, agriculture, and so on; thus, there is justification for science in the school curriculum, particularly chemistry. Without a doubt, science subjects in Nigerian secondary schools include physical, chemistry, and biology for seniors and integrated science for juniors.
The curriculum-stated objectives of each of these subjects point to the need for an effective teaching and learning environment at the school level. To accomplish this, proper structuring of teachers’ pedagogy and ideas about how science materials, particularly in chemistry, can be used to achieve active learning while students enjoy exploring the world around them will be required. Ajayi’s (1998).
According to Nkemdirim (2006), most chemistry teachers lack the necessary capability or competence to carry out effective teaching and learning of the subject matter.
This is due to the fact that in many schools, some chemistry teachers approach the subject in the classroom as if they were teaching languages or any other art-related subject. For example, most chemistry teachers lack the necessary skills for effective subject delivery in the classroom,
which is compounded by their negative attitudes toward both the subject and the students. Due to poor attitudes and/or a lack of competence in the subject, the teaching and learning process in chemistry has been established in schools, particularly at the secondary school level of our school system.
Kempa and Ayob (1995) observed that for chemistry to be effectively taught and learned, it must be handled by experienced and well-trained teachers with a wealth of subject knowledge. According to them, chemistry is frequently taught by those who lack adequate mastery of the subject or who lack the necessary teaching know-how (methodology).
They emphasized that competence and good skill in teaching chemistry require good content mastery and effective use of science teaching methods that make learning very efficient with good results. Because chemistry is one of the most important science subjects in schools,
it is critical that it is taught by experts or specialists who are knowledgeable and skilled in the subject. However, in many Nigerian secondary schools today, science subjects such as chemistry are not taught by qualified teachers.
Most secondary schools teach chemistry outside of the laboratory, without any useful equipment. Not only that, but Onwu (1998) believes that most chemistry teachers develop a “I-don’t-care” attitude when it comes to handling subjects in schools, for example, most of them do not care to attend classes most of the time, and those who do attend classes do not teach with interest and skill.
As a result, they do not teach with enthusiasm and skill. As a result, the majority of students who study chemistry in schools lack motivation to pursue the subject further in a tertiary institution. This has cost the country many scientists, particularly in chemistry, which a developing country like Nigeria requires for rapid industrial development and growth.
1.2THE PROBLEM’S STATEMENT
It has been observed that chemistry teaching and learning are not being handled properly in our school system. For example, chemistry teaching has frequently been handled by those who are insufficiently qualified, lack manipulation skills, and have a negative attitude toward the subject.
Some chemistry teachers have been teaching the subject without the necessary qualifications, which means they lack content mastery, let alone an effective method of presenting the subject in the classroom.
Many chemistry teachers approach the subject with a negative attitude, not attending classes because they don’t know what to teach or how to teach it. As a result of the chemistry teachers’ incompetence, poor teaching skills, and
negative attitudes, the students’ performance and interest in the subject suffer as a result of a lack of motivation to learn. As a result of the foregoing, an examination of the teaching and learning of competence, skill, and attitude in secondary school chemistry teaching in the twenty-first century has been initiated.
1.3OBJECTIVE OF THE STUDY
The primary goal of this study is to investigate the teaching and learning competence, skills, and attitudes of secondary school chemistry teachers. The study’s objectives include the following:
1. Determine whether chemistry is taught in schools by qualified teachers.
2. Determine whether chemistry teachers have a negative or positive attitude toward the subject.
3. Evaluate the abilities of teachers in charge of chemistry in the school.
1.4 QUESTIONS FOR RESEARCH
1.Will a teacher’s competence affect a student’s chemistry performance?
2.How does the chemistry teacher view student academic achievement?
3.Will the chemistry teacher’s abilities influence student academic achievement in chemistry?
1.5 HYPOTHESIS OF RESEARCH
In this study, the following research hypotheses were developed.
1. There will be no significant relationship between a teacher’s competence and a student’s academic performance in chemistry.
2. There will be no significant relationship between teacher attitudes and students’ chemistry academic achievement.
3. There will be no significant relationship between teacher skill and student academic performance in chemistry.
1.6THE STUDY’S SIGNIFICANCE
The study’s significance will be relevant to the following individuals:
1. Teachers: Teachers in schools, particularly those in science and, in particular, those teaching chemistry, would have gained a better understanding of the impact of teaching and learning chemistry on students’ academic performance in the subject. This study will help chemistry teachers change their minds about how they approach teaching the subject in the classroom.
2. Students: Students will benefit from the study’s findings and recommendations because they will gain a better understanding of the impact of teaching chemistry on students in school. Aside from that, students will see this study as a reference material for their future studies.
3. The school authorities: The findings and recommendations of this study will help school authorities gather some important knowledge on how to solve the problem of incompetence, lack of skill, and poor attitude in chemistry teaching and learning in school.
4. Researchers: Researchers will see this study as valuable material to help them in their future work. This is due to the fact that the work of this researcher will contribute to a new body of knowledge in the academic community.
5. Society: Finally, the content of this work will benefit society because it will help both youth and adult members of the society understand the importance of chemistry teaching and learning in the school system.
1.7 OBJECTIVES OF THE STUDY
The purpose of this study is to assess the teaching and learning competence, skills, and attitudes of secondary school chemistry teachers in the twenty-first century. Five secondary schools are chosen at random from the Shomolu local government areas of Lagos State.
1.8 STUDY LIMITATIONS
This study will face some constraints in the areas of finance, time, and other logistics required for completion.
1.9OPERATIONAL TERM DEFINITION
In this study, the following operational terms were defined:
i. Survey: This is a process of looking closely at something or someone, especially from a distance, in order to study and describe the general conditions of something. It is a broad overview, examination, or description, for example.
ii. Teaching and Learning: This is the process of developing skills, attitudes, and knowledge in a formal school setting.
iii. Competence is defined as a way of thinking or acting toward something or someone.
iv. Skills: This is defined as the ability to do or manipulate something.
v. Attitude: This is defined as a way of thinking or acting toward something or someone.
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A SURVEY OF TEACHING AND LEARNING, COMPETENCE, SKILLS, AND ATTITUDE OF SECONDARY SCHOOL CHEMISTRY TEACHING IN THE 21ST CENTURY
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