THE EXTENT OF USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING AND LEARNING OF CHEMISTRY IN SENIOR SECONDARY SCHOOLS
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Abstract
The study was set to examine the extent of use of instructional materials for effective teaching/learning of chemistry in Senior Secondary Schools using Akamkpa Local Government Area, Cross River State as a case study. Information from chemistry teachers in a subset of secondary schools in the Akamkpa Local Government Area was gathered using a well-crafted questionnaire. The investigation was directed by four research questions, and the chi square was used to test the hypotheses that were developed. The findings showed that instructional materials and resources have a big influence on how chemistry is taught in secondary schools. It also demonstrates that there was a strong correlation between the academic achievement of students in chemistry and the instructional materials. It was noted that there weren’t enough teachers in the schools that were visited to teach chemistry and to make use of the little teaching tools that were available. Based on these problems, it was recommended that more funds should be released by the government of the day so that the school can purchase chemistry instructional resources. Also, the school authority should provide enough ICT resources for teaching the chemistry and to train their teachers on how to use these teaching aids from time to time.
TABLE OF CONTENT
Title page
Approval page
Dedication
Acknowledgment
Abstract
Table of content
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the study
1.7 Scope and limitation of the study
1.8 Definition of terms
CHAPTER TWO
2.0 LITERATURE REVIEW
CHAPTER THREE
3.0 Research methodology
3.1 sources of data collection
3.3 Population of the study
3.4 Sampling and sampling distribution
3.5 Validation of research instrument
3.6 Method of data analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1 Introductions
4.2 Data analysis
CHAPTER FIVE
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Nigeria, like numerous other developing nations, is a nation eager to advance its scientific and technology capabilities. Nigeria is working to expedite the scientific and technological advancements that the industrialized world required centuries of civil unrest, trial and error, and trial and error to achieve. In recent times, technology transfer across logged expression has been recognized as one of the best instruments for accomplishing these incredibly admirable goals. But chemistry education, which is only accessible through formal schooling, is fundamental to this technological transfer. It is also used as an essential tactic in the battle against ignorance. By the way, according to the National Policy on Education, Nigeria has acknowledged education as the best tool available for fostering national development (FRN, 2004).
Education today, as always, is ever-evolving and expanding in scope. Our schools face new pressures arising from changing student needs, societal expectations, economic changes, and technological advancements. Nevertheless, development of some conceptions that include the goal that are being aimed at is very necessary if any education program is to be formulated and efforts for continued improvement are to be made. These educational objectives therefore become a criteria by which materials are selected, content is outlined, instructional procedures are developed, and human resources are also taken into consideration.
Mbuk (2012) explains that education consists of two components which are classified into inputs and outputs. He defined inputs as material and human resources, and outputs as the objectives and results of the educational process. The impacts of one component on the other must be investigated if one want to research and evaluate the educational system in order to improve its performance. The use of educational resources, or instructional materials, is essential to the teaching of every subject covered in the school curriculum. Educational resources benefit both teachers and students by simplifying instruction and enhancing the clarity of learning objectives. Iyunade (2014). When used properly, instructional materials can pique students’ curiosity, ignite their desire to learn, and encourage participation in the class Chong (2016). It was mentioned that the utilization of teaching resources will help pupils retain newly learned information.
The school environment, which is thought of as instructional material, has been defined as an establishment where materials are created, maintained, and arranged so as to facilitate the achievement of desired learning outcomes by the students. It also covers the school’s physical and aesthetic surroundings, safety and security environment, and culture. Since it engages students’ senses and motivates them, the process of managing and organizing educational materials in a classroom setting results in effective learning. According to Ojokuku (2012), chemistry is a field of natural science that examines the nature, composition, and changes that substances go through as a result of modifications to their molecular makeup. Because chemistry is so important in helping citizens develop the information and skills they need to investigate their surroundings and lead fulfilling lives, it has been awarded core status and made mandatory for all science students. According to Savoury (1999), a thoughtful and innovative use of visual aids in the classroom can also significantly reduce students’ feelings of boredom and depression. It can also make up for the lack of interest that students may have in books and spark their curiosity by providing them with something tangible to see and touch and encouraging them to solve problems on their own.
