CHAPTER ONE
1.1 INTRODUCTION
The role of chemistry as a requirement for technological advancement of a nation cannot be over emphasized and Nigeria is not an exception (Nbina J, 2012). Eke (2008) stated that any nation aspiring to be scientifically and technological developed must have adequate level of chemistry education. Based on this, the Federal government through, her national policy on education, made chemistry a compulsory science subject at the secondary level (NPE 2004). According to Adesoji & Olatunbosun (2008) Chemistry is one of core science subjects at the senior secondary level and plays significant role in unifying other science subjects. This calls for the need to teach it effectively.
Thomas & Tinu (2008) opined that the senior secondary school is to prepare student for the future activities in the area of science and technology. At this level, teaching ought to be activity oriented and centered on the student. Saage (2009) reported that despite the increasing important of chemistry, the performance of Nigerian students in the subject at secondary school remains considerably poor. According to Betiku (2002), the available report from West African Examination Council(WAEC) shows that student achievement in chemistry worsen as years go by and many students seem to have negative attitude towards the subject.
Farhana W & Zainum M (2013) stated that many factors contributed to student success and one of the factors is students’ attitude to learning. They opined that understanding students’ attitude is essential in supporting students’ achievement and interest towards a particular subject .Papanastasious (2001) reported that those who have positive attitude towards science perform better in the subject. The teachers play an important role during the learning process and they can directly or indirectly influence the student interest towards the subject, which in consequence can influence student performance. Britner &Pajares (2006) showed that self-efficacy is especially important in learning difficult subjects, such as biology and other sciences, given that students enter courses with varying levels of fear and anxiety. As concepts in the course become increasingly complex, self-efficacy becomes a more important variable that influences the potential for student learning. They demonstrated that students’ self-efficacy is a strong predictor of their academic performance. Poor academic performance of student in science subject is of great concern to parents, educators, scholars and government. More worrisome is the poor performance of female students. Orodho A (1996) reported that poor performance in chemistry is attributed to several factors. These include inappropriate syllabus, students’ poor attitudes towards the subject and inadequate resources.
Bashir & Kabir (2009) posited that gender difference in science, technology and mathematics is characterized by under representation and under achievement in these areas by female. Findings from studies on science education revealed that female enrollment in science subjects are very low. Reporting National Educational and development research council (NERDC, 1992) reveals that between years 1987 and 1991 only about 40% of students that sat for the science subjects of the final school certificate examination were female students. Irowi (1991) noticed that the rate of female participation in school science worldwide is lower than male participation.
Onekutu(2002) wrote that achievement test results over the years have shown an ever increasing gap between the performance of boys and girls in chemistry at senior secondary school level. According to Eriba & Ande (2006), this has resulted to a situation where there are more boys than girls doing chemistry at this level i.e. boys dominated chemistry and science classes while the girls go into reading languages and Arts. This perceived low achievement of girls in chemistry is an unpleasant development which spells doom for those who would have like to pursue careers in science programs in the universities.
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