PROBLEMS AND FACTORS INFLUENCING STUDENTS’ ATTITUDE TOWARD LEARNING OF CHEMISTRY IN SECONDARY SCHOOL
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ABSTRACT
The study examined “Problems and factors influencing students’ attitude toward learning of Chemistry”. The research design was a survey design. The population of the study comprised of all the schools within Yaba Local Government Area Lagos. The research used primary sources of data in the course of study. The data were collected via the use of questionnaire. A convenience sampling method was adopted in selecting sample for the study. One hundred and sixty-four questionnaire were administered to five selected schools in which one hundred and twenty-two was returned. Frequency tables was use to analyze the data while the hypothesis was tested using Chi-Square statistics. The findings further revealed that students performed better when they are in a conducive environment that encourages the learning of Chemistry. It is recommended that maximum effort should be given to improve the students’ attitude towards Chemistry.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Science education is facing a challenge of students who are losing interest in learning science subjects including chemistry. Despite the greater number of Chemistry graduates produced by tertiary institutions every year, there are a number of secondary schools where Chemistry teachers are not competent in the teaching of the subject. The attitude of the students in secondary schools towards Chemistry as a profession is not encouraging. This makes the teaching of Chemistry ineffective even where there are competent teachers to teach. It is on this premise that this study is designed to investigate the attitude of students to teaching and learning of Chemistry in secondary schools (Abulude, 2016).
Chemistry is the scientific study of the interaction of chemical substances that are constituted of atoms or the subatomic particles: protons, electrons and neurons. It is an integral part of the science curriculum both at the Senior Secondary School as well as the institution. At this level, it is often called “general Chemistry” and is an introduction to a wide variety of fundamental concepts that enable the students to acquire tools and skills useful at the advanced levels where Chemistry is invariably studied in any of its various sub-disciplines. Chemistry plays a pivotal role in engineering, sustainable economic development and growth in any nation. Put succinctly, there is no aspect of human endeavour on natural phenomena in which Chemistry does not feature. It features prominently in the areas of oil and gas, agriculture, health, environment, solid minerals, textile, cosmetics water supply and sanitation, crime detection, pulp and paper, and waste management among others (Zuru, 2009). Chemistry is the catalyst of sustainable national growth and development.
Chemistry in general is linked with the development of any nation in the world. Chemistry as a discipline, opens and shuts more doors for men and women than any other content area we have got (Bolaji, 2005). Whether it’s in science, engineering or technology, it is tremendously important that a person be well-armed with Chemistry if they are going to have options in life (Bramlett and Herron, 2009). Chemistry is one of the core subjects to be offered to all students till the tertiary levels of education (Ernest, 2004).
Chemistry as observed by Fishbein and Ajzen (2005) is a fundamental science that is necessary for understanding of most other fields in education. Fishbein stressed further that no other subject forms such a strong force among the various branches of science. In support of Fishbein, Ford (2001) affirmed that the knowledge of science remains superficial without Chemistry. It is therefore means that, the position of Chemistry in school curriculum in Nigeria is important for scientist. In Nigeria, both primary and secondary teacher training colleges have ordinary level Chemistry as requirement for enrolment to prospective teachers.
Furthermore Hyde, Fennema, Ryan, Frost, and Hopp (1990) stated that most employers in Nigeria expect a job – seeking school leaver to have passed Chemistry, Science and English language, among other subjects at ordinary level. This compulsory nature of Chemistry carries with it the assumption that the knowledge of the subject is essential for all members of our society. In Nigeria, Chemistry competence is a critical determinant of the Post-Secondary educational and career options available to young people (Barrow and Woods, 2006).
Affective factors such as attitudes also have profound impact on students’ Chemistry achievement. Karp (2001) in a comparative study of factors influencing Chemistry achievement found out that there is a direct link between students’ attitudes towards Chemistry and student outcomes.
Jaji (2002) supports this by propounding that resource shortage, teacher quality, poor teaching, repeated subject failure, peer influence, inadequacy of textbooks, cultural background and language also contribute to poor performance in Chemistry.
