PROJECT: AN ASSESSMENT OF TEACHERS LEVEL OF IMPLEMENTATION OF CHEMISTRY CURRICULUM IN SENIOR SECONDARY SCHOOL IN NSUKKA LOCAL GOVERNMENT AREA
CHAPTER ONE
INTRODUCTION
Background of Study
Science and Technology have been used and are still being used in solving many human problems. The aim of science is to better the life of man and to conquer nature and also its effect in our schools is to produce men and women who are scientifically literate. Science and technology education have been sure ways in the promotion of economic development, alleviation or eradication of poverty and improvement of social welfare in any country. This is the reason why many countries of the world, developed and developing, are investing heavily in science and technology education yearly (Nwagbo, 2005). In Nigeria the story is the same, many policies have been formulated since independence educationists and curriculum developers have equally developed and advanced the school curriculum to take care of the immediate and distant scientific and technological needs of the Nigerian society with a view of making graduate of our school system self-reliant, employable and highly productive in the face of mounting unemployment.
Science therefore, is the study of nature and natural phenomena. Nature according to Butler and Tanner (2003) is a thing or person’s innate or essential qualities or characters. The study of science operates on physical measurable and observable realm. According to Mbajiogu (2003) science is a systematic process of investigation that employs observation and experimentation as tools. Science is not a techniques or a body of knowledge, though it uses both, it is rather an attitude of inquiry, of observation and reasoning with respect to the world. It can be developed not because memorizing facts or using formula to get an answer, but only by actual practice of scientific observation and reasoning.
Academic America Encyclopedia (1989), defined science as the development and systematization of positive knowledge about physical universe. In other hand, technology is the art of making things generally useful to man, so science generates the body of knowledge and understanding which technology depends on to produce goods and services. It is worthy to note that the major advances made in medicine. Pharmacy, industrial chemistry and engineering are based on researches being conducted in many areas of science and technology such as chemistry. Therefore, within the contest of science education, chemistry has been identified as a very important science subject and its importance in scientific and technological development of any nation has been widely reported. It was as a result of the individual and the nation that chemistry was also made a core subject among the natural science and other science related courses in Nigeria education system because it is a pre-requisite subject for offering most science oriented courses such as nursing, medicine, pharmacy, engineering, science education, Biochemistry and so on in the tertiary institutions. Chemistry education is intended among other things to provide grounds for students to become competent in information and communication Technology (ICT) application which leads them to acquire entrepreneurial skills and subsequently apply these skills in solving scientific problems.
According to free online dictionary (2010) chemistry is defined as the scientific study of the structure, properties and reaction of the chemical elements and the compound they form. Chemistry, according to the world book encyclopedia (1997) is also defined as a branch of science that studies the composition and properties of matter and the changes it undergoes; chemistry is far more than a collection of facts and a body of knowledge. It’s all about matter, which is anything that has mass and occupies space, classroom teaching of chemistry is done in two main forms. The theoretical form and most importantly the practical work. The basic vehicle used in understanding of chemistry at all levels of education is experiment. The experimentation helps to enhance scientific understanding through the process science such as observing, classifying, country, measuring and interacting with objects and event of science interest.(Egbunonu and Okeke 2005). Experiment in chemistry is designed to make the students active participant in the study they are to be actively involved in doing their own thinking, evolving solution to problems using their own hands and heads and therefore growing in skills development at the at the end of every experiment.(Egbunonu and Okeke,2005)
Research has shown that chemistry experiment embarked on in our school system are such that students only engage in those activities that lead them to verification of information already established by others. This provides little incentives for further inquiry, (Shaibu and Mari, 2000). They are not given opportunity to carry out investigation that involves them collecting and interpreting data, and to think and evolve solution problems the teaching of organic chemistry in secondary schools is being hindered due to the problem of availability and usability of chemistry laboratory facilities for the teaching of organic chemistry to serve its original purpose as designed by curriculum developers. There should be an adequate provision of laboratory facilities for the teaching of organic chemistry in secondary schools.
