STUDENTS STRESS FACTORS, ATTITUDE AND PERFORMANCE IN CHEMISTRY IN PUBLIC SECONDARY SCHOOLS

STUDENTS STRESS FACTORS, ATTITUDE AND PERFORMANCE IN CHEMISTRY IN PUBLIC SECONDARY SCHOOLS IN AKWA IBOM STATE

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CHAPTER ONE

1.1     Background of the Study

Education is the best legacy a nation can give to her citizens especially the youths. This is because education is very important in the development of any nation or state. One of the broad aims of secondary education in Nigeria is the raising up of a generation of people who can think for themselves, respect the views and feelings of others, respect the dignity of labour, appreciate those values specified under Nigeria’s broad national goals and live a good citizens (Section 5,2.2g, NPE, 2004). The above national goals could be achieved only if chemistry is meaningfully taught in order to ensure continued interest of learners in the subject. According to Ikobi 1986, all form of human endeavours and absolutely goes on in science without the application of Chemistry.

The role of chemistry in the development of the scientific base of any state cannot be overemphasized and Akwa Ibom State is not an exception. Despite the awareness of the importance of Chemistry in our daily lives, it is very disappointing to note that students stress factors, attitude and performance in Chemistry subject leaves much to be desired. However, the performance of students in senior secondary school promotion examination in Akwa Ibom State has remained considerably below average despite the relative importance of chemistry.

Anything that poses a challenge or a threat to our well being is stress. Stress has been found to be a major contributing factor to poor academic performance. Stress is part and parcel of living, the fact that one is living implies that he is experiencing some amount of stress. This means that stress affects academic performance.

Mosley, Mcgginson and Pietri (2001) defined stress as any external stimulus that cause wear and tear on one’s psychological and/or physical wellbeing. This means that stress is a body condition that occurs in response to actual or anticipated difficulties in life. Stress as such means pressure, tension or worry resulting from life events, and life event is anything that causes a person to deviate from normal functioning.

Decenzo and Robbins (2006) indicate that stress is a dynamic condition in which an individual is confronted with an opportunity, constraint, or demand related to what he or she denies and for which the outcome is perceived to be both uncertain and important. Stress is viewed as a negative emotional, cognitive, behavioural and psychological process that occurs as a person tries to adjust to or deal with stressors (Berristein, et al 2008). Stress is always regarded as a psychological process that involves an individual’s personal interpretation and response to any threatening event.  A publication on stress by the university of New York (Retrieved March 4, 2016) buttresses the notion that extreme levels of stress can hinder studies effectiveness and lead to poor academic performance (especially in chemistry) and attrition. It goes on to affirm that students who experience stressful life events also reported worse health outcomes and reduced quality of life. It is also worth nothing that stress is an inevitable part of student-life, as it takes a toll of most students’ physical health, emotional wellbeing and academic performance.

Carlson and Buskist (2007) define stress as a pattern of physiological, behavioural and cognitive responses to stimuli (real or imagined) that are perceived as endangering one’s well being. The medical review board also defined stress as the body’s reaction to change that requires a physical, mental or emotional adjustment or response. The term stress was coined by Professor Han Selye 1978. The pioneer in stress research, he defined stress as the non-specific response of the body to any demand made upon it. Each demand made on the body is unique in that there is a definite response. When we are cold, we shiver, when we are hot we perspire, a great muscular effort increases the demand upon the heat and vascular system.

Poor performance in chemistry has persistently remained a concern in Akwa Ibom State. Researcher has been done to investigate the factors that affect students’ performance in chemistry, but the primary focus has been on academic skills. However, research suggest that students’ achievement also depend on academic enablers such as attitudes and behaviours that allow them to participate in and ultimately benefit from the academic instruction in the classroom. Student attitudes play critical role in the learning and achievement in chemistry. Attitudes, like academic achievement, are important outcomes of science education in secondary school. The development of students’ positive attitudes regarding science as a school subject is one of the major responsibilities of every science teacher. Unfortunately, research has revealed that much of what goes on in science classrooms is not particularly attractive to students across all ages (Cheung, 2009).