Attitudes towards Chemistry include liking, enjoying and interest in Chemistry, or the opposite, and at worst Chemistry phobia (Ernest, 1989). This means that the students have to like Chemistry, enjoy the activities performed in Chemistry and have interest at heart for Chemistry. On the other hand, attitudes play an important role on students’ Chemistry achievement. Those who lack confidence in Chemistry academic skills envision a low grade before the beginning of an examination (Adesokan, (2002).
1.2 Statement of the Problems
Despite the relative importance of Chemistry, it is very disappointing to note that the student’s performance in the subject in both internal and external examinations has remained consistently poor (Bolaji, 2005). Chemistry educators have put up noble and spirited efforts aimed at identifying the major problems associated with learning of Chemistry in the nation’s schools. Despite all these noble efforts, the problem of poor achievement in Chemistry has continued to rear its head in the nation’s public examinations and Chemistry is part of it.
Adesokan (2002) asserted that in spite of the recognition given Chemistry, it is evident that students still show negative attitude towards Chemistry thereby leading to poor performance. Bolaji (2005) in a study of the influence of students’ attitude towards Chemistry found out that the teachers’ method of Chemistry teaching and his personality greatly accounted for the students’ positive attitude towards Chemistry.
1.3 Aims and Objectives of the study
This research work seeks to study Problems and factors influencing students’ attitudes toward learning of Chemistry in secondary school and the objectives of this study include to:
- Examine the influence of classroom environment on students’ attitudes towards Chemistry.
- Examine the effect of teachers’ personality and behavior on students’ attitudes towards Chemistry.
iii. Ascertain the effect of gender differences on students’ attitudes towards Chemistry
- Examine the effect of social background on students’ attitudes towards the learning of Chemistry
1.4 Relevant Research Questions
The study provides answers to the following questions:
- How does classroom environment and students learning style influence on students’ attitudes towards Chemistry?
- What are the effect of teachers’ personality and behavior on students attitude towards Chemistry?
iii. How does gender differences affect students’ attitudes towards Chemistry?
- How does social background influence students’ attitudes towards the learning of Chemistry?
1.5 Relevant Research Hypothesis
The following hypothesis were developed for the study:
- Ho: There is no significant relationship between the attitude of students and the learning of Chemistry.
H1: There is significant relationship between the attitude of students and the learning of Chemistry.
1.6 Scope and Limitation of the Study
The work examines problems and factors influencing students’ attitudes toward learning of Chemistry in secondary school. The study is limited to the five selected schools in Yaba Local Government Area in Lagos State, namely: Regan; Memorial Baptist Girls Secondary School, Sabo-Yaba; Methodist Girls High School, Yaba, Lagos; Morroco Junior High School, Igbobi, Yaba; St. Finbarrs High School, Akoka, Yaba and Western College, Yaba Lagos.
1.7 Significance of the Study
The significance of the study are stated below:
The school administrators may use findings from the study to understand the prime factors affecting students’ attitudes toward learning of Chemistry in secondary school. Also aid teachers to identify deficiencies and limitations as regards the teaching and learning of Chemistry and make necessary adjustment where necessary. Again, the study enables secondary school principals to be able to plan systematically for staff retention that enhance students’ attitude towards the learning of Chemistry. Other stakeholders of education (parents, students, teachers, support staff, donors) use the findings of the study as a checkpoint to happenings of the same nature. Finally, the study alerts the students on both positive and negative effects of attitude and perception towards Chemistry at the present level and future career.
1.8 Operational Definition of Terms
Attitude: A predisposition or a tendency to respond positively or negatively towards a certain idea, object, person, or situation.
Classroom: A room or place especially in a school in which classes are conducted.
Environment: Environment (systems), the surroundings of a physical system that may interact with the system by exchanging mass, energy, or other properties.
Influence: Influence is the action or process of producing effects on the actions, behavior, opinions, etc., of another or others.
Chemistry: The study of the measurement, properties, and relationships of quantities and sets, using numbers and symbols.
Student: A person formally engaged in learning, especially one enrolled in a school or college; pupil
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