According to West African Examinations Council. (WAEC), Chief Examiner’s report (2002) it was stated that students senior school certificate examination performance in practical chemistry has not been generally impressive. They further mentioned that students poor performance in most of the chemistry practical during West African Examinations Council (WAEC) examination can be said to be as a result of lack of availability and usability of chemistry laboratory facilities for teaching chemistry especially organic chemistry in senior secondary schools, teacher’s qualifications and ability to use the available chemistry laboratory facilities, and non functional state of the available laboratory facilities for teaching organic chemistry may be some of the factors that militate against the teaching of organic chemistry using laboratory facilities in senior secondary schools. Therefore this study helps to find out the availability and usability of chemistry laboratory facilities for teaching organic chemistry in senior secondary schools in Nsukka Local Government area of Enugu State.
Statement of the Problem
In recent years, manpower and money have been devoted in effort to improve science teaching in the schools because of the decrease in standard of education. In Nigeria, despite this, West Africa examination council (WAEC) chief examiner report (2010) stated that students perform poorly in chemistry, many factors may be responsible for this development and one of such factors may be the teacher’s qualification and ability to use chemistry laboratory facilities to teach organic chemistry or lack of availability of chemistry laboratory facilities for teaching organic chemistry before the students’ final examination.
In this present era, there has been shortage of teachers with good knowledge of ways of imparting scientific knowledge and results have shown that laboratory method of teaching science subject helps to increase our students’ scientific skills and knowledge acquisition. Based on the above there will be obvious adverse effect of not exposing the students to sufficient laboratory work before they sit for external examinations. This study sought to investigate the availability and usability of chemistry laboratory facilities for teaching organic chemistry in senior secondary schools.
Purpose of Study
The purpose of this research work is to assess the availability and the usability of chemistry laboratory facilities for teaching organic chemistry in senior secondary schools in Nsukka Local Government area of Enugu State.
Ø Ascertain the extent of availability and usability of chemistry laboratory facilities for teaching organic chemistry in senior secondary schools in Nsukka local government area of Enugu State.
Ø Determine how far the teacher’s make use of available chemistry laboratory facilities for teaching organic chemistry.
Ø Determine the challenges facing the availability and use of laboratory facilities for teaching organic chemistry.
Significance of the study
Since every well research work is to solve an existing problem, the study will be of great important to teachers, curriculum planners, the government and society at large. This present research will help in obtaining useful information concerning the availability and usability of chemistry laboratory facilities for teaching organic chemistry in senior secondary schools. The result obtained will provide relevant information on factors that influence the availability and usability of chemistry laboratory facilities for teaching organic chemistry in senior secondary school. In the area of teachers it will help them to know the importance of using available chemistry laboratory facilities for the teaching of organic chemistry.
To school administrators it will give room for amendment or correction in the area of availability and usability of chemistry laboratory facilities for teaching organic chemistry. It will be of benefit to government towards distributing necessary resources that will help in the effective teaching of organic chemistry using laboratory facilities. This work will also add on to the existing literature on the availability of laboratory facilities for teaching organic chemistry in senior secondary schools.
Scope of the Study
The study is limited to investigating the availability and usability of chemistry laboratory facilities for teaching organic chemistry in secondary schools. The study is limited to the sampled schools in Nsukka Local government area of Enugu State.
Research Question
In view to actualize the purpose of this study, this is guided by the following research questions.
@ To what extent are laboratory facilities available for teaching organic chemistry in senior secondary schools?
@ To what extent do chemistry teachers make use of available facilities in the laboratory for the teaching of organic chemistry?
@ What are the challenges facing the availability and usability of laboratory facilities for the teaching of organic chemistry?
CHAPTER TWO
REVIEW OF LITERATURE
For easy imparting of science knowledge, there is need for fully equipped science laboratories. Laboratory according to Longman dictionary of contemporary English is a building or room in which scientific work with apparatus for the examination and testing of materials. Many types of laboratories exist and they are named according to the particular roles in science, education, technology, health, industries research and so on. For example science laboratory found in educational institution are used for teaching and learning and research in the science. Chemistry and other science are practical oriented and are better understood through laboratory experience with adequate apparatus and material.
In review of literature of the availability and usability of chemistry laboratory facilities for teaching organic chemistry, it can be studied under the following sub-heading.
@ The concept of chemistry
@ The role of chemistry in National development
@ The concept of Organic Chemistry
@ The concept of laboratory
@ Availability of chemistry laboratory facilities for teaching organic chemistry
@ Utilization of chemistry laboratories facilities for teaching organic chemistry.