An attitude may be defined as a predisposition to respond in a favourable or unfavourable manner with respect to a given attitude object (Oskamp and Schulz, 2005). The focus of this work is on the relationship between students stress factors and their performance in chemistry in secondary schools in Akwa Ibom State. Thus, the scope of this study is limited to chemistry as experienced by students in secondary schools than out of school experiences obtained from external sources such as media museums field trips and friends.

Students’ attitudes towards chemistry denote interests or feelings toward studying chemistry. It is student’s disposition towards liking or disliking chemistry while attitudes in chemistry mean the scientific approach assumed by an individual for solving problems, assessing ideas and making decisions. Student’s belief and attitudes have the potential to either facilitate or inhibit learning (Yara, 2009).

Attitude in science means the scientific approach assumed by an individual for solving problems, assessing ideas and making decisions in the sciences (Olatunde, 2009). Student’s attitude toward the learning of chemistry (a science subject) is a factor that has long attracted the attention of researchers. Ojo (1989) and Adesokan (2002) asserted that in spite of realization of the recognition given to chemistry among the science subjects, it is evident that students still show negative attitude towards the subject, thereby leading to poor performance and low enrolment. According to Bassey, Umoren and Udida (2008), students academic performance in chemistry is a function of their attitude.

 

The role of Chemistry in the development of the scientific base of any state cannot be overemphasized and Akwa Ibom State is not an exception yet with the increasing importance of Chemistry to the metamorphosing world, the performance of students in Akwa Ibom State public secondary schools in the subject (Chemistry) remains a concern to many scholars. However, it is disappointing to note that the students’ performance in chemistry at internal and external examinations has remained considerably below average despite the relative importance of Chemistry (Sage 2009).

Students stress factors and attitude have been advanced to affect or influence the performance of students in Chemistry in Public secondary schools in Akwa Ibom State, Nigeria. The very mention of the word stress’ brings thoughts such as increased rate of depression, anxiety, cardiovascular disease, and other potentially life threatening issues to one’s mind. Often times a student rushes from one end of campus/classroom to other trying to make their next class on time. Since classes are scheduled back-to-back, there is less or no time to even eat. Take for instance, it is three 0’clock and a student is extremely hungry. This week, they have got three mid-term examinations to study for and a backlog of 300 pages to read. They are meeting with a study group tonight to finish studies on a ***shed reading presentation.

Too bad they have also got three other assignments due tomorrow so it looks like they will not be getting much sleep tonight. The fact is indisputable that having the above introductory paragraph as a schedule in reality will certainly make students tensed up. Yet, those are the hectic routines we experience as students these days. We feel lost, overwhelmed, frozen or unable to cope. When confronted with so many tasks. Busy schedules crammed with studies, study and extracurricular activities can take a toll on students’ physical and mental health, especially if one is not eating or sleeping properly. If untreated, these stressors can compound overtime, leading to even greater levels of stress. It is also worth noting that stress is an inevitable part of student-life, as it takes a toll on most students’ physical, health, emotional wellbeing and academic performance. The rise of this pandemic in students is on account of factors such as the somewhat sudden change in lifestyle, increased study load, new responsibilities among others. A publication on stress by the university of New York (Retrieved March, 4, 2016) buttresses the notion that extreme levels of stress can hinder studies effectiveness and lead to poor academic performance (especially in Chemistry) and attrition. It goes on to affirm that students who experience stressful life events also reported worse health outcomes and reduced quality of life.

Stress in the process by which an individual or a person react when opened to external or internal problems and challenges. “The organism processes numerous systems to coordinate such adaptive responses both at systematic and cellular levels” by this, stress has direct effect on the brain and the whole anatomy of the body as such failure to adapt to a stressful condition can result in brain malfunction, physiological problem and also many areas of psychological challenges in the form of depression, anxiety, pain and burnout. All these effect of stress on the students affect their performance greatly in Chemistry in public secondary schools in Akwa Ibom State.

