Influence Of The Use Of Teaching And Learning Resources On The Performance Of SSCE Students In Chemistry

Influence Of The Use Of Teaching And Learning Resources On The Performance Of SSCE Students In Chemistry

Abstract

This study was carried out on the influence of the use of teaching and learning resources on the performance of ssce students in chemistry using some selected senior secondary schools in Cross River State in Yakurr Local Government Area as a case study. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size consist of chemistry students and teachers of the selected secondary schools in Cross River State in Yakurr Local Government Area. In determining the sample size, the researcher purposefully selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using Pearson correlation statistical tool, SPSS v23. The result of the findings reveals that there is adequate provision of resources required to facilitate effective teaching and learning of chemistry in senior secondary schools. The study also revealed the extent chemistry teachers utilizes teaching and learning resources during teaching process, the use of teaching and learning resources stimulate students interest in learning of chemistry and the use of teaching and learning resources improves students academic performance in chemistry. Therefore, it is recommended that when chemistry teachers are faced with unfamiliar content areas, inability to meaningfully interpret the performance objectives, inability to organize activities for pupils and inability to organize activities for pupils and inability to organize activities for pupils and inability identifying sources of teaching aids, they should do a lot of reading to become familiar with the content areas or seek the assistance of more experienced teachers.

Table of Content

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

Teaching and learning resources serve as a channel between the teacher and the students in delivering instructions. They may also serve as the motivation on the teaching-learning process. It is use to get the attention of the students and eliminate boredom. Teaching and learning resources are highly important for teaching; especially for inexperienced teachers. Teachers rely on Teaching and learning resources in every aspect of teaching. They need material for background information on the subject they are teaching. Young teachers usually have not built upon their expertise whenever they enter into the field. Teachers often use teaching and learning resources for lesson planning. These materials are also needed by the teachers to assess the knowledge of their students. Teachers often assess students by assigning tasks, creating projects, and administering exams. Instructional materials are essential for all of these activities. Chemistry as a science subject is activity oriented and the suggested method for teaching it which is guided discovering method is resource based (NTI, 2007).This suggest that mastery of chemistry concepts cannot be fully achieved without the use of teaching and learning resources. The teaching of chemistry without instructional materials will certainly result to poor performance in the course. Franzer (2019). stressed that; a professionally qualified science teacher no matter how well trained would be unable to put his ideas into practice if the school setting lacks the equipments and materials necessary for him or her to translate his competence into reality. Basssey (2019) described teaching and learning resources as system component that may be used as part of teaching and learning resources which are used to disseminate informative message and ideas or which make possible communication in the teaching-learning process. Experience over the years has shown that teachers have been depending on excessive use of words to express, convey ideas or facts in the teaching-learning process. This process is termed the ‘chalk-talk’ method. Today advances in technology have made it possible to produce materials and devices that could be used to minimize the teachers’ talking and at the same time, make the message clearer, more interesting and easier for the learner to assimilate (Onasanya,2008).According to Soetan (2010), graphics including charts, posters, sketches, cartoons, graphs and drawings. Graphics communicate facts and ideas clearly through combination of drawings, words and pictures. The use of graphics in teaching creates definitiveness to the materials being studied. They help to visualize the whole concepts learned and their relationships with one another. Hands-on teaching and learning resources, rather than tell, which increase information retention. A truism often heard in teaching is that if you have not learnt, I have not taught. A reasonable conclusion then is that the importance of teaching and learning resources in teaching and learning science is most efficient illustrated through student achievement result. The Biological Science Curriculum Study (BSCS) (2011) asserts that students come to the science classroom with many misconceptions to correct for proper scientific learning to progress. Schools should base instructional material on fundamental scientific concepts and principles, which help to align students understanding with current knowledge and teach them to monitor and control their own thoughts process to facilitate learning. When science is integrated with other inter-disciplinary courses, the teacher should give careful attention to designing ”a logical and coherent structure” for ensuring that they clearly communicate and ensure contextual understanding of embedded scientific concepts, as recommended by the Long Beach Unified School District(LBUSD)(2010).The LBUSD recommends the use hand-on science activities. The BSCS advocates group work and inquiry based activities. Such explorations encourage students to engage in science, which promote problem-solving thoughts patterns and correct students’ mistaken notion of science and the world. Teachers who take time to provide teaching and learning resources and option that take into consideration or account the different ways students receive and express knowledge are more likely to see their students’ success. Science classroom should provide a variety of audio, visual and print input methods depending on students need, allow students the flexibility to communicate their true learning. According to BSCS, students or teachers who must closely follow their 5Es instructional model….engage, explore, explain, elaborate and evaluate…achieve a high rate of success. Taylor, Scotter and Coulson (2007) conclude, “that there is a statistical link between superior student achievements and basic or extensive of strategies and learning sequences consistent with the 5Es”.Research study has shown that where teaching and learning resources are used the learning environments are highly stimulating and the students appear to take greater interest in learning.

