Classroom Environment And The Teaching Of Chemistry In Secondary Schools In Nsit Ibom Local Government Area

Classroom Environment And The Teaching Of Chemistry In Secondary Schools In Nsit Ibom Local Government Area
Abstract
This study examines classroom environment and the teaching of chemistry in secondary schools in Nsit ibom local government area. Factors such as school facilities, class size, school location and school plant planning were examined to know their impact on the academic achievement of students in chemistry. Questionnaire was administered to test the hypotheses developed. Simple percentage statistical tool was employed to analyze the variables. Based on the findings, it was discovered that poor school facilities, large class size, inappropriate school location, and poor school plant planning negatively affects students’ academic performance. Recommendations were made to address the issues of school learning facilities, classroom population, school location and proper school plant planning.
Table of Content
- Title Page
- Certification
- Dedication
- Acknowledgement
- Table of Content
- List of Tables
- Abstract
Chapter One:
Introduction
- 1.1 Background of the Study
- 1.2 Statement of the Problem
- 1.3 Objective of the Study
- 1.4 Research Questions
- 1.5 Research Hypothesis
- 1.6 Significance of the Study
- 1.7 Scope of the Study
- 1.8 Limitation of the Study
- 1.9 Definition of Terms
- 1.10 Organisations of the Study
Chapter Two:
Review of Literature
- 2.1 Conceptual Framework
- 2.2 Theoretical Framework
- 2.3 Empirical Review
Chapter Three:
Research Methodology
- 3.1 Research Design
- 3.2 Population of the Study
- 3.3 Sample Size Determination
- 3.4 Sample Size Selection Technique and Procedure
- 3.5 Research Instrument and Administration
- 3.6 Method of Data Collection
- 3.7 Method of Data Analysis
- 3.8 Validity of the Study
- 3.9 Reliability of the Study
- 3.10 Ethical Consideration
Chapter Four:
Data Presentation and Analysis
- 4.1 Data Presentation
- 4.2 Analysis of Data
- 4.3 Answering Research Questions
- 4.4 Test of Hypotheses
Chapter Five:
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- References
- APPENDIX
- QUESTIONNAIRE
Chapter One
Introduction
1.1 Background to the Study
Chemistry education has been identified to be one of the major bedrock for the transformation of a national economy, and hence must be accorded adequate attention. There has been much concern expressed about the apparent fall in the standard of science education at the secondary school level in Nigeria. Nwagbo (2001) identified a number of factors obstructing students’ understanding and achievement in the science subjects. Chief among these factors was the use of inappropriate, non–effective teaching methodology. Oludipe (2004) noted that a major defect in the educational system is that science is presented dogmatically in most schools as series of disjointed facts and concepts which students find difficult to relate to the real world.
The persistent poor performance in science subjects, chemistry inclusive, at secondary school certificate level has given rise to an assumption that most science teachers in secondary schools in Nigeria probably do not make use of varied forms of teaching strategies to be able to cope with some specific difficulties associated with the teaching and learning of science by both the teachers and students respectively. In other words, this could imply that they are knowledgeable in the science content but not in the pedagogical aspects. For instance, studies have shown that most science teachers do not possess the prerequisite knowledge needed for activity based learning (Nwosu, 2004; Johnson 2004) and as a result the most prevalent method of teaching has been the talk and chalk (lecture) method. Science is taught to the learners using the descriptive or lecture method instead of hands – on approach.
As often specified by the current curriculum in use, chemistry teachers are expected to deliver a particular content (that is, knowledge) in a specific term, week and time of the year to learners. However, how to put the required knowledge across to the learners is often a problem to teachers. This problem could arise from either having to teach much in a short time (i.e. workload) or not having the pedagogical wherewithal (i.e. preparation and or knowledge of available methods). Further, it is found that some teaching strategies could be more facilitative than others when used in teaching, they often depends on the topic/concept (Samba et al. 2010).
A teaching strategy refers simply to an approach, method or a combination of carefully designed classroom interactions that could be followed meticulously to teach a topic, concept or an idea. Macmillan English Dictionary (2007) explains an innovative approach as designs that are full of new or purposively reconstructed existing ideas. This could also mean using new or reconstructed already existing ideas, methods, and equipment. Innovative teaching strategies is important because different situations, teaching topics, learners cognitive readiness, concepts being taught, skills intended to be developed in learners demand for different approaches to be used. Therefore, a teacher who is not aware of a variety of such strategies can neither attempt to use them in the first place nor use them adequately.