However, having mentioned earlier, they are some stressors/factors that hinder student’s performance in Chemistry in Akwa Ibom State and they are workload, examinations, library facilities, school environment, extracurricular activities and peer pressure. All these constitute stress factors that affect students’ performance in Chemistry in Akwa Ibom State, Nigeria.

Indeed students have a unique chester of stressful experiences. Student’s performance in chemistry can be affected by many factors. Bernstein et.al (2008) defined the sources of stress as every circumstances or event that threatens to disrupt people’s daily functioning and causes them to make adjustments.

Similarly, Phinnery and Haas (2003) stressed out sources of stress more specifically as a unique set of stressful encounters among students which include difficult financial challenges, domestic responsibilities and responsibilities related to holding a job while in school and a heavy academic load.

Furthermore, stress has generated a great deal of interest in recent years. It has been of great concern to members of the academic and other researchers. To most people, stress is bad and must be avoided, but this position is not always true.

According to Yales (1979), stress in proper amounts is a necessary ingredient in any person whose life is going to manifest vitality, stress is to be managed and not simply avoided. Ivancerish Matterson (1980) pointed out that say stress produces performance degradation is rather a simplistic over stated position. Thus, there must be an optimum level of stress that is tolerated to bring about performance. This stand point makes stress a complex concept that does not lead itself to a simple definition. McGarth (1776), defined stress in terms of conditions necessary for it as follows: it is potential for stress when environmental situation is perceived as presenting a demand that threatens to exceed the person’s capabilities. Stress can have both positive and negative consequences on the individual. Having optimum stress can lead to peak efficiency, create satisfaction a sense of well being and accomplishment and other reward for success. On the other hand excessive stress is school can result to loss of appetite for reading, to perform well and declining mental and physical health?   Stress is caused by some factors (stressors) which exist both within and without the school environment. These stressors can be identified as intra individual, inter individual, institutional and extra institutional stressors.

Attitude on the hand is a hypothetical construct that indicates an individual like and dislike towards an item. It may be positive, negative or neutral. Attitude is an approach, temperament, sensation, situation, etc. with regard to a person or thing. Inclination of course, especially of the mind, attitude is a way of working at things (Muellerleile, 2005). Attitudes like academic achievement are important outcomes of science education in secondary schools. The development of students’ positive attitudes regarding chemistry as a school subject is one of the major responsibilities of every science teacher. Unfortunately, research has revealed that much of what goes on in Chemistry classrooms is not particularly attractive to students across all ages (Cheung, 2009).

An attitude may be defined also as a predisposition to respond in a favourable or unfavourable manner with respect to a given attitude object (Oskamp and Schulz, 2005). The focus of this work is on the relationship between students stress factors and their performance in Chemistry in secondary schools in Akwa Ibom State. Thus, the scope of this study is limited to chemistry as experienced by students in secondary schools rather than out of school experiences obtained from external sources such as media museums field trips and friends.

Student’s attitudes towards chemistry denote interests or feelings towards studying chemistry. It is student’s disposition towards liking or disliking chemistry while attitudes in chemistry mean the scientific approach assumed by an individual for solving problems, assessing ideas and making decisions. Student’s belief and attitudes have the potential to either facilitate or inhibit learning (Yara, 2009).

Many factors could contribute to a student attitude toward studying chemistry. Studies including Berg (2005) and Adesoji (2008) reported Nigerian students positive attitudes to science (Chemistry) correlate highly with the attitude of Nigerian students towards the basic sciences which tend to decrease in the order, Biology, Chemistry, Physics and Mathematics. Results were obtained by Udousoro (2000) after using computer and text-assisted programmed instruction and Popoola (2008) also reported that students’ attitudes and interests to science especially Agricultural Science, correlate highly with their Chemistry Achievement.

