PROJECT: ANALYSIS OF DIFFICULTY LEVEL
OF THE COURSES IN NCE CHEMISTRY CURRICULUM
CHAPTER
ONE
INTRODUTION
Background
Chemistry is one of
the essential science subjects. According to Oxford advance learners Dictionary
(2008) chemistry is the branch of science that deals with the composition and
properties of substances and various elementary forms of matter.
Miffin (2011) defined
chemistry as the science of the composition, structure, properties and
reactions of matter especially of atomic and molecular system systems. Serah
(2015) defined chemistry as a physical science and the study of the properties
of and interactions between matter and energy. In other words, chemistry is a
way to study the properties, characteristics, and physical and chemical changes
of matter.
Chemistry has helped a lot in
recreating things, chemists come after God for the fact that God creates while
the chemist recreates. The importance of chemistry to humanity cannot be
overemphasized because good wine needs no bush.
To say that chemistry has no impact to human race is poisonous to the
health (Aniodo,2001).
It is easy to say chemistry is
important because everything is made from chemicals, but there are a lot of
other reason why chemistry is a big part of our daily life and why everyone
should understand basic chemistry in everyday life is as follows:
a.
For all living things to function and
survive their bodies perform various chemical processes. Some of these
processes include, respiration, digestion, producing cell, filtering and
releasing of waste substances from their bodies, reproduction, e.t.c so all living
things depend on chemical reactions to function and survival.
b.
Chemistry is the foundation of
medicine. Human being use chemical reactions to create s and medication for a
broad spectrum of illness and/or they utilize medicinal plant and animals this
result in the formation of substances in some plants and animals that can be
used to cure illness. Chemistry is important to everyday life because it
provides medicine
c.
The food we consume each day comes
directly from chemical processes. So without chemistry we and our domesticated
animals would have no food flavouring and colouring to put on our food.
d.
Chemistry is needed for the continual
advancement of technology by using the principles of chemistry we are able to
extract different types of plastics. Plastics and metals are used, all aspect
of society, from office, housing, industry, transportation industry. The metals
and plastic created are used to build electronic devices (phones, tablets,
e.t.c) cars, lab equipments, hospital equipment e.t.c
Also,
Maria (2015) noted that the important of chemistry to our daily life cannot be
overemphasized since is because of chemistry that we are able to make the ipods,
laptop, cars, tablets, plastic bags, shoe, and clothing, send a man to the
moon, genetically modified food to be healthier , treat diseases e.t.c.
chemistry also enable us to cook and clean. And thus for everyone to understand
basic chemistry, chemistry was introduced as a course of study in all schools
colleges, and universities.
According to NCE Minimum standard (2008),
the intrinsic value as well as the utility values of chemistry in all sphere of
human activity has necessitated its inclusion in the school curriculum. The
teaching and learning of chemistry at the Nigeria Certificate in Education
(NCE) level should be such as to produce competent, effective and efficient
teachers who having acquired the requisite skills should be able to impart same
to their pupil. The college of education is thus, the vehicle for shaping
positive attitude towards modernization; this is because it is the second
institution of learning that exposes a youth to different aspects of science
and technology through teaching and learning of chemistry. But contrary to that
expectation with respect to government colleges of education in Enugu state is
not fulfilling all their important tasks. This is because observation from
other researchers has revealed that student find many courses difficult to deal
with in NCE chemistry curriculum and therefore those courses are left untouched.
It
is the light of the foregoing that gave the researchers drive to study or
analyze the difficulty level of the courses in NCE chemistry curriculum from
the perspective of the chemistry pre-service teachers in government owned
colleges of education in Enugu state.
Statement of Problem
From
various researchers, it is clear that the decline in the expectation n of
graduates in NCE Chemistry is due to some difficult course in it as was
perceived by the chemistry students. Evidence has shown that reasons for the
observed difficult in some courses in NCE chemistry curriculum is as a result
of lack of teaching materials needed for learning those courses adequately,
poor method of teaching adopted by the lecturers and phobianism by the students
in learning those courses
Purpose of the Study
In
this analysis the researchers hope to :
1.
Analyze that chemistry difficulty
level of the courses in NCE Chemistry curriculum in government owned colleges
of education in Enugu State.
2.
To find out the factors responsible
for the observed level of difficulty by the students.