@ Factors that militate against availability and utilization of available laboratory facilities.
@ Related empirical studies.
The Concept of Chemistry
Chemistry is the science of modules and their transformation. It is the science not so much of the one hundred elements but of infinite variety of molecules that may be built from them. According to Hoffman (2013), chemistry deals with composition structure and properties of matter. Chemistry is a branch of physical science that studies the composition, structure, properties of matter. Chemistry is chiefly concerned with atoms and molecules and their interaction and transformation (Wikipedia, 2014) chemistry is sometimes called natural science like physics, geology and biology. The 1730 definition of the word “chemistry” is used by (George Ernest Staw) meant the art of resolving mixed compound or aggregate bodies into their principles and composing such bodies from these principles. In 1837 Duma considered the word “Chemistry” to refer to the Science Concerned with the laws and effect of molecular forces. According to world Book Encyclopedia (1997), chemistry can be defined as the study of natural and artificial substance to determine their composition, structure and the changes that occur when they combine and form other substances.
Chemistry is of three categories which include organic chemistry of carbon with other compounds or elements, inorganic chemistry and physical chemistry.( chemistry of the effects of light, heat and the other forms of energy on the chemical process). Above all, those categories involve the usage of laboratory facilities in teaching them. chemistry as science has, as its primary objectives the determination of the nature and properties of the non-living matter which surrounds us and the preparation of new substance scientifically interesting or generally useful from the materials which nature has provided. The knowledge of chemistry is very essential in every area of human endeavor. Such area includes agriculture, health and medicine, transportation, industrial area, engineering field, educational areas. According to Hoffman (2013) chemical principles are important in diverse area such as wealthier patterns, functioning of the brain and operation of computer, chemical industries, manufacturing fertilizers, alkalis, acids, salts, dyes, polymer e.t.c which contributes in a big way to the national economy.
The Role of Chemistry in National Development
For the first two-thirds of the 20th century, chemistry was seen by many as the science of the future. The potential of chemical products for enriching society appeared to be unlimited. The world’s reserve of fossil fuels (e.g oil, natural gas, and coal) will eventually be exhausted, some as soon as the 21st century, and new chemical processes and materials will provide a crucial alternative energy source. The conversion of solar energy to more concentrated useful forms, for example, will rely heavily on discoveries in chemistry. Long term environmentally acceptable solution to pollution problems are not attainable without chemical knowledge (Chemistry Encyclopedia,2014)
According to Usselman( 2014), there is much truth in the aphorism that “chemical problems require chemical solution”. Chemical inquiry will lead to the better understanding of the behaviours of both natural and synthetic materials and to the discovery of new substance that will help future generation, better supply their needs and deal with their problems. Progress in chemistry can no longer be measured only in terms of economics and utility. The discovery and manipulation of new chemical goods must continue to be economically feasible but must be environmentally acceptable as well. The impact of new substance on the environment can now be assessed before large scale production begins, and environment compatibility has become a valued property of new materials for example, compound consisting of carbon fully bonded to chlorine and fluorine called chlorofluorocarbon (or Freon) were believed to be ideal for there intended use when they were first discovered. They are non-toxic, non flammable gases and volatile liquids that are very stable. These properties led to their wide spread use as solvent, refrigerants and propellants in aerosol containers.
According to Anonymous (2013), application of chemical science have contributed significantly to the advancement of human civilization with a growing understanding and ability to manipulate chemical molecules, the post world war II chemists was considered societal problem solver.
They played a significant role in eradication of deadly diseases by developing life solving pharmaceuticals and chemical pesticides. Chemists developed innovative plastics and synthetic fibers for use in both industrial and consumer product. The chemical industry has been a vital sector of the modern industrialized economy. The chemical and allied manufacturing sector in the United States employs over two million individuals. Ababio (2013) states that chemistry has contributed greatly towards providing our basic needs and improving the quality of our life and society in various areas like:
v Food: fertilizers and insecticides have helped to increase food production greatly, chemical processes are designed especially to preserve and store food for long period
v Clothing: Man-made textile fibers produced as a result of intensive chemical research have made available a wide range of clothing materials.