The Federal Ministry of Education of Nigeria (2007) stipulated that the objectives of Chemistry education include developing interest in the subject of chemistry, acquiring basic theoretical/practical knowledge and skills in chemistry, applying skills to meet societal needs of creating employment and wealth, and adequately preparing for further studies in chemistry. Despite the noble goals of teaching Chemistry in senior secondary school in Nigeria, pupils perform dismally in internal and external examinations, as indicated by the West African Examination Council’s (WAEC) May/June Chief Examiners’ report (WAEC, 2013). Acquire skills and knowledge in accordance with the Nigerian Policy on Education (2004) and the instructional objectives. Chemistry in senior secondary schools in Nigeria requires the utilization of instructional materials, which cannot be overstated. This means that, in order to effectively fulfill chemistry objectives, teachers must use Chemistry instructional materials in class at all times.
Burettes, pipettes, beakers, Bunsen burners, flasks (volumetric, flat bottomed, round bottomed), and other chemical educational items are available. For an efficient teaching and learning process, these materials should be available in big quantities and of high quality in the classroom. In an empirical assessment, Ogaga, Igori, and Egbodo (2016) discovered that key facilities such as computers, chemicals, samples, Bunsen burners, models, and charts are not provided in schools for the process of teaching and learning. The introduction of contemporary equipment in schools facilitates and motivates the teaching and learning process of chemistry.
The inadequacy of instructional materials, a shortage of laboratory space, and a lack of human resources have all been major concerns for educators. The reduction in student performance in Science, Technology, and Mathematics (STM) is linked to the poor learning environment generated by the lack of instructional facilities. According to Chong (2016), the availability and quality of these facilities encourages successful teaching and learning activities in schools, however their deficiency has a detrimental impact on academic performance.
Many researchers have searched for solutions to the chemistry problem in various ways, leading the bulk of them to try and find remedies to the factors militating against student performance in chemistry education. Long-standing problems or factors causing poor performance in chemistry education, as discovered by scholars, that are inherent in the development of student poor attitude towards the subject include a lack of good teaching or instructional materials, a lack of experienced and qualified chemistry teachers, and the teachers’ inability to handle and use instructional materials when they are available.
The Science Teachers Association of Nigeria (STAN) has made several efforts to train secondary school teachers on improvisation techniques where materials are lacking in various science subjects, including chemistry. As a result, there is a need to assess the extent to which teachers have been able to use or improvise instructional materials for effective teaching by surveying the impact of the use of instructional materials in chemistry learning on students’ academic achievement.
1.2 Statement of the problem
The issue of low exam performance among senior secondary school chemistry students in the Akamkpa local government region was the driving force for the decision to conduct this study. The State Education Management Board and even the parents have been aware of this dismal exam performance for a number of years. Certain subjects in the chemistry curriculum for secondary schools have been shown to be challenging for students to understand. Without a doubt, using instructional materials and using basic practice in chemistry education can significantly increase students’ performance. It is impossible to overstate the importance of education in any community. It is believed that education is the one significant component that improves both society and the person. Because it has a broad impact on the nation’s economy and productivity, education is seen as a multi-sectoral issue in Nigeria. This is because providing basic formal education to all schools, whether they are in the public or private sector, is an essential societal obligation. Teachers, technicians, and students all have important responsibilities to play in preparing pupils for the advancement of technology. For the purpose of using appropriate and adequate instructional materials and methods to teach diverse concepts in each subject area, teachers themselves must acquire some essential abilities. Many people have serious concerns about the suitability and efficacy of instructional materials used in chemistry classes. The low caliber of chemistry instructors, teachers, and equipment is typically seen as a contributing factor to the inadequate instruction of chemistry. Research has indicated that the main things working against the performance of chemistry students are low funding, inadequate funding, low levels of utilization of the instructional materials, a carefree attitude on the part of teachers toward improvisation of the material and use, and a lack of laboratory equipment. The goal of this study is to ascertain how much instructional materials are used for effective teaching and learning of chemistry in Senior Secondary Schools, given the issue of students’ poor performance on external examinations of WASSCE, NECO, and JAMB over the years. This is the case since it is thought that applying basic practice and using instructional materials in teaching and learning environments can significantly increase students’ performance.