Chemistry teaching is suppose to be result oriented and students centred, and this can only be achieved when students are willing and the teachers are favourably disposed, using the appropriate methods and resources in teaching the students. Students by nature are curious; they need to be actively involved in the learning process in which they are continuously equipping, testing, speculating and building their own personal construct and knowledge. It is only by personalizing such knowledge that it becomes valid, meaningful and useful to them. In chemistry, students need to actively construct their own personal awareness and meaning, (Usman, 2000). The brain is not a passive consumer of information and to learn with understanding, a learner must actively construct meaning of what to be learned.
The school environment, which include the classrooms, libraries, technical workshops, laboratories, teachers’ quality, school management, teaching methods, peers, etc are variables that affect students’ academic achievement (Ajayi, 2001 and Oluchukwu, 2000). Hence, the school environment remains an important area that should be studied and well managed to enhance students’ academic performance.The issue of poor academic performance of students in Nigeria has been of much concern to the government, parents, teachers and even students themselves. The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the school environment (Ajao 2001). It has also been observed that adequate attention is now being paid to school plant planning throughout the world’s educational systems including Nigeria. Educational facilities such as school plant have been repeatedly found to have positive relationship with standard and quality of educational system. (Ojedele, 2000).Nigeria as a nation strives to experience real growth and development. This requires a clearly defined development strategy that allows intensive utilization of resources which is endowed. These resources are the various school physical facilities that are indispensable in the educational process. They include the sitting, the building and physical equipment, recreation places for the achievement of educational objectives (Oluchuckwu, 2000).School environment which include instructional spaces planning, administrative places planning, circulation spaces planning, spaces for conveniences planning, accessories planning, the teachers as well as the students themselves are essential in teaching-learning process. The extent to which student learning could be enhanced depends on their location within the school compound, the structure of their classroom, availability of instructional facilities and accessories. It is believed that a well planned school will gear up expected outcomes of education that will facilitate good social, political and economic emancipation, effective teaching and learning process and academic performance of the students.Relating this study to international occurrences are the assertions of Williams, Persaud & Turner (2008), quoting Marsden (2005), which reported that safe and orderly classroom environment (aspect of instructional space), School facilities (accessories) were significantly related to students’ academic performance in elementary schools. The three researchers, also quoted Glassman (1994), asserting that a comfortable and caring environment among other treatments helped to contribute to students` academic performance.The physical characteristics of the school have a variety of effects on teachers, students, and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms, and inconsistent temperatures make teaching and learning difficult. Poor maintenance and ineffective ventilation systems lead to poor health among students as well as teachers, which leads to poor performance and higher absentee rates (Frazier, 2002 Lyons, 2001; and Ostendorf, 2001). These factors can adversely affect student behavior and lead to higher levels of frustration among teachers, and poor learning attitude among student.Beyond the direct effects that poor facilities have on students’ ability to learn, the combination of poor facilities, which create an uncomfortable and uninviting workplace for teachers, combined with frustrating behavior by students including poor concentration and hyperactivity, lethargy, or apathy, creates a stressful set of working conditions for teachers. Because stress and job dissatisfaction are common pre-cursors to lowered teacher enthusiasm, it is possible that the aforementioned characteristics of school facilities have an effect upon the academic performance of students in chemistry.Previous studies have investigated the relationship of poor school environment including problems with student-teacher ratio, school location, school population, classroom ventilation, poor lighting in classrooms, and inconsistent temperatures in the classroom with student health problems, student behaviour, and student achievement (Crandell & Smaldino, 2000; Davis, 2001; Johnson, 2001; Lyons, 2001;Moore, 2002; Stricherz, 2000; Tanner, 2000). To complement these studies, the present research will examine the aforementioned areas of school environment as it affect students performance in chemistry.
1.2 Statement of the Problem
Emphasizing the importance of classroom environment to students academic performance chemistry, Oluchukwu, (2000) asserted classroom environment is an essential aspect of educational planning, he went further to explain that “unless schools are well suited, buildings adequately constructed and equipment adequately utilized and maintained, much teaching and learning may not take place.