1.2 Statement of Problem

The transmission of facts, ideas and information from the teacher to the students in a systematic order or procedure is refereed to as teaching. During this process teaching and learning resources other wise known as teaching aids meant to make instruction more meaningful, clear and much more interesting to students are brought in display. There is a general impression that science education is not achieving the desired objectives especially with high incidence of students’ poor performance in chemistry and other science subjects at senior secondary certificate examination. This situation has assumed a precarious dimension in all secondary schools in Cross River State and particularly in Yakurr Local Government Area. The failure of educational system to provide adequate and appropriate teaching and learning resources in order toimprove academic performance of students is of a great concern to government, educational institutions and other concern citizens. It is believed that if adequate teaching and learning resources are made available to school and are used appropriately in teaching-learning process, a better performance could be achieved. Hence, the motivation of this study which seeks to find out the influence of teaching and learning resources on academic performance of senior secondary schools students in chemistry.

1.3 Objective of the Study

The overall aim of this study is to critically investigate the school factors contributing to poor teaching and learning of chemistry in secondary school. Hence, the study will be channeled to the following specific objectives;

1. Find out if there is adequate provision of resources required to facilitate effective teaching and learning of chemistry in senior secondary schools.
2. Determine the extent chemistry teachers utilizes teaching and learning resources during teaching process.
3. Find out whether the use of teaching and learning resources stimulate students interest in learning of chemistry.
4. Find out whether the use of teaching and learning resources improves students academic performance in chemistry.

1.4 Research Question

The study will be guided by the following questions;

1. Is there adequate provision of resources required to facilitate effective teaching and learning of chemistry in senior secondary schools?
2. To what extent chemistry teachers utilizes teaching and learning resources during teaching process?
3. Does the use of teaching and learning resources stimulate students interest in learning of chemistry?
4. Does the use of teaching and learning resources improves students academic performance in chemistry?

1.5 Research Hypotheses

The following statements will be validated in the course of this study;

• H0: There is no significant relationship between the use of teaching/learning resources and students academic performance in chemistry.
• Ha: There is a significant relationship between the use of teaching/learning resources and students academic performance in chemistry.

1.6 Significance of the Study

The study expounds the use of teaching and learning resources on the performance of SSCE students in chemistry variable under investigation and achievement of students in chemistry. The outcome of the study assist all stakeholders in the teaching of chemistry particularly at the senior secondary school level, to fashion out appropriate strategies that would enhance teaching and learning of the subjects.

Hence, the consideration of school variable and student academic achievement are important criteria in development and implementation of both curricula in instructional performance.

1.7 Scope of the Study

This study is structured generally on the influence of the use of teaching and learning resources on the performance of SSCE students in chemistry. However, the study will further find out if there is adequate provision of resources required to facilitate effective teaching and learning of chemistry in senior secondary schools, determine the extent chemistry teachers utilizes teaching and learning resources during teaching process, find out whether the use of teaching and learning resources stimulate students interest in learning of chemistry and find out whether the use of teaching and learning resources improves students academic performance in chemistry.