1.3 Purpose of the Study
The main purpose of the research was to carry out a survey on the extent of use of instructional materials for effective teaching/learning of chemistry in Senior Secondary Schools. Specifically the research sought to:
- Find out the influence of instructional materials on academic performance of senior secondary school students in chemistry.
- To examine the relationship between instructional materials and student academic performance in chemistry
- To examine the impact of instructional materials in teaching and learning of chemistry in secondary school
- Determine the effect of teaching experience on the chemistry teachers’ effort at improvisation of instructional materials
1.4 Research Questions
- Does instructional materials influence the academic performance of senior secondary school students in chemistry?
- Is there any significant relationship between instructional materials and student academic performance in chemistry?
- Does instructional materials impact on the teaching and learning of chemistry in secondary school?
- What are the effect of teaching experience on the chemistry teachers’ effort at improvisation of instructional materials?
- Research Hypotheses
The following research hypotheses were formulated by the researcher:
H0: There is no statistical significant relationship between the academic performance of chemistry students and the use of instructional materials in Teaching-learning
H1: There is a statistical significant relationship between the academic performance of chemistry students and the use of instructional materials in Teaching-learning
H0: Instructional materials does not have any impact in teaching and learning of chemistry in secondary school
H2: Instructional materials does have an impact in teaching and learning of chemistry in secondary school
1.6 Significance of the Study
There is no denying that the study’s conclusions will have a big impact on the work of education policy makers, especially those in senior secondary schools, as well as on administrators and working instructors. The results of the study will be of interest even to the Federal Ministry of Education, so the students and their parents won’t be left out because they either fall into the category of people who have little to no knowledge of chemistry or none at all and could contribute to the nation’s technological growth. More specifically, though, the study’s findings will broaden our understanding of the effects of using instructional resources to teach chemistry in secondary schools. Instructors will comprehend why students think a specific approach is helpful in piqueing their curiosity. In addition to the topic and delivery style, it will make teachers more aware of how pupils behave and how well they do when using educational resources.
Parents will also realize that in order to combat their children’s innate animosity toward the topic, they must give them the textbooks and other educational resources they require. Additionally, as stated in the National Policy on Education (2004), the availability of instructional materials will support scientific literacy by aiding in the study of chemistry.
The growth of this scientific information will instill in the students the acquisition of suitable skills for a livelihood in the learning of chemistry.
The study’s conclusions will help school administrators and planners understand the value of the research and give teaching resources for chemistry classes as well as for learning in all other subject areas.
The results of the study will support the recommendation made by the education department that in-service training on instructional materials and methods for teaching chemistry should be given to teachers in order to increase their capacity.
In order to foster meaningful relationships between the pioneers, coordinators, and supervisors of chemistry education, this study will also assist in identifying strategies for motivating current and prospective students in the subject of chemistry. Above all, the study’s findings will contribute to an insightful conversation on the effects of instructional materials and resources on students’ learning environments and the teaching and learning of chemistry. When the study is finished, it will contribute to the body of knowledge and make further research in this field easier.
1.7 Scope and Limitations of the Study
The study’s scope includes the utilization of instructional resources for effective chemistry teaching/learning in Senior Secondary Schools. The study is limited to selected secondary schools in Cross River State’s Akamkpa local government district. The following topics will be covered in particular: the concept of instructional materials, types, importance, fundamental theories guiding selection, utilization of teachers’ perceptions about the provision of instructional materials, and the importance of improvisation. It will also cover the instructional strategies used in the teaching of chemistry. In the cause of the study, there are some factors that limited the scope of the study;
(a)Availability of research material: The research material available to the researcher is insufficient, thereby limiting the study.
(b)Time: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
(c) Finance: The finance available for the research work does not allow for wider coverage as resources are very limited as the researcher has other academic bills to cover
1.8 Definition of Terms
Instructional materials: instructional materials are the tools used in educational lessons, which includes active learning and assessment. Basically, any resource a teacher uses to help him teach his students is an instructional material
Chemistry: Chemistry is the scientific discipline involved with elements and compounds composed of atoms, molecules and ions: their composition, structure, properties, behavior and the changes they undergo during a reaction with other substances.
Secondary school: A secondary school is both an organization that provides secondary education and the building where this takes place. Some secondary schools can provide both lower secondary education and upper secondary education, but these can also be provided in separate schools, as in the American middle school- high school system.
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