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ABSTRACT
This research work evaluates the
impact of non-formal system of coaching classes on the performance of Senior
Secondary chemistry students in examinations. Four research questions guided
the study. The study adopted the Ex-Post Facto and descriptive
survey research designs. The sample comprised Senior Secondary Chemistry
graduates in four coaching colleges in Mushin Local Government Area in Lagos state.
Data were generated using the open form questionnaire instrument. The data were
analyzed using descriptive statistics, frequencies and percentages. The results
showed that there is major significant difference between the performance
of Senior Secondary Chemistry students that attended coaching
classes and those that didn’t in the Senior Secondary Certificate Examination
of West African Examination Council(WAEC) and National
Examinations Council(NECO). The results also showed that majority of chemistry
students who did well in the examination attended coaching classes. The results
further showed that coaching classes enhanced the performance of chemistry
students generally in their science subjects (Physics, Chemistry and Biology)
including English Language and Mathematics. In order to improve the performance
of Senior secondary chemistry students in examinations, it was recommended that
science educators and stakeholders should begin to employ the
non-formal system of coaching classes as tool in improving their achievements
in chemistry. The study concludes that the non-formal system of coaching
classes should be encouraged to substantiate the learning experience in the
formal system.
TABLE
OF CONTENTS
Title
page i
Certification
ii
Dedication
iii
Acknowledgement
iv
Abstract
v
Table of
contents
vi
CHAPTER ONE: INTRODUCTION
1.1 BACKGROUND OF TUDY
1.2 STATEMENT
OF
PROBLEMS 4
1.3 PURPOSE
OF THE
STUDY 5
1.4 RESEARCH
QUESTIONS 5
1.5 SCOPE
OF THE
STUDY 6
1.6 SIGNIFICANCE
OF
STUDY 6
1.7 DEFINITION OF
TERMS 7
CHAPTER TWO: LITERATURE REVIEW
2.0 INTRODUCTION 9
2.1 HISTORICAL
DEVELOPMENT OF THE COACHING
PROCESS 11
2.2 HISTORICAL
SUMMARY 17
2.3 THE
COACHING CLASS 21
2.4 THE
NATURE OF
COACHING 22
2.5 RELATIONSHIP
BETWEEN LEARNING TYPES AND
COACHING 26
2.6 SUMMARY 30
CHAPTER THREE: RESEARCH METHODOLOGY AND DESIGN
3.0 INTRODUCTION 32
3.1 RESEARCH
DESIGN 32
3.2 POPULATION 33
3.3 SAMPLE
PROCEDURE AND SAMPLE
TECHNIQUE 33
3.4 INSTRUMENTATION 33
3.5 DATA
COLLECTION 34
3.6 DATA
ANALYSIS 34
CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION OF RESULTS
4.0 INTRODUCTION 35
4.1 DISCUSSIONS
OF
FINDINGS 41
CHAPTER FIVE: SUMMARY
5.0 INTRODUCTION 42
5.1 SUMMARY
OF
FINDINGS 42
5.2 EDUCATIONAL
IMPLICATIONS 43
5.3 RECOMMENDATIONS 44
5.4 CONCLUSION 46
REFERENCES 47
APPENDIX
II 52
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
OF STUDY
In recent time there has been a
decline in the performance of science students in science subjects such as
physics, Chemistry and Biology. This is due to so many factors such as lack of
laboratory facilities in most of our secondary schools, incompetent science
teachers, and lack of instructional materials for learning and so on. The
government has made several efforts within the formal system of learning to
salvage the situation but all proved abortive. However, research reveals the
non-formal system can proffer solution to this lingering situation if it is
properly harnessed and structured. There are various coaching colleges that
have been making tremendous impact in grooming students for success in
examinations. Formal education has been widely recognized as dynamic instrument
of change socially, politically, economically, scientifically and
technologically. Until late sixties, formal secondary education was the general
terminal point in Nigerian education system and secondary school was therefore
the major source of man power. Today despite an increase in the number of
universities, secondary education remains the terminal point for many who are
unable to secure admission to pursue a degree course in and of pure sciences
especially chemistry due to poor performance at ordinary level. Academic
performance as a terminology remains the main determinant of an individual
student success in formal education measured directly through reports,
examination ratings, and it is also predictable.
The importance of chemistry cannot
be overemphasized as it is the base of all environmental professions, all
science students must learn and pass it at secondary school level before they
can advance into the university (Kolawole and Ilugbusi 2007). Before any
science student could be admitted to study chemistry in any Nigerian
university, he/she must satisfy a minimum entry grade.
Before transition into this higher
institute of learning, the students will be evaluated. Evaluation is the
passing of decision or judgement on a particular trait in accordance with a
test which validly and reliably measures the presence of that trait.(Kpolovie,
2002, Ololube, 2008). Evaluation involves both quantitative and qualitative
description of a pupils’ behavior, and the passing of value judgement
concerning the desirability of that behavior (Harbor-Peters 1991). Since
evaluation remains indispensable in any academic programme, teaching and
instructional duty are rendered incomplete or lacking until an evaluation of the
outcome of instruction has been performed. Evaluation agencies which also act
as examining bodies are tasked with maintaining a common standard in the
development and administration of public examinations.