Adesoji (2008) has conducted that a number of factors have been identified as related to student’s attitude to chemistry. Such factors include teaching methods, teacher attitude, influence of parents, gender and age, cognitive styles of students, career interest, social view of chemistry and scientific, social implication of science (Chemistry) and achievement. The above studies suggested that there is a relationship between attitude and methods of instruction and also between attitude and achievement (performance) and that it is possible to predict performance or achievement from attitude scores. Oskamp and Schulz (2005) described that there are three major theoretical viewpoints about the important nature of attitudes that have been proposed by social psychologists. The tri-component point of view and the latant process perspective (Oskamp and Schulz, 2005). Affect, behaviour and cognition are the three components of attitude which is a simple entity the tri-component viewpoint holds. The thoughts and emotions one has towards an attitude object such as Chemistry lessons and chemistry subject are referred to as behaviour components of Attitude, while the cognitive factor is the thinking or belief that someone has about the attitude object. The three components that are affect, behaviour and cognition are unique and separate entities. The second theoretical viewpoint about the nature of attitudes assumed. The term attitude reserves the effective component only. Cognition and behaviour are considered as determinants instead of components of an attitude. This point of view has been described by investigators such as Thurston (1931), Bern (1970) and Fishbein and Aizen 1975. They have described attitude as the sum of affect for or in opposition to an object. However, despite the overwhelming effect of students stress factors attitude on their performance in chemistry. It has been observed that no study has been observed that no study have been done to ascertain the level of relationship between students stress factor, attitude and performance in Chemistry in Akwa Ibom State Public Secondary Schools. Hence, the researcher deemed it fit to ascertain how students stress factors and attitudes such as work load, examination, extracurricular activities, peer pressure, teaching methods, teachers’ attitude, influence of parents, age, career interests, etc. affects student’s performance in Chemistry, Akwa Ibom State Public Secondary Schools.

 

1.2     Statement of the Problem

Despite the awareness of the importance of Chemistry in our daily lives, it is however sad to note that students stress factors, attitude and performance in this subject leaves much to be desired. The poor performance of secondary school students in Chemistry in NECO and WAEC Examinations calls for proper investigation. Although several researchers have proposed various factors responsible for the poor performance in chemistry such as economic background of the learner, poor attitude to chemical concepts and lately increase in lack of interests. Studies have shown also that positive attitude towards a subject can lead to higher performance or achievement. The way a study perceives Chemistry influences his/her attitude towards it and these stress factors and attitude towards Chemistry determines his or her performance.

Stress factors also have been identified as an impediment to students’ performance in Chemistry in secondary schools especially in Akwa Ibom State. These stress factors which are inform of workload, examination pressure, lack of funds,, peer pressure, combining work with studies and extracurricular activities have a great influence on students performance in the subject chemistry. This unpleasant trend in the educational development has in turn affected learning and teaching among students hence affecting negatively in their academic performance especially chemistry. The stress factors and attitude variables considered by the researcher are:

1. Workload: These are the number of subjects, activities (Curricular and extracurricular) a student has to complete within an Academic year. Workloads at every level of education are a course of stress on students.
2. Extracurricular Activities: Colleges pressure secondary school students to engage in extracurricular activities such as choirs, clubs, sports, band or volunteer work. The presence of these on students’ application can go for toward acceptance extracurricular activities in a cause of stress on secondary school students.
3. Peer Pressure: Peer relationship can cause distress among students. As peers apply pressure in regard to dress, behaviour, choice of friends and many other areas of life, that pressure can become a huge cause of stress on students.
4. Environment: The school environment itself can be sources of stress on students moving into secondary education find it challenging to constantly move around to classes.
5. Teaching methods: These may include class participation, demonstration, recitation, memorization, demonstration or combination of these.
6. Gender: The state of being male or female. This is one of factors that determine the attitude of students towards any subject.
7. Career interest: This is what an individual would like to do for work. However, people tend to be attracted to activities that they enjoy and are interested in, which then affords opportunity to develop skills and abilities.
8. Influence of Parents: Parents create the environment that the child is raised in, and heavily influence intelligence and personality by the ways they interact with the child. Parent’s influence their children on their choice of career often times.

Based on the above facts, it is pertinent and clear that, students stress factors and attitude has a great influence on the performance of secondary school students in chemistry and it is of much concern to this researcher hence the problem of the study posed as a question is. What is the relationship between students stress factors, attitude and performance in chemistry in Akwa Ibom State Public Secondary schools?