v Transportation: Modern transportation is essential feature of today’s world. This rapid development from carts pulled by animals to the latest aircraft was made possible by chemists producing suitable fuels and structural materials like alloys which are light, strong and heat-resistant
v Health Care and Beauty: the diagnostic tests carried out in laboratories the prognostic estimation, medical prescription, pulls, the vaccines, the antibiotics play very vital role in health monitoring , control of diseases and in alleviating the suffering of humanity all these have been made possible using the unequivocal services of chemistry.
v Science and technology: chemistry has facilities, the chain of counter measures tool in the form of safety suites and resistant bunkers offensive science (the comprehensive scientific analysis of material evidence in the context of the law) uses principles of chemistry to facilitate crime investigation, telecommunication, and information technology and space mission all banks on the chemistry of semi-conductor and nanotubes. Chemistry is important because everything you do is chemistry even our body is made of chemicals. So the importance of chemistry is that it’s the study of everything.
The Concept of Organic Chemistry
Organic Chemistry is a branch of Chemistry that studies carbon and its compound. There are many organic compounds and their diversity is responsible for diversity in life, existence of different types of living organisms and products. A good knowledge of organic chemistry enables chemists to develop and manufacture drugs, agricultural chemicals, paints, polish, cosmetics, drinks, clothes, paper, plastics, detergents, cements, and other chemicals whose interaction with life process are important and provides means of survivial (Hill and Homan,1980). Organic Chemistry is studied in Nigerian Schools from senior secondary one (SS1) to the tertiary levels and at each stage it’s an experimental science (Yanfeng 2004). The implication is that much of the activities in organic chemistry involve the use of experimentation to synthesize the organic products and if fully commercialized are packaged and sold to make money. A good number of organic chemistry experiments that are vital for entrepreneurship developments:
Ø The production of ethanol through the fermentation of carbohydrates, simple and complex sugar such as palm wine, sugar, yam cassava
Ø Production of soap using palm kernel or pals oil or groundnut oil or any vegetable oil, caustic soda ( sodium hydroxide) dyes and perfumes
Ø Making of pomade using petroleum jelly, paraffin wax, paraffin oil, dye and perfumes
Ø Making of detergent using vegetable oil, caustic soda, hydrogen peroxide and ammonium solution.
The Concept of Laboratory
Chemistry laboratory is one of the science laboratories and thus a place for teaching and learning of chemistry and for the research mostly experiment research. It is known to be the center of all science laboratories in schools, industries, research institutes and other institutions.
Ugwuja(2009) stressed that chemistry laboratories range from singe ones for teaching to a more complex ones for research and industry. He maintained that among other science laboratories, chemistry laboratories are more complex to establish and run, more dangerous requiring much money and care.
Ezeudu (2002), viewed that chemistry laboratory is characterized by the presence of apparatus used for practical even though some theoretical lesson may be done. According to her, the apparatus including weighing balance, fume cupboard, burette, pipette, beaker, test tube and lots more. Based on this Ojokuku(1987), observed that the presence of laboratory distinguishes science (chemistry) from other disciplines. According to him, this is because laboratory is full of experiment work.
Ugwu(2008) varies that all modern laboratories should be large enough to permit free movement of laboratory workers and accommodate needed furniture such as benches, fume cupboard, and shelves. Thus, the major apparatus found in the chemistry laboratory include fume cupboard, pipette, burette, beaker, weighing balance, reagent bottles, separating funnel, volumetric flask, indicator bottle, and spatula and so on. This differentiates chemistry from other science disciplines like physics and biology.
That is why Okeke (1995) as cited in Ifeakor (2006) observed that some materials resources (MR) such as chemicals, measuring cylinders, electricity, charts, television, projectors, computers and lots more are found in the chemistry laboratory. This shows that chemistry is practical or activity oriented and experimental understanding of natural phenomenon. Chemistry laboratory is one of the science laboratories that is conducive enough, suitable for trial of experiment and research for easy teaching and learning of chemistry and imparting of scientific knowledge and skills through well equipped laboratory. Therefore chemistry laboratory facilities is defined as equipments and materials used for teaching chemistry in laboratories.
