Effect Of Practical Activity Teaching Method On Student Academic Achievement In Chemistry
Effect Of Practical Activity Teaching Method On Student Academic Achievement In Chemistry
Abstract
This study was carried out to examine the effect of practical activity teaching method on student academic achievement in chemistry in senior secondary schools using selected senior secondary schools in Ojodu Local Government Area Of Lagos State as case study. To achieve this 2 research questions were formulated. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of the students and teachers of the five selected secondary schools in the study area. In determining the sample size, the researcher randomly selected 175 respondents while 100 respondents were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and percentage while the hypothesis were tested using Student T-test Statistical Tool, SPSS v23. The result of the findings reveals that; practical method of teaching has an impact in the teaching of Chemistry in secondary schools, there is a significant difference between practical and lecture method of teaching Chemistry, and there is also a significant difference between the academic achievement of students taught with practical method and Students taught with lecture method. Based on the findings, the researcher opined that; every school should have well equipped Chemistry laboratory, teachers should be adequately sensitized on the importance of Chemistry practical, government and other school authorities should make available Instructional aides to help promote practical method of teaching, and regular supervision should be carried out in schools to ensure practical work is implemented at all times.
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 of the Study
Practical work in senior secondary schools takes the firm of laboratory experiment, demonstrations, framework and excursions. Teacher’s innovativeness and creativity could also introduce novel modes of practical investigations. Of late, efforts are being made to utilize virtual laboratory that rely on interplay of the computer and internet. Clearly, every effort should be made to create interest in the students to study Chemistry.
Practical method of teaching as defined by prince (2004) is a learning method in which students are engaged in the learning process. In practical method of teaching in the words of Davies, Harfield, Heder Panko Kenley (2007) “students actively participate in the learning experience rather than sit as passive learners”. Practical method of teaching is different from traditional/ theoretical method of teaching on two points. First, active role of students and second, collaboration among students.
The word teaching means to impact knowledge or values in an individual. The word effect means outcome or result. It could be positive or negative. Practical method involves the use of apparatus in teaching Chemistry i.e. teaching and learning activities is based on ‘real life experience’ help learners to transform knowledge or information into their personal knowledge which they can apply in different situations. As a matter of fact, practical teaching method “frequently involves the use of manipulative materials”. There is a famous saying of Confucius about the success of the students learning that is given below, “Tell me, and I will forget, show me, and I may remember, involve me, and I will understand”. Practical teaching method help learners to ‘construct mental models that allow for higher order performance such as applied problem solving and transfer of information and skills. Also, in a practical class, the teacher is a facilitator, motivator, guide and a coach not a sage on a stage (Stolen, 2009).
1.2 Statement of the Problem
The major problem of this study is that, Chemistry as a subject is not easy to teach considerable number of students usually opt out of science class due to their poor performance in Chemistry thereby resulting into how enrollment in the number of students studying Chemistry. This research taken on an era where teachers are being asked to do more with less resources both theoretically and practically. A number of factors have been discovered to influence the teaching of Chemistry through practical method. Developmental process requires input from all sectors in order to enhance the country’s technological standing in the run-up to social and industrial transformation. For teachers and students to attain their full potential and to contribute meaningfully in the country’s technological and scientific development. The problems to be addressed are lack of well equipped laboratory, lack of laboratory space and limited supply of laboratory equipment.
1.3 Objective of the Study
The research is carried out to identify some of the effect of practical activity teaching method on student academic achievement in chemistry in senior secondary schools level and some possible strategies for improvement. It is assumed that the outcome of the study will enable the teachers policy makers and education authority to further develop, review the school curriculum of science, Chemistry to be exact and take formal bold step on the corrective measures to improve practical and teaching in senior secondary schools so that they could be relevant in future science and technological development in the country.
1.4 Research Questions
The following questions were asked in order to guide the study.
- Does practical’s affect the teaching of Chemistry?
- Is there any significance difference between practical and lecture method of teaching Chemistry?
1.5 Research Hypothesis
In the course of this study, the hypothesis below were verified.
- There is no significant difference between practical activity method of teaching Chemistry and lecture method of teaching.
- There is no significant difference between the academic achievement of students taught with practical method and Students taught with lecture method.
1.6 Significance of the Study
The result of this study is aimed at the provision of basis for effective guidance to modify students understanding, view or perspective toward Chemistry as a science subject. It is believed that hopefully, the outcome or result of this study will improve the problems of teaching and practicals in senior secondary schools in Nigeria.
1.7 Scope of the Study
This study cover 5 selected senior secondary schools in Ojodu Local government Area of Lagos State. Thus the effects of practical of effective teaching of Chemistry in senior secondary schools will be examined. The research was carried out in both private and government schools in Ojodu Local Government Area of Lagos State.
1.8 Limitation of the Study
There are two main limitations to this study. First, the sample was limited to chemistry teachers and chemistry students. This limits the generalization of the research findings to other populations. Second, the survey information is self-reported data. Therefore, the results might be affected by the teachers’ social desirability to provide desired information rather than accurate information.
1.8 Definition of Terms
Teaching Method:
A teaching method comprises the principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner.
Chemistry:
The study of matter, energy, their relationship and measurement.
Science:
A body of knowledge which is acquired through careful observation and experiment.
Teaching:
To impact knowledge or social and moral values.
Modify:
To slightly change something especially in order to make it more suitable for a particular purpose.
Academic Achievement:
Academic achievement is the extent to which a student or institution has achieved either short or long term educational goals. Achievement may be measured through students’ grade point average, whereas for institutions, achievement may be measured through graduation rates.
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, Conclusions and Recommendations:
5.1 Introduction
This chapter summarizes the findings into the effect of practical activity teaching method on student academic achievement in chemistry in senior secondary schools using selected senior secondary schools in Ojodu Local Government Area Of Lagos State as case study The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was to examine the effect of practical activity teaching method on student academic achievement in chemistry in senior secondary schools using selected senior secondary schools in Ojodu Local Government Area Of Lagos State as case study. The study specifically was aimed at identifying some of the effects of practical method on the effective teaching of Chemistry in senior secondary schools level and some possible strategies for improvement.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are active students and teachers of selected secondary schools in Ojodu Local Government Area Of Lagos State.
5.3 Conclusions
Creativity and innovation are key factors that are believed to significantly contribute to scientific advancement. Teaching sciences in secondary schools requires creativity, innovation, critical thinking, and the ability to enrich instruction through designing teachings that allow learnerinstruction-teacher interaction. Based on the findings of this study, the researcher made the following conclusion.
- Practical method of teaching has an impact in the teaching of Chemistry in secondary schools.
- There is a significant difference between practical and lecture method of teaching Chemistry.
- There is also a significant difference between the academic achievement of students taught with practical method and Students taught with lecture method.
5.4 Recommendation
Haven analyse the findings of this study, the researcher recommends that;
- Every school should have well equipped Chemistry laboratory.
- Teachers should be adequately sensitized on the importance of Chemistry practical.
- Government and other school authorities should make available Instructional aides to help promote practical method of teaching.
- Regular supervision should be carried out in schools to ensure practical work is implemented at all times.
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