Significance
of the study
This study will be of
great value in May respect. Firstly, the study will help to analyze the major
difficult course in N.C.E chemistry curriculum in government owned colleges of
education in Enugu State. The researchers hope that by analyzing these
problems, the attention of the government, education planners both writer and
public spirited individuals and organization will be drawn to the course.
Secondly, the study
will help to suggest what could be done to promote the students positive
perception of chemistry in government colleges of education in Enugu State.
Beside, the study will help to stimulate greater public awareness and interest
in the areas of chemistry education and may of course ginger further
researchers not only in the course (i.e chemistry but also in other related
areas)
Research Questions
To be able to realize
the objectives of this study, answers to the following questions are sought:
1.
What are the courses in the chemistry
curriculum that pre-services teachers find difficult to learn?
2.
What are the factors responsible for
the observed level of difficulty in learning some courses by NCE pre-service
teachers?
Scope
of the Study
The study will be
conducted in government owned colleges of education in Enugu State. Only the
third year students (pre-service chemistry teachers) in the department of
chemistry will be used for this study, hence, this study is aimed at analyzing
the difficult courses which pre-services students find difficult to understand
with a view of prophering solution.
CHAPTER TWO
LITERATURE REVIEW
This
chapter deals with review of related work done by other researches. It is
grouped under the following headings:
@ Conception
frame work
@ Definition
of some concept
I.
Science
II.
Curriculum
Objectives of NCE
chemistry curriculum
Empirical
studies.
a.
Factors that hinder effective learning
of chemistry at NCE level.
I.
Teaching related factors
II.
Material related factors
III.
Students phobiarism
Definition
of some concept
Science
This
word science according to Ofuebe (2007) comes from the latin word “scientia”
which means “To Know” it is a vast subject that is concerned with knowledge of
the universe and all that is contained in it.
Oxford
advanced learner’s Dictionary says that science is the knowledge about the
structure and behavior the natural and physical world, based on facts that you
can prove, for example by experiments.
Hank
(1979) in Aniodo (2001) viewed science as the systematic study of man and his
environment based on the deduction, inferences which can be made, and the
general laws which can be formulated from reproductive observations and
measurements of events within the universe.
Further
more, Health (1973) in Aniodo (2001) noted that “science consists essentially
of an attempt to understand the relations of selected aspects of things and
events in the real attempt which should have both intuitive and logical components, and which must be based
on observation and tested by further observation.
Aniodo
(2001) opines that science is a way of knowledge which involves that pursuit of
the understanding of the natural and the physical world. Science results are a
body of knowledge that is obtained through inquiry. This inquiry process is
associated with observation, experimentation and prediction.
ii.
Curriculum
The word curriculum in its original
Latin sense represents a runway. A race ground or a course which one runs to
reach a goal gradually, the world curriculum has come to denote, in education,
a course of study or courses of study which students pursue under the guidance
of their teachers to reach specific educational goals to pursue these
educational goals, the students have to complete for defined grades passes,
certificate or other forms of academic measurement and evaluation (Eyibe,
2006) in Davidson (2005)
Brubacher
(1969) in Davidson (2005) defined curriculum as the ground which pupils and
teachers cover in order to reach the goal or the objectives of education. This
definition sees curriculum as only those things that the teachers teach which
pupils learn in order for the goal or objectives of education are to be achieved.
Tanner
and Tanner (1975) in Davidson (2005) have criticized most of the definitions of
curriculum for being too broad. They gave their own definition of curriculum.
According to the, curriculum is the planned and guided learning experience and
intended learning outcomes formulated. Through the systematic reconstruction of
knowledge and experience, under the auspices of the school, for the learners
continuous and willful growth personal social competence. The above definition
of Tanner and Tanner is not compressive but also too long.
Also,
Ugwueze (1998) in Davidson (2005) defined curriculum as a planned school
instruction, prior to actual classroom teaching, designed for learners in the
form of educational programmes under the guidance of the teacher (implementer)
who acts as a catalyst in the reconstruction of the child’s behavior.
b.
Objectives
of NCE Chemistry Curriculum
The intrinsic values
as well as the utility values of chemistry in all spheres of human activity
have necessitated its inclusion in the school curriculum. The teaching and
learning of chemistry at the Nigeria Certificate in Education (NCE) level
should be such as to produce competent, effective and efficient teachers, who
having acquired the requisite skills should be able to impact same to their
pupils. Therefore, the objectives of chemistry programmes at the NCE level are
to produce highly qualified middle level manpower knowledge in the processes of
chemistry and capable of inculcating these in the students. Students should
have competencies in chemistry teaching including ability to :
a.