Availability of Chemistry Laboratory Facilities for Teaching Organic Chemistry
Researchers like (Nwosu 1993, 1998, 2000, Agusioba 1994, Soyibo, 1986 and Bassey 2002) stated that there are inadequate facilities for the teaching of science subjects in public secondary schools in Nigeria. They further stated that where there are little facilities at all, they are not usually in good condition while the few ones that are in good condition are not enough to go round those who need them. This poses a great challenge to government on the need to raise the funding needs of schools where science subjects such as chemistry are being affected. This is because where materials are not available in large quantity to meet the demand, effective teaching of organic chemistry which is also part or branch of chemistry that makes chemistry to be seen as the queen of all the sciences becomes very difficult(Agusiobo,1998 and Okafor 2002). In this case, only but the highly creative, resourceful, committed and dedicated teachers can use resort to improvisation of scarce facilities. It is only teachers who posses the qualities listed above that can venture into the costly enterprise of improvisation.
Production of Laboratory Facilities for Teaching and Learning Organic Chemistry
One of the major problems confronting curriculum reforms and innovation in Nigeria can be traced to inadequate or un-availability of teaching and learning facilities. This is an important and integral part of curriculum development. Our curriculum development centers should be seen to be involved in the production of essential chemistry laboratory facilities such as aspirations, evaporating dish, lierbeg condenser, crucible, fractionating column, conical flask, funnels, chemicals and other equipment needed or that could be used to promote effective teaching of organic chemistry in our schools, were the ready made types are not available, classroom teachers have very good roles to play in the production of laboratory facilities, especially when the materials are inadequate. For a given curriculum such as chemistry to achieve the purpose for which it is designed, what the teachers do with it plays a very significant role.
Professionally trained teachers ought to have desirable professional attitudes which predispose them to instill through teaching and modeling, attitudinal changes in their students. They can accomplish this by embarking on improvisation of scarce facilities. Improvisation has generally been defined as the use of substitute equipment where the real equipment is not available (Bajah, 1991)
This author believes that when teachers are encouraged to adventurism and develop basic skills and knowledge in planning, designing and producing teaching and learning and learning materials and are also motivated to produce the materials as a regular part of their teaching, they will readily appreciate the need to use materials as necessary and part of their instructional task. They will also gradually develop a positive attitude towards using materials creatively and imaginatively in teaching and learning activities. But the noble question is doing such chemistry teachers exist in our schools today? Unfortunately, literature evidence (Nwosu 1993,1998,2000 and Bassey, 2002) indicated that majority of our practicing chemistry teachers hardly resort to improvisation of scarce chemistry laboratory facilities for teaching organic chemistry because they are poorly trained, lack commitment and are grossly incompetent. Given the present technological and jet age in which we find ourselves, time has come for us to race of technological advancement.
Utilization of Chemistry Laboratories Facilities for Teaching Organic Chemistry.
Writing on laboratory facilities and utilization as correlates of chemistry students learning out comes. Okafor (1983) stated that much emphasis is being placed on examination to the neglect of practical knowledge gained in the laboratory. The author further pointed out that available laboratory facilities are not being utilized by teachers and students. Other researchers which indicates little or non- use of resource by teachers in the classroom even when such are available include Nwosu (1993), Agusiobo, (1994) and Nwosu (2000). Non use of classroom resources use has caused poor performance of students in science subjects, especially chemistry, Nwosu (1986) amongst others. Our worry here in that science in general and organic chemistry in particular cannot be effectively taught and learned without adequate utilization of chemistry laboratory facilities by the science teachers and students.
On the other hand, use of laboratory facilities in teaching organic chemistry in secondary school dependence on the teacher perception of the materials and the vary from one teacher to another. In our classroom today, different types and classes of teachers exists, namely
a. Qualified teachers
b. And expert or an experienced teacher
c. A novice (beginning) teacher and
d. A postulant/auxiliary teacher.
Nwosu (1999) defined the different classes or types as follows. A qualified teacher worth his salt does not only support knowledge, but also create effective relationship and understanding between himself and the students as well as other members of the teaching vocation and who displays a high knowledge of teaching, including socio-cultural, political, physical and the intellectual aspect of teaching and the world around him. Helps his students to develop their natural abilities by creating the necessary environment that will help them, stimulate, challenge an emotionally in the art of learning and doing. An expert or an experienced teacher is a professional teacher who combines subject matter expertise with sound pedagogical training. A novice (beginning) teacher is one who is qualified but without professional experience. They are characterized by obsolete teacher-centered approaches which in most cases centered on teaching method at the exclusion of guided discovery and demonstration method which are activity-based. A postulant/auxiliary teacher is subject oriented while the expert is child-centered in orientation. All these show that it is the responsibility of the teacher to facilitate learning by creating the ideal situation for the child to discover things for himself. The noble question now is do our chemistry teachers possess this ability.