Corroborating these, Mark (2002) and Ajayi (2007), maintained that high levels of students’ academic performance may not be guaranteed where instructional space such as classrooms, libraries, technical workshops and laboratories are structurally defective. They also emphasized that structural effectiveness, proper ventilation and well sited instructional space lead to successful teaching and learning process of students in chemistry.
1.3 Purpose of the Study
The main purpose of this study is to examine the classroom environment and the teaching of chemistry in secondary schools in Nsit Ibom local government area.
The study also aims
- To examine the impact of school facilities on the academic performance of students in chemistry
- To explore factors such as class size that have been perceived to promote or inhibit students learning and overall students academic achievement in chemistry and
- To investigate the extent to which school location affects the academic achievement of students in chemistry.
1.4 Research Questions
- Is there any relationship between classroom environment and the student academic achievement in chemistry?
- To what extent do school facilities affect student performance in chemistry?
- What effect does class size has on the academic performance of students in chemistry?
- To what extent does school location has on the achievement of students in chemistry?
1.5 Research Hypothesis
- Ho1: There is no significant difference between classroom environment and the students’ academic performance in chemistry
- Ho2: There is no significant difference between school facilities and academic performance of students in chemistry
- Ho3: There is no significant difference between class size and academic performance of students in chemistry
- Ho4: There is no significant difference between school location and academic performance of students in chemistry
1.6 Significance of the Study
It is hoped that this study will provide information for parents, educators and school administrators to reflect upon various factors that help students in achieving its academics goals in chemistry. In so doing, they can investigate the possibility of introducing those factors to their school, which may consequently lead to enhancing students’ academic performance in chemistry. In addition, the fact that this study is conducted in public schools, it shares quite a lot of similarities with many other counterparts. In this connection, this study provides a valuable reference for other schools to reflect upon the classroom environment as it affect the academic performance of student in chemistry.
1.7 Scope of the Study
This research work focuses on classroom environment and the teaching of chemistry in secondary schools in some selected schools in Nsit Ibom local government area. This research work covers the impact of the learning environment on students’ academic achievement in chemistry in all public secondary schools students in Nsit Ibom local government area. However, four public secondary schools were used as case study.
1.8 Limitation of the Study
Apart from time-frame and shortage of finance, the major limitation to this research is the inability of the researcher to cover the whole public secondary school in Nsit Ibom local government area.
1.9 Definition of Terms
School:
A school is an institution designed for the teaching of students (or “pupils”) under the direction of teachers
Classroom Environment:
A school’s physical environment includes the school building and the surrounding.
Academic Achievement:
Knowledge attained or skills developed in school subjects by test scores.
Secondary School (also “high school”)
Is a term used to describe an educational institution where the final stage of schooling, known as secondary education and usually compulsory up to a specified age, takes place. It follows elementary or primary education, and may be followed by university (tertiary) education.
1.10 Organization of the Study
This research work is organized in five chapters, for easy understanding, as follows.
- Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
- Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
- Chapter three deals on the research design and methodology adopted in the study.
- Chapter four concentrate on the data collection and analysis and presentation of finding.
- Chapter five gives summary, conclusion, and recommendations made of the study.
Chapter Five
Summary, Conclusion and Recommendation
5.1 Summary
In this study, our focus was to examine the classroom environment and the teaching of chemistry in secondary schools using selected schools in Nsit Ibom local government area as a case study. The study specifically was aimed at highlighting the impact of school facilities on the academic performance of students in chemistry. explore factors such as class size that have been perceived to promote or inhibit students learning and overall students academic achievement in chemistry and the extent to which school location affects the academic achievement of students in chemistry. A total of 141 responses were validated from the enrolled participants where all respondent are drawn from teachers and students local government area
5.2 Conclusion
Based on the finding of this study, the following conclusions were made:
- In smaller classes students tend to be as much as one to two months ahead in content knowledge
- Class size also shapes the quality of writing instruction at all levels
- Class size reduces the attentiveness of a student
5.3 Recommendation
Based on the responses obtained, the researcher proffers the following recommendations:
- Positive learning environment encourages students‟ motivation to learn and improve in their academic achievement.
- Conducive learning environment helps teachers to achieve their instructional objectives
- Recommendations were made for a more proactive approach that would facilitate provision of adequate facilities in our public secondary schools in Nigeria and Lagos State in particular.
- The study had revealed the picture of poor condition of facilities in public schools and urgent attention is needed to put it in proper condition or else it gets to total collapse.

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