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A SURVEY OF TEACHING AND LEARNING, COMPETENCE, SKILLS, AND ATTITUDE OF SECONDARY SCHOOL CHEMISTRY TEACHING IN THE 21ST CENTURY
This project activity surveyed the teaching and learning competence, still and attitude of secondary school chemistry teaching.
The factors that affect the teaching and learning in senior secondary school.
Also how competence, skill and attitude are important factors in teaching and learning process in senior secondary school chemistry teaching.
1.1BACKGROUND TO THE STUDY
This level of performance in senior secondary school chemistry has been a thing of worry to the stake holders in the educational sector, there have been various investigation into the cause of the poor performance and some result indicated shows the importance of attitude, skills, and competence in the teaching and learning of chemistry in senior secondary schools in Lagos State as a notable factor.
It has been noted by Erimosho (2000) that improving access to science education is crucial for national development. For instance, advance in science and technology have helped nations to improve and promote efficiency, self reliance, and overall well being of humankind through the invention and innovation in telecommunication, transportation, health, agriculture e.t.c hence, there is justification for science in the school curriculum especially that of chemistry. No doubts science subject in Nigerian secondary school include physical, chemistry, and biology for senior classes and integrated science for the junior classes.
The objectives of each of these subjects, which are clearly stated in the curriculum suggest the need to provide an effective teaching and learning environment at the school level. To do this, it will involve proper structuring of teachers pedagogy and ideas about how science materials especially in chemistry may be used so that active learning is achieved while students at the same time enjoy exploring the world around them Ajayi (1998).
Nkemdirim (2006), believes that most teachers in chemistry lack the appropriate capability or competence to carry out effective teaching and learning of the subject matter. This is because in many schools, some teachers in chemistry approach the subject in the classroom as if they are teaching languages or any of the art related subjects. For instance most of the chemistry teachers do not possess the necessary skills required for the efficient delivery of the subject in the classroom coupled with their negative behaviours both towards the handling of the subject, and the student. Due to poor skills towards attitude and medioanly or lack of competence in the subject the teaching, and learning process in chemistry experience set in schools, especially at the secondary school level of our school system.
Kempa and Ayob (1995) observed that for chemistry to be taught, and learnt effectively, it will be handled by experienced and well trained teachers who have the wealth of knowledge on the subject. According to them, often times, chemistry has been taught by those who do not have the adequate mastery of the subject or those who lack the requisite teaching know-how (methodology). They stressed that competence and good skill in the teaching of chemistry requires good mastery of content and effective use of science teaching method which make learning very efficient with good results. For the fact that chemistry is one of the essential science subjects in the schools, it is imperative that the subject is handled by experts or specialist who is competent and skillful in it. But in many Nigerian secondary schools today, there cases whereby science subjects industry chemistry are not taught by competent hands.
In most secondary schools, chemistry is taught out of the laboratory without any useful equipment. Not only this, Onwu (1998) opined that most chemistry teachers develop “I-don’t-care” attitude in handling the subjects in schools for instance most of them do not care to attend classes in most times, and some of who attend classes, do not teach with interest and skill. As a result of these, do not teach with interest and skill. As a result of there, most students offering chemistry in schools do not have the motivation to continue with the subject up to the higher levels in the tertiary institution. This is caused the nation many scientist especially in chemistry which a developing nation like Nigeria needs for rapid industrial development and growth.
1.2STATEMENT OF THE PROBLEM
It has been noticed need that chemistry teaching, and learning process is not properly handled in our school system. For instance, chemistry teaching has been often handled by those who are not competent enough, lack manipulation skills and possess negation attitude for the subject. Some teachers in chemistry have been handling the subject without the requisite qualification that is to say that they do not have the mastery of content, not to talk about effective method in presenting the subject in the classrooms.
Many teachers in chemistry approach the subject with series of negative attitudes in not attending to classes because they do not know what to teach, and how to teach it. As a result of these incompetence poor teaching skills, and negative attitudes by the chemistry teachers the spill over effect is poor performance or the part of the students and poor interest in the subject due to poor on lack of motivation in learn. The above reasons have therefore prompted he examination of the teaching and learning of competence, skill, and attitude of secondary school chemistry teaching in the 21st century.
1.3PURPOSE OF THE STUDY
The main purpose of this study is to examine the teaching andlearning competence, skills, and attitudes of secondary school chemistry teaching. Objective of the study include to:
1.Will teacher competence affect the performance of student on chemistry.
2.What is the chemistry teacher attitude toward the student academic achievement.
3.Will the skills of chemistry teacher affect the student academic achievement in chemistry.
The following research hypothesis were formulated in this study.
1.6SIGNIFICANCE OF THE STUDY
The significance of the study will be relevant to the following individuals:
1.7SCOPE OF THE STUDY
This study sets out to survey the teaching and learning competence, skills and attitude of secondary school chemistry teaching in the 21st century. (5) five secondary school in Shomolu local government areas of Lagos State are selected randomly.
1.8LIMITATION OF THE STUDY
This study will experience some constraints in the areas of finance, time, and other logistics needed for the completion of the study.
1.9OPERATIONAL DEFINITION OF TERMS
The following operational terms were defined in this study:
iii. Competence: This is defined as the way of thinking or behaviour towards something or someone.
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