According to Nworgu (1992)
evaluation agencies were set up to promote education, to coordinate educational
programmes, and to control and monitor the quality of education in educational
institutions, the essence of which is the organization of public examinations
so as to provide uniform standards to all test takers, irrespective of the type
or method of instruction they have received. Some of these examination bodies
in Nigeria include the West African Examinations Council (WAEC), the National
Examination Council (NECO), the Joint Admission and Matriculation Board (JAMB),
and the National business and Technical Examination Board (NABTEB). The
assemblage of subject examinations conducted by these examining bodies is known
as the Senior Secondary Certificate Examination(SSCE) and serves as an end –of-
course evaluation for all secondary school graduates. The purpose of this
examination is to ascertain to what degree students in a particular course have
achieved the course or educational objectives (Offor 2001).
The purpose of this work is to
examine the impact of coaching colleges on the performance of Chemistry
students during the May/June Internal Exams.
1.2 STATEMENT
OF PROBLEMS
The decline in the performance of
students in science subjects especially Chemistry in the May/June Senior
Secondary Certificate Examination (SSCE) is a major concern in the Nigeria
educational system. The performance of candidates in chemistry examinations in
recent years has been a great concern to the society. In fact, the low level of
chemistry attainment of students at every segment of educational system in the
country has given chemistry teachers, parents and the government a high level
of worry as it is reflected in the work of ( Umoinyang 1997; Yoloye, 1999;
David-Osuagwu, Anemelu and Onyeozili, 2000; Okpala and Umoinyang, 2001 and
okafor, 2002).
Therefore this research work focuses
on how the performance of chemistry students has been improved in the May/June
Examinations through the non-formal system of coaching classes.
1.3 PURPOSE
OF THE STUDY
The purpose of this study is to
assess the impact of coaching classes on the performance of chemistry students
in internal examinations (SSCE).The objectives of the study include:
- identify senior Secondary
chemistry graduate students that attended coaching classes before their
examinations
- identify Senior secondary School
graduates that did not attend coaching classes before their examinations
- compare the performance of the
above two groups
- describe if there is a any
statistical difference in their performance in May/June examination
1.4 RESEARCH
QUESTIONS
The following research questions
were generated for the purpose of this study:
1. What
are the performances of Senior Secondary School graduate chemistry students
that attended coaching classes?
2. What
are the performances of Senior Secondary graduate chemistry students that did
not attend coaching classes
3. Is
there any statistical significant relationship between secondary school
graduate chemistry students that attended coaching classes and those that did
not?
4. To
what extent will exposure to coaching classes improve the performance of senior
Secondary students in Chemistry?
1.5 SCOPE
OF THE STUDY
The hypothesis of this research
design is that coaching classes help in improving the performance of chemistry
students in examinations. The goal of the study is to find out if a
relationship exists between the performance of students in chemistry and
coaching. The population for this study will be limited to only Senior
Secondary school graduates in four coaching centres in Lagos State. Fifty
questionnaires were generated and distributed through random selection to
students in this four coaching centres to evaluate their performances and draw
necessary conclusions on the study.
1.6 SIGNIFICANCE
OF STUDY
This research work will help to
ascertain through concrete facts the impact of coaching classes in the
achievement of chemistry students in internal and external examinations and thereby
promoting the value and acceptability of coaching classes in the Nigeria
educational system. It will open the eyes of students and parents to the
importance of being exposed to different learning experiences and tutelage. It
will also help stakeholders in the educational system to organize after school
programs that will help the performance of Secondary school students in their
examinations. Some local governments in Lagos are already adopting this system
as part of their agenda to contribute to the development of learning and
achievement in the educational system. An example is the Mushin Local
government.
The study will also science
educators to begin to see the need to consider the non-formal educational as a
tool for enhancing students’ achievement in Chemistry.
1.7 DEFINITION
OF TERMS
EVALUATION: Evaluation
in an educational setting is the process whereby we seek evidence that the
learning experiences we have designed for students are effective. It is a tool
for ascertaining if learning has taken place.
COACHINGCLASSES: This
is a non-formal system of education which involves teaching, training,
instructing, solution-focused, result-oriented and systematic process that
facilitates the enhancement of academic performance of students.
PERFORMANCE: This
is a measure of the achievement of the students’ learning experience through
evaluation to ascertain if learning as truly taking place
CHEMISTRY:
This is a branch of science that studies the nature, properties and composition
of matter.
TOPIC: EVALUATION OF COACHING CLASSES ON SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN CHEMISTRY
Format: MS Word
Chapters: 1 - 5
Delivery: Email
Delivery: Email
Number of Pages: 65
Price: 3000 NGN
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