Develop functional knowledge of
chemistry concepts and principles
b.
Observe and explore the chemical environment
c.
Apply the skills and knowledge gained
through the study of chemistry to solve day to day problems
d.
Explain simple natural phenomena
e.
Develop scientific attitudes such as
curiosity e.t.c
f.
Manipulate simple apparatus for purpose of demonstration and use
g.
Improvise simple equipment from
available job in the chemistry environment
Empirical
studies.
a.
Factors
that hinder effective learning of chemistry at N.C.E level
I.
teaching
factor:
According to Balogun (1997) in her research
carried out in Ogun State on factor militating against effective teaching and
learning of calculation in chemistry, came out with the view that the
qualification of lecturers affect students understanding of the topics after
distributing her questionnaire to the head of school, lecturers and students.
The researcher noted that she did not study the students achievement.
Eze and Eze (2011) in their research carried out
in federal college of Education Eha-Amufu on the topic “ Identification of
difficult courses in Nigeria Certificate in Education (NCE) chemistry
curriculum from the perspective of the chemistry students. This research is
concentrated on year one (1) and year two (2) chemistry students. Thirty six
students were randomly selected from two classes fifteen (15) and twenty –one
(21) students from each class respectively by balloting. The instrument used
for the data collection was questionnaire. Percentage was used in data
analysis. The research view that out of all students questioned, most of them
complained that they find it difficult in learning chemistry because the
lecturer’s method of teaching the courses is very poor. And also, most
teacher’s who provided the background work in the understanding of chemistry
curriculum coursed through o-level chemistry teaching are non-graduate teachers
in chemistry.
Ezekannagha (2008) in his research carried
out in Aguata Education Zone of Anambra State on the topic, “chemistry teachers
competence on the use of concept mapping a toll for teaching difficult concepts
in chemistry”. The instrument for data collection was questionnaire. Mean and
standard deviations were used to answer the research question while T-test
statistics was used to analyze the hypothesis. This research view that
chemistry teachers lack competence on the use of concept mapping. The
constraints that militate against teacher’s level of competence in the use of
concept mapping include – Teachers’ poor knowledge and lack of grant to attend
in –service training or sponsored for workshop, seminar and conferences. They also noted that most teachers are not
specialists in chemistry education, they are forced by circumstance to take up
chemistry teaching hence always on the look out for better job and ready to
leave the profession.
3.
Nnaji and Adanna (2009), in their
research carried out in Isi-Uzo local
government Area of Enugu State on the Topic “ Identification and Analysis of
topics which Teachers perceive difficult
to teach in primary school science curriculum” the study was carried out within
ten (10) randomly selected primary schools in Isi- uzo Local Government Area of
Enugu State. The research made use of
random sampling techniques in selecting ten (10) primary schools and Teacher
from the five (5) town (communities) within the Local Government Area. (I.e two
school each). The instrument for data collection was questionnaire. The
statistical analysis used by the researchers is tables, frequencies and
percentages. They came out with the view that primary school teachers perceive
difficult to teach primary science core-curriculum is attributed to the
following reasons, primary school teachers not only lack the pedagogical skills
necessary for effective teaching of some of the topics in primary science
core-curriculum. Also, they show negative attitude towards primary science that
is why they involve themselves in many unprofessional acts like farming,
trading and so on, paying more attention to these secondary activities to the
detriment of their professional job.
Teaching , hence
always on the look out for better job, and ready to leave the profession.
Baja (1993) in his book, “ teaching
chemistry creativity” emphasized on effective method of teaching chemistry i.e
demonstration, and lack of exposure of chemistry teachers to the modern way of
teaching. He also comments on the need for teacher to be well educated
especially the teachers of chemistry subject. School administrations should put
every senior and well experienced and trained graduates in classes in which chemistry
courses is taught. This is because an empty bag cannot stand up right.
Inexperienced teacher or lecturer end up confusing students by imparting
passive knowledge to them without involving them in some activities that will
make the knowledge lively and survive.
It is not un common to see an
individual with NCE holder teaching in many higher institution of learning
because he has someone in authority. This makes teaching and learning in
effective especially in science particularly in chemistry which is volatile
subject that needs a specialist. However, it is good to know if such exist in
Government College of education in Enugu State.
Practical
Work and Use of Instruction Materials
There is much emphasis for the use of
instructional materials in teaching and larning process in our science
education. Even most of thescience curriculum are practically oriented. The
fact remains that our students cannot be creative without learning chemistry
practically.