 

 

 

1.3     Purpose of the Study

The main purpose of the study is to determine the students stress factors, Attitude and performance in chemistry in Secondary School in Akwa Ibom State. Specifically, the study sought to determine:

1. The relationship between students’ workload and their performance in chemistry.
2. The relationship between student extracurricular activities and their performance in chemistry.
3. The relationship between students peer pressure and their performance in Chemistry.
4. The relationship between school environment and their performance in Chemistry.
5. The relationship between teaching methods and their performance in Chemistry.
6. The relationship between gender and their performance in Chemistry.
7. The relationship between career interest and their performance in chemistry.
8. The relationship between students’ parental influence and their performance in chemistry.

 

1.4     Significance of the Study

This study will enable us to have firsthand knowledge about students stress factors attitude and performance in Chemistry in secondary schools in Akwa Ibom State. This study will throw more light on the relationship that exists between stress factors among students and their performance in Chemistry and as well the factors responsible for students attitude (positive or negative) towards chemistry and how it affects their performance in the subject.

Similarly, the finding of the study will be an eye opener to students on how to manage stress in school and even in their entire life. The finding of the study will also enable the students to put up a positive attitude towards the study of chemistry in secondary schools. The finding will also be relevant to educational policy makers, parents, school management boards, teachers and entire society as it will reduce the apprehension attached to the study of chemistry. The finding of the study will reduce the notion that chemistry is too had to study especially at the secondary school level.

In all, Nigerian society will also benefit from the results of this study, in the sense that it will increase more participation in the study of chemistry thereby improving performance and encourage the development of the scientific base on the nation.

 

1.5     Scope and Delimitation of the Study

The geographical scope of this study covered all the public secondary schools in Akwa Ibom State. Specifically, the study focuses on the students stress factors, attitude and performance in Chemistry in secondary schools in Akwa Ibom State. It is majorly concerned on how these stress factors and attitude such as workload, extracurricular activities, peer pressure, gender, career interest and parental influence affect students’ performance in Chemistry of Akwa Ibom State secondary schools. This study is also concerned with proffering implementable recommendations on how students can effectively manage stress factors and put up positive attitude towards the study of chemistry in secondary schools in Akwa Ibom State.

 

1.6     Research Questions

The study proposed the following research questions:

1. What is the relationship between student’s workload and their performance in chemistry?
2. What is the relationship between student’s extracurricular activities and their performance in chemistry?
3. What is the relationship between students peer pressure and their performance in chemistry?
4. What is the relationship between students’ environment and their performance in chemistry?
5. What is the relationship between teaching methods and their performance in chemistry?
6. What is the relationship between students Gender and their performance in chemistry?
7. What is the relationship between parental influence and their performance in chemistry?
8. What is the relationship between students’ career interest and their performance in chemistry?

 

1.7     Hypothesis of the Study

The following hypotheses were formulated for the study:

Ho₁: There is no significant relationship between students’ workload and their performance in Chemistry

Ho₂: There is no significant relationship between students extracurricular activities and their performance in chemistry.

Ho₃: There is no significant relationship between students peer pressure and their performance in Chemistry.

Ho₄: There is no significant relationship between school environment and their performance in chemistry.

Ho₅: There is no significant relationship between teaching methods and their performance in Chemistry.

Ho₆: There is no significant relationship between students’ gender and their performance in Chemistry.

 

1.8     Limitation of the Study

Even though the research has attained its objective, there were some unpreventable limitations. First, there are many other students stress factors and attitude that are prevalent among students but due to the focus of the study this research is only concerned with right stress and attitudinal factors and their relationship with performance in chemistry in secondary schools in Akwa Ibom State.

Another major limitation of the study was the rate of return of instruments by the respondents, during the Administration of the instruments thereby limiting the researcher to make use of the data from the few ones returned by the respondents. Finally, they were not much study done on this subject matter particularly in secondary schools in Akwa Ibom State there by limiting the researcher to few literatures in this study area.

 

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