This study will be delimited to some selected seniorsecondaryschools in Cross River State in Yakurr Local Government Area.

1.8. Limitations of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents.

In addition, there was the element of researcher bias. Here, the researcher possessed some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed.

More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other schools, local governments, states, and other countries in the world.

1.9 Definition of Terms

Teaching:

Teaching is a process of of attending to peoples needs, experiences and feelings, and intervening so that they learn particular things and beyond.

Learning:

Learning is the process of acquiring new understanding ,knowledge ,behaviors, skills, values, attitudes.

Class Size

This is the number of students in a given classroom, especially either the number of students being taught by individual teachers in a classroom or the average number of students being taught by teachers in school.

1.10 Organisations of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the influence of the use of teaching and learning resources on the performance of SSCE students in chemistry, using some selected senior secondary schools in Yakurr Local Government Area as a 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 on the influence of the use of teaching and learning resources on the performance of SSCE students in chemistry, using some selected senior secondary schools in Yakurr Local Government Area. The study is was specifically set to find out if there is adequate provision of resources required to facilitate effective teaching and learning of chemistry in senior secondary schools., determine the extent chemistry teachers utilizes teaching and learning resources during teaching process, find out whether the use of teaching and learning resources stimulate students interest in learning of chemistry, and Find out whether the use of teaching and learning resources improves students academic performance in chemistry.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent are chemistry teachers and students of some selected senior secondary schools in Yakurr Local Government Area of Cross River State.

5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

1. There is no adequate provision of resources required to facilitate effective teaching and learning of chemistry in senior secondary schools.
2. The extent chemistry teachers utilizes teaching and learning resources during teaching process is low.
3. The use of teaching and learning resources stimulate students interest in learning of chemistry.
4. The use of teaching and learning resources improves students academic performance in chemistry.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

1. The teachers should encourage active student’s participation in class work by adopting instructional materials interactions.
2. Workshops, seminars, conferences or orientation courses on chemistry should be designed to acquaint the teachers with the latest development in the field of chemistry.
3. Well equipped chemistry laboratories should be established in all the schools by owners.
4. Chemistry teachers should improvise instructional materials for teaching learning process.
5. Government should within it lean financial resources ensure equitable distribution of instructional materials to schools in urban and rural areas for effective learning and teaching of science.
6. The ministry of education should evenly distribute trained and qualified chemistry teachers to all the secondary schools.
7. The ministry of Education should donate enough money; co-operation organizations as well as other meaningful citizens should donate money for the provision of books that are up to date and other resource materials in the schools for use by both teachers and students.
8. The government should make educational technology a compulsory course in the teachers’ curriculum of training colleges and colleges of education both in the state and federal levels.

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Frequently Asked Questions

How do teachers influence students’ academic achievement in SHS economics?

The results of the study revealed that Economics teachers’ active involvement of students, and teaching and learning resources had a significant influence on Economics students’ academic achievement. Also, there was no statistically significant difference in the SHS Economics students’ academic achievement based on gender.

What influences students’ performance?

They also agree with those of Adalikwu and Iorkpilgh (2013) who found that the performance of students is influenced by the quantity and quality of learning and teaching resources.

Does the amount and value of learning and teaching resources affect performance?

Adalikwu and Iorkpilgh (2013) as well maintain that the performance of students is affected by the amount and value of learning and teaching resources. The researcher identified that learning centers with enough facilities like textbooks are in a better position to attain good grades in examinations than school which are poorly equipped. 

Does the provision of SSE in public schools affect performance?

To conclude on the review, the provision of SSE in public schools has created the need for an evaluation of the adequacy of learning resources which seems to be overstretched, hence has an effect on the performance of the schools in Kipkelion District of Kericho County.