STUDENTS’ ATTITUDES TOWARDS CHEMISTRY IN SOME SELECTED SECODNARY SCHOOLS IN AKURE SOUTH LOCAL GOVERNMENT AREA, ONDO STATE

ABSTRACT

          This study is concerned with students’ attitudes towards chemistry in some selected Secondary School in Akure South Local Government Area, Ondo State. Three hundred students (boys and girls) in the final year Senior Secondary School from five randomly selected schools were involved in the study. Necessary data were collected and the validated reliable data were analyzed by simple percentage. From the results, negative attitudes on the part of teachers and students, inadequate textbooks, poor instructional materials parental influence and government oriented problems were identified as some of the factors affecting students’ attitudes towards the subject. Some useful recommendations were profounded to guide and improve students’ attitudes towards the study of chemistry.

CHAPTER ONE

1.0     INTRODUCTION

1.1     Background to the Study

          Chemistry is the scientific study of interaction of chemical substances that are constituted of atoms or the subatomic particles: protons, electrons and neutrons it is an integral part of the science curriculum both at the Senior Secondary School as well as institution. At this level, it is often called “general chemistry” which is an introduction to a wide variety of fundamental concepts that enable the student to acquire tools and skills useful at the advanced levels whereby chemistry is invariably studied in any of its various sub-disciplines (Wikipedia, 2004).

          Chemistry and indeed chemists are linked to everything on earth as aptly captured in a slogan: what on earth is not chemistry. Chemistry plays a pivotal role at engineering sustainable economic development and growth in any nation. Put succinctly, there is no aspect of human endeavour on natural phenomena that 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, waste management just name it. (Zuru, 2009). Chemistry is the catalyst of sustainable national growth and development.

          Attitudes, like academic achievement, are important outcomes of science education in Secondary School. The development of students’ positive attitudes regarding science as a school subject is one of the major responsibilities of every science teacher. Unfortunately research has revealed that much of what goes on in science classrooms is not particularly attractive to students across all ages (Stark and Gray, 1999; Cheung, 2009).

          An attitude may be defined as a predisposition to respond in a favourable or unfavourable manner with respect to a given attitude object (Oskamp and Schultz 2005). The focus of this project is on school students’ attitudes towards chemistry subjects taught in secondary classrooms. The term ‘subjects’ refers to both theory and laboratory classes in secondary school. Thus, the scope of the present study was limited to chemistry as experienced by students in secondary school rather than out-of-school experiences obtained from external sources such as the media, museums, field trips and friends.

          Attitude towards chemistry or science denotes interests or feelings towards studying chemistry or science. It is the students’ disposition towards like or ‘dislike’ science while attitude in science means scientific approach assumed by an individual for solving problems, assessing ideas and making decisions. Student beliefs and attitudes have the potential to either facilitate or inhibit learning (Yara, 2009).

          Many factors could contribute to student’s attitude toward studying science (chemistry). Several studies (including Wilson 1983; Soyibo, 1985; Berg 2005; Adesoji, 2008) report that students’ positive attitudes to science correlate highly with their that, in general, the attitude of Nigeria students towards the basic sciences tend to decrease in the order, Biology, Chemistry, Physics and Mathematics. Defiana (1995) found that using integrated science environment activities improved high school student attitude toward and awareness about the environment. Armstrong and Impara (1991) in their studies determined that fifth and seventh – grade students using nature score as a curriculum supplement developed more positive attitudes than those who did not.

          Abimbola (1983) reported that students exposed to a programmed instruction recorded higher and more favourable attitude towards mathematics. Ayelaagbe (1998) also reported a more positive attitude of studies after

exposing them to self learning strategy. Similar results were obtained by Udousoro (2000) after using computer and text assisted programmed instruction and Popoola (2002) after exposing students to a self learning device. Popoola (2008) also reported that students attitudes and interests to sciences, especially Agricultural science correlate highly with their science achievement.

          Halladyna and Shanghnessy (1982) and Adesoji (2008) have concluded that a number of factors have been identified as related to students’ attitude to science (chemistry). Such factors include; teaching methods, teacher attitude, influence of parents, gender, age, cognitive styles of pupils, career interest, social view of science and Scientifics, social implicating of science (chemistry) and achievement.

          The studies thus reviewed suggest that there is a relationship between attitude and methods of instruction and also between attitude and achievement; and that it is possible to predict achievement from attitude scores. What is needed to complement the results of such studies however is the nature of relationship between students’ attitude and factors related to teaching and learning of chemistry. Results of these types of study are likely to broaden our knowledge as how we can influence students’ attitude positively towards chemistry as a subject in Akure, Nigeria.

1.2    Purpose of the Study

          The purpose of the study is to investigate the attitudes of students in Akure South Local Government Area of Ondo State toward studying of chemistry as a subject.

          The study is also designed to make various recommendations for teachers and other stakeholders on how to arouse or improve students attitudes in the subject.

1.3    Statement of the Problems

          Despite the greater number of chemistry graduates produced by our tertiary institutions; every year there are numbers of secondary schools where chemistry teachers are not competent in the teaching of the subject. Also, the attitude of the students in secondary schools towards chemistry as a profession is not encouraging. This makes the teaching of chemistry ineffective and inefficient 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.

1.4    Research Questions

          In order to investigate the attitude of students to chemistry, the following questions were raised:

1.           Do the students have positive attitudes towards chemistry?

2.           Do their negative attitudes a result of the attitude of their teachers towards the subject?

3.           Do their attitudes towards problem solving result of unavailability of textbook and other instructional materials?

4.           Should chemistry be made compulsory for all science students in secondary schools?

1.5    Scope of the Study

          The study was limited to secondary schools in Akure South Local Government of Ondo State only. Based on the time frame and financial constraints in covering all the secondary schools in the Local Government, the study was also limited to the students in Senior Secondary Schools (SS Class).

The names of the schools are:

1.           St. Dominic Grammar School, Akure.

2.           C.A.C. Grammar School, Akure.       

3.           Oyemekun High School, Akure.

4.           St. Peter’s Unity High School, Akure.

5.           Fiwasiaye Girls Grammar School, Akure.

1.6    Significance of the Study

          The study is aimed at looking at the students’ attitudes towards chemistry in some selected secondary schools in Akure South Local Government Area of Ondo State.

          The results of the study is hoped to assist chemistry teachers to develop new learning experience for the students and reorganize these learning experience in some ways enough to arouse the interest of the students.

          It would be of good assistance to teachers to create a habit were they would improve on the obsolete teaching methods, use adequate, modern and relevant instructional materials and textbooks at their disposed to the fullest.

          This study may also assist the students to improve their attitude towards the study of the subject.

          Finally, the government and parents would benefit from the study of their roles as these would be highlighted at the recommendation column.

1.7    Assumption of the Study

          Based on the study, the following assumptions were made. Secondary school students constitute a valid source of data needed in the study.

          Also, that the respondents will give valid and unbiased responses to the questionnaire items and that the samples drawn will be representatives of the population.

1.8    Definition of Terms

Chemistry:- This is a science subject taught in the Senior Secondary Schools.

Learning:- This is the process of acquiring knowledge in chemistry among Senior Secondary School Students.

Attitude:- This refers to students’ positive mind to the study of chemistry.

Teaching:- Transmission of the knowledge of chemistry to Senior Secondary School Students.

Instruction Materials:- These are aids used in teaching and learning of chemistry in Senior Secondary School

Order the full materials for this project from chapter one to References.

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