CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Before presenting chemistry in the classroom, teachers are expected to have a high degree of competency and knowledge of the subject. This will help secondary schools teach the subject more effectively. Through his or her teaching techniques, teachers must increase the pupils' interest and attitude toward the subject. Teachers are expected to foster student adjustment by matching curricular offerings to levels of mental development, understanding students' basic cognitive and social problems, making curricular specifications relevant, and motivating students to learn the subject as experts with good exposure and experience in chemistry. The major goals of teaching chemistry in secondary schools are to enable students to expand their knowledge and skills in chemical science, as well as to project their educational efforts so that they might benefit themselves and society as a whole. As a result, students must value the subject and pay close attention to its instruction. Giving students the opportunity to build manipulative skills that will enable them to function effectively in society within their capacity by using various teaching approaches based on the teacher's competence will motivate them to make the learning process effective and rewarding. The way in which the teacher presents his content to the students and engages them in the activity at hand, according to Reginald (1980). In Okpala (2006), Awoniyi observes that a teacher must be several things in order to be effective: a source of information and a guide, an organizer of learning opportunities, someone who can arrange an appropriate learning environment, a superior, and a consultant. To identify the best appropriate strategy for a given situation, the teacher must be aware of contemporary educational advances. Learning is either aided or hindered by the teaching approach. The majority of pupils are apprehensive about this subject. Chemistry teachers must employ appropriate methods to pique students' interests and help them to create a positive attitude in order to achieve successful learning outcomes. As a result, at all levels of our educational system, proper strategies must be used to increase students' interest in learning chemistry in order for chemistry to achieve its ultimate goals in the curriculum and in national education policy. Teachers' classroom and professional competencies, in addition to adopting proper methods, are critical to effective chemistry education in schools. "It is generally recognized that a teacher's style of thinking and beliefs drive his or her behavior and actions inside and beyond the classroom," writes Nwachukwu (2009). He also stated that the instructor must possess a diverse repertoire of teaching methods and strategies, as well as an awareness of the student's learning processes. Successful teaching is founded on the foundations of a teacher's view of knowledge and learning. Understanding different types of learners is aided by the teacher's knowledge of pupils. According to Nwachukwu (2009), "The teacher's understanding of knowledge, in turn, informs his or her understanding of learning. Teachers base all problem-solving in their line of work on this foundation ".. Effective teaching entails teachers' capacity to communicate effectively, which can not be accomplished without first understanding the features of a learner and his problems, as well as employing the appropriate approaches. As a result, a review of chemistry teaching methods in Nigerian secondary schools is a good first step in the right direction.

1.2 STATEMENT OF THE PROBLEM

Many studies suggest that students perform poorly in Chemistry. This is linked to the belief that chemistry is difficult to learn, causing students to acquire a negative attitude toward the subject. Chemistry is taught by teachers as a set of formulas to be remembered and applied solely for the purpose of learning, rather than educating pupils to think critically and independently rather than accepting knowledge without question. In Nigeria, education planners and policymakers are concerned about this issue. As a result, the topic of this study is regarded as an empirical problem worth investigating.

1.3 OBJECTIVE OF THE STUDY

I.       Assessing chemistry teachers' effectiveness in terms of subject validation.

II.    Assessing chemistry teachers' effectiveness in terms of student development.

III. evaluating chemistry teachers' effectiveness in relation to subject application.

1.4 RESEARCH QUESTIONS

IV. How effective are chemistry teachers in terms of subject validation?

V.    How effective are chemistry teachers in terms of student development?

VI. How effective are chemistry teachers in relation to subject application?

1.5 SIGNIFICANCE OF THE STUDY

The current study will be of tremendous interest to a large number of people. Teachers, students, curriculum developers, parents, and other education stakeholders will benefit from the findings of this study. 

The study's findings will help teachers enhance their teaching methods. They will be taught the necessity of finding effective strategies to reach out to diverse types of students and assessing student understanding through a variety of methods. Chemistry teachers will recognize the value of continuing education and retraining in order to improve their subject knowledge. The training could be aimed at improving relationships between teachers and students. Teachers could become better consultants, content experts, and coaches as a result of this, and teaching could become more relevant.

The study's findings will assist students in appreciating the importance of technology, deepening their interest in the topic, and understanding what skills they will require to survive in a complex, technologically advanced, knowledge-based economy. Students will be better able to learn and enhance their analysis and problem-solving skills if they are aware of the problems that face chemistry instruction. Experiment and observe phenomena, as well as visualize data graphically to enhance comprehension. Furthermore, the findings will assist students using digital tools and a project-based learning method. Students are more likely to stay focused and on target when using devices, which reduces behavioral issues in the classroom.

The Nigerian Educational Research and Development Council (NERDC), for example, will benefit from this research.

1.6 SCOPE OF THE STUDY

The research looked into instructional, time, and teacher-related difficulties. It also looked at options that may be used to address the issues that are impeding Chemistry education in secondary schools in Owerri, Imo state.

1.7 LIMITATION OF STUDY

This research is limited to evaluating the performance of secondary school chemistry teachers in terms of development, validation, and implementation.

1.8 DEFINITION OF TERMS

Development: an event constituting a new stage in a changing situation.

Validation: the action of making or declaring something legally or officially acceptable.

Application: the action of putting something into operation.

Get this material NGN 5,000

Message Us on WhatsApp  »