Factors that Militate Against Effective Utilization of Available Chemistry Laboratory Facilities
A number of reasons have been advanced by researchers (Nwosu, 1993, 2000), Eule and Chukwu (2000) and Bassey (2001) on why use of available facilities for chemistry teaching has not been effective. The factors include:
v Incompetency of chemistry teachers
v Lack of commitment of chemistry teachers
v Defective training given to chemistry teachers
v Large class size resulting to high teacher/students ration
v Problem of untrained laboratory staff
v Inadequate funding.
The incompetence of chemistry teachers, majority of who are beginning teachers without experience cannot be over-emphasized. There is also this issue of lack of commitment caused mainly by the chemistry teacher’s negative attitude to their work, all these speak nothing but students under-achievement in the subject (Okafor 2000 an Nwosu 2000)
The mode of training given to our chemistry teacher is worrisome, especially on practical work. Most of the teachers graduate without undertaking any practical experience (Nwosu, 1995, Bassey 2001). The issues of poor teaching and learning environment is another factor that has constrained effective utilization of available facilities in teaching and learning and the existing training practices do not keep pace with the changing times. The patterns of training of chemistry teachers have remained predominantly traditional for too long and there is no opportunity to retrain and update the teachers’ knowledge to function to expectation. Worse still, our training institutions are concerned with the converting of the prescribed syllabus or curriculum, rather than on how to retain chemistry teachers to satisfy their professional career and those of their profession. Our education mangers must be told and convinced that when poorly trained teacher are provided with modern aids, to teach, they will end up breading people who will be very effective in the spread of ignorance.
The vexed issue of large classes in chemistry classrooms which has resulted to higher teacher students’ ratio and untrained laboratory personnel, for example, laboratory technicians and attendants have their fair share. The technicians and laboratory attendants in our chemistry laboratories are made up of clerical officers majority of who are school certificate attempted (s.75)who could not pass nor credit chemistry at the Senior Secondary school Certificate Examination(SSCE) Level but today act as instructors during laboratory lessons.
They are not given any additional training to do what they are currently doing. They are neither subject specialist nor trained professionals in the art of functioning as laboratory technicians or assistant, one therefore wonder what magic this group of people will perform to encourage effective utilization of laboratory facilities in chemistry classroom. Yet we know it that “no education system can rise above the quality of its teacher”. That our education system is not achieving its objectives may be a reflection of the quality of the teachers and the type of education such teachers received, as one cannot give what he does not have nor possess. The postulant or auxiliary teachers who are not exposed to how to use, service and under-take adhoc repair of chemistry laboratory apparatus speak volumes to the damage done to utilization of facilities in chemistry laboratory.
Factors that Affect the Availability of Laboratory Facilities for the Teaching of Organic Chemistry.
Many factors affect the availability of laboratory facilities for teaching organic chemistry in secondary schools. Some of these factors as identified by the researchers include:
Ø Inadequate funding
Ø Political factor
Ø Lack of trained personnel
Ø Insecurity
Ø Transportation problem
Inadequate Funding:
No education programmed can be successfully carried out without money Ede (1997). Finance is required for the provision of laboratory facilities. A financial constraint arises from under-estimation of programs, over-estimation of anticipated financial resources or over reliance on external assistance by Nigerian government. (Akube 1990 in Onuigbo and Abduahi 2008)
They maintained that any project without adequate finance can be frustrating and lead to non accomplishment of the goals because the allocation to science (Chemistry) education by both federal and state government in their budget is grossly indadequate. Agusibo (1998), cited in Okafor (2000) and quoted in Ifeako (2006) explained that the poor capital investment in terms of provision of science (Chemistry) facilities contribute to students achievement in chemistry,
The WAEC Chief Examiner’s report on Chemistry May/June 2004 noted that, generally, candidate performance was poor compared to previous years. The mean for the paper was 20 as against 26 for may/June 2003 WAEC /SSCE, while the standard deviation was 9.6 as against 10.34 for May/June WAEC/SSCE he further stated that this could be attributed to poor exposure of candidate to pay good attention to the study of chemistry. Adequate finance aid in procurement of laboratory facilities. Governemnt should allocate enough money towards secondary education during budget implementation to improve science learning. Parent teachers association on their own parts should assist the government in funding of education mostly in provision of laboratory facilities to improve the understanding of chemistry especially organic chemistry.
