FACTORS AFFECTING STUDENTS CHEMISTRY PERFORMANCE IN WEST AFRICAN SENIOR SCHOOL CERTIFICATE EXAMINATION
CHAPTER ONE
INTRODUCTION
1.1 The Study’s Background
Science is taught in secondary schools in two ways: as Basic Science at the primary level and as separate science subjects such as Chemistry, Physics, and Biology at the secondary level. It is, however, concerning to note that research studies and findings have revealed that there is a lack of achievement in secondary school science (Onwuakpa and Nweke, 2000).
Academic performance is one of the major issues that students in Nigeria face today (Ojukwu, 1994). Poor academic performance of students in internal and external examinations reflects the problems and challenges confronting Nigeria’s educational system today (Fehintola, 2009).
Individuals benefit from education when adjusting to a new environment. In Nigeria, education is regarded as the only path to the top of any endeavor. Thus, poor academic performance usually causes sadness and frustration for the individual in question, as well as his or her parents and other family members.
When children excel academically, it gives parents and students a sense of accomplishment and joy (Fehintola, 2009). To that end, the importance placed by students and their parents on academic success or performance, as well as
the difficulties encountered by these students, have resulted in widespread failures, low grades, examination malpractices, cheating, and so on. These are the cases for students taking the West African Examination Council (WAEC) and National Examination Council (NECO) Senior Secondary Certificate Examination (SSCE) (Ojukwu, 1994).
Every year when WAEC or NECO releases their annual results, there is a widespread outcry as a result of students’ poor performance, particularly in science subjects (Salami, Mohammed, & Ogunlade; 2012). Candidates’ performance in the WAEC and NECO Senior School Certificate Examination (SSCE) has consistently been poor, with
Chemistry having one of the worst and poorest results over the years (Ibe & Madusnum, 2001). For example, a look at the five-year SSCE results in Chemistry from 2010 to 2014 reveals that in 2010, only 26,680 of the 105,453 students who sat for Chemistry in all secondary schools in Abia State credited Chemistry.
Chemistry is the most important science subject for preparing scientists and technologists at both the middle and upper manpower levels. Chemistry is one of the fundamental sciences that are required for technological progress.
As a result, the need for effective Chemistry education in Nigeria appears to be critical, necessitating immediate attention. Chemical technologists and technical workers, for example, are required in all of the chemistry-related fields mentioned above.
In order to meet the higher manpower requirement, 18 chemical engineering experts are required. Because Chemistry is a prerequisite for these fields, they cannot be studied effectively without it. This implies that Chemistry is a critical science subject required for higher education in virtually all science-related professions,
including medicine, pharmacy, agriculture, engineering, food and nutrition. So these aspects of Chemistry’s importance explain why schools, governments, students, and parents are concerned about students’ poor performance in Chemistry in senior high school certificate exams.
Chemistry is one of the most important subjects in the school curriculum, and its importance in general education is widely recognized around the world. It is important to note that the fields of chemistry, science, and technology are intertwined with the economic core of every highly developed, industrialized, and technologically advanced society (Burmeister 2012).
Because chemistry is embedded in our lives and society, economic, ecological, and societal influences, science teaching and learning play important roles in a developing nation’s technological development (Hofstein 2011). The Grade Point Average (GPA) is used in Pakistan to assess students’ academic performance (Galiner, 2006). The outcome of a specific subject, such as Chemistry, is also used to assess performance (Hijazi & Naqvi, 2006).
1.2 Formulation of the Problem
Several attempts have been made to conduct research on some of the variables listed above, but none has focused on what the students perceived as factors causing poor chemistry performance. So far, researchers have concentrated on teacher-related issues in science education.
Other factors associated with poor academic performance include, among others, motivational orientation, self-esteem/self-efficacy, emotional problems, study habits, and poor interpersonal relationships.
Nnaka and Anaekwe investigated the impact of instructional materials, methods, practicals, and the like on academic performance (2004). Given the wide-ranging effects of students’ poor academic performance and the concomitant social and destructive emotional effects on students, parents, society, and the nation,
it is appropriate and should be a welcome development to investigate what students actually perceive as factors or reasons for their poor performance in WAEC and NECO external examinations. This will allow for the provision of solutions to improve student performance.
Following on from the preceding, and given that the factors suspected to be some of the reasons why students’ performance in Chemistry continued to decline, the primary motivation for this study was to investigate what the students perceive to be the causes of their poor performance in Chemistry at both the May/June and November/December examinations.
1.3 The Study’s Objectives
The primary goal of this study is to identify the factors influencing students’ chemistry performance in WAEC. More specifically, the study intends to:
1. Look into the perceived causes of poor Chemistry performance.
2. Determine whether the teachers’ teaching methods/strategies have an impact on students’ academic performance in Chemistry.
3. Determine whether the teachers’ use of instructional materials has any effect on students’ academic performance in chemistry.
4. Determine whether gender influences students’ perceptions of poor chemistry performance.
1.4 Research Concerns
1. What are the perceived causes of poor Chemistry performance?
2. Do the teachers’ teaching methods/strategies influence the students’ academic performance in Chemistry?
3. Does the teacher’s use of instructional materials affect the students’ academic performance in chemistry?
4. Does gender influence students’ perceptions of poor chemistry performance?
1.5 Hypothesis of Research
Ho: teachers’ teaching methods/strategies have no significant effect on students’ academic performance in Chemistry.
Hello, there is no statistically significant effect of teachers’ teaching methods/strategies on students’ academic performance in Chemistry.
1.6 Importance of the Research
The findings of this study will significantly form the basis for explaining some basic truths to the: State’s government and Ministry of Education officials on making the right decision on the provision of infrastructural facilities to aid the teaching and learning process, which will help improve the academic performance of day and boarding senior secondary school students in Nigeria.
It will assist the respective state school authorities in taking corrective measures within their jurisdiction through adequate resource planning to meet the demands and guide their actions on future projects on the education of day and boarding staff and students for successful teaching and learning processes in the schools.
It will encourage administrators to investigate and develop constructive strategies for reducing or eliminating student poor performance through student welfare support services in Nigerian Senior Secondary Schools.
Parents would pay close attention to and supervise the student’s work, resulting in an improvement in the student’s performance.
1.7 The Study’s Scope
This study focuses on the factors that influence students’ chemistry performance in WAEC. The study’s scope is limited to schools in Ogun state’s urban areas that have presented students for WASSCE for at least ten years.
1.8 The Study’s Limitations
Obtaining funding for general research work will be difficult during the course of study. Correspondents may also be unable or unwilling to complete the questionnaires provided to them.
However, it is expected that these constraints will be addressed by making the best use of available materials and devoting more time to research than is necessary. As a result, it is strongly believed that, despite these constraints, their impact on this research report will be minimal, allowing the study’s objective and significance to be met.
1.9 Terms and Definitions
Performance: the degree to which a student, teacher, or institution has met their short-term or long-term educational objectives.
WAEC: West African Examinations Council is an examination board in West African countries that administers the West African Senior School Certificate Examination, as well as the Jamb entry examination.
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