Jegede and Abdullahi (1982) have
stressed on the impact of practical work using adequate material resources.
They have argued that practical work help the students and they are seen to be
more active in learning processes in which they are continually inquiry, testing, speculating and building
their own personal construction of knowledge. In science, students need to be
actively constructing their own personal awareness and meaning.
According to Odo (2011:136), noted
that instruction materials make teaching easy and more vivial than words alone.
The learner learns faster and retains more and longer when taught with relevant
instructional materials actual objects have an appeal for the young students.
The students must provide with things to sees, touch and handle. There should
be an adequate provision of concrete materials in the classrooms, without which
the teaching of some concepts and themes in chemistry becomes abstract. This
statement goes to support the old chinese proverb which says that:
I hear I forget
I see I remember
I do and I understand
In fact the depth of
learning depends upon the totality of experience upon the students. These
experiences are result of direct contact with some objects.
Ezenwosu (2011:65) in his study on the
factors militating against effective practical work for achieving vision 20:20
maintained that inadequate resources affect the teaching of practical work.
According to him, every school classroom is expected as a matter of necessity
to have basic resources for carrying out practical work and make sure that
resources needed are made available to all students. Even the school that is
recently built, they seemed to be lacking the necessary technologies and
resources and resources needed to implement effective practical and chemistry
concepts. This has led many teacher centered activities that might no serve the
purpose of practical work. In our school today. Science teachers tend to be
theoretical in their teaching due to lack of laboratory related equipment
materials needed to carryout experimentation.
Attama (1997) in Adonu (20100:172)
noted that practical are carried out to prove the workability of a particular
scientific theory and where there is absence of laboratory facilities, it
implies there will be no practical demonstration of needed practical skills. In
order that science may catapult Nigeria to a height where she will achieve her vision there should be provision for modern and well
equipped laboratory facilities for frequent practical work in science.
Also, Ogbonnna (2013:212) noted that
the lack of adequate infrastructures in our higher education has posed serious
set back in the achievement of higher education goals in institution where
there are no adequate classroom, resource rooms, staff rooms, lack of
laboratory facilities, computers and like, proper teaching and learning cannot
be effective and efficient in the system. Salisu (2001) in Ogbonna (2013)
observed that there is significant difference in the academic performance of
students’ institutions with adequate facilities and those with inadequate facilities.
Balola (2004:114) in Ugwuoke P, U
(2013:66) noted that : “instructional materials are designed to promote and
encourage effective teaching and learning experiences”. Instructional materials
are ways and means of making the teaching and learning process easy, more
meaningful and understandable. He noted that as ingredient is to soup, so also
is resources materials to chemistry curriculum implementation. Thos
instructional materials are lacking in Nigeria secondary schools, as a
consequence, teachers take to teacher chalk and talk as they have no visual or
audio-visual materials which the students can see, touch, smell and hear in the
process of teaching and learning. Onyeachu (2006) in Ugwuoke (2013:68) observed
that when instructional materials are not available learners cannot do well.
This means that when learners are not doing well, the set objectives of
education cannot be achieved
ii. students
phobianism
in most cases, students sharpen the
knife that cut their hands. At times students in chemistry are lazy, reluctant
and gullible. The easily believe and fear
things that worries them no.
students are being poisoned emotionally
by some students that some course are difficult in chemistry curriculum, this
they carry about without trying to verify the fact themselves in most cases,
this leads the students to develop negative attitude towards those courses and
whenever those courses are being taught, they will pay less attention to them.
Since no one reapeth what he soweth not, is there is every tendency for those
students to find the course difficult in the chemistry curriculum.
The investigators
consider these observations crucial to the present study as the insight into
factors that contribute to the students finding some courses difficult in chemistry
curriculum.
Summary:
Evidence from the
works of research has proven that the factors that arise to the difficult
concept of NCE chemistry curriculum is due to teaching factor, material factor
and students phobianism.
The research reveals that chemistry
education is a broad term that refers to the study of the teaching and learning
of chemistry in all schools, colleges and universities. The need to understand
student motivation, attitude, and self efficacy towards learning chemistry, how
best to teach and improve learning outcomes in chemistry are paramount. These
needs could be met by changing teaching methods and appropriate training of
chemistry instructors and appropriate training of chemistry instructor, within
several modes, including classroom teaching, demonstration and laboratory
activities.
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