Political Factor
Politics plays a very vital role in making available laboratory facilities. In this political factor as Taiwo (1980) puts it, that determines the place of education in the priorities of the nation. Politics greatly influence the availability of laboratory facilities in schools. It is in this note that Elder and Adedibu (2006) opines that acquiring facilities for chemistry teaching as a responsibility of the teacher is often seen as an opportunity for the teacher to enrich himself, hence the ugly polities involved. Political instabilities affect or hinder the availablity of laboratory facilities. Therefore, teachers and principals should not involve in politics to ensure appropriate supply of laboratory equipment and materials to their schools.
Lack of Trained personnel:
This is one of the greatest factor that contribute negatively to the supply of laboratory equipment.
Inadequate trained personnel like teacher’s laboratory technicians, assistant and attendants inadequate knowledge on these people in the school hinder the availability of laboratory facilities. This is because the usage of the laboratory facilities/equipment will enhance the students understanding and promote teaching and learning of organic chemistry.
Transportation Problem:
This has assumed to be the most constraints to the supply of laboratory facilities. Bad road can prevent the available facilities to be supplied to the required schools. Survey has shown that many precious resources are squandered in the purchase of equipment, too complicated for student to use and too advanced for him to understand the squandered of this equipment is as a result of bad roads. Some are vandalized by thieves, stolen by criminals, laboratory equipment enhances learner retention. Effective transportation of science equipment promotes science education.
Insecurity:
Whenever chemist (Organic Chemistry) facilities is to be supplied to any school, the major factor to be considered is how effectively will these equipments be secured?. ,Government and Parent teachers association (PTA) may make a provision for some of these facilities but the major problem lies on the usage, security, adequate protection of these laboratory equipments, the environment of a place or a community may affect the making of available of laboratory facilities. In this case, if the school within these communities is not appropriately secured, the ministry of education will ignore or delay in supplying laboratory facilities.
Strategies to Improve the Usability and Availability Of Chemistry Laboratory Facilities For Teaching Organic Chemistry
The present need and trend in chemistry teaching and learning requires that the following measures should be adopted to make a way forward:
Ø Every school authority in the federation should ensure the introduction of effective chemistry teaching society in their schools and membership be made to all chemistry teachers. The society should constantly focus on effective handling production and utilization of facilities in chemistry teaching and learning.
Ø When the above is adequately taken care of this will encourage greater impetus on continuous in services refresher courses on- the job training of chemistry teachers in skills training on competence in resource s utilization through teacher education clinics which will be adequately equipped in terms of human and material resources and located in every school where chemistry is taught and learned.
Ø All chemistry teacher should be mandated to belong to the science Teacher Association of Nigeria (STAN) so that they will have the opportunity to attend symposia, seminars, workshops and conferences on a regular basis to enable them teach chemistry more effectively
Related Empirical Studies
Odo and Ozoeme (2003) carried out an investigation into the problems encountered in the effective teaching of chemistry in secondary school in Igbo Etiti Local Government Area of Enugu state. They carried out their research in ten secondary schools in Igbo-Etiti local government area of Enugu State. Three chemistry teachers each from the schools used were together with the principal used as the sample. Each of them were administered a questionnaire which were filled and collected by the researchers they used the responses given to them for the analysis and discussion. The data were converted to percentage. The result of this study shows that teacher’s attitude affects the effective teaching of practical chemistry in the secondary schools and also Edeoga and Anwusi (2009) carried out a survey research on the problems of supply of equipments and materials in chemistry laboratories in Enugu State Senior secondary schools. They carried out their research in two secondary school each in Udenu Local government area of Enugu State. One chemistry teacher and one student each from the schools were used as the sample. Each of them were administered a questionnaire which were filled and collected by the researchers. They used the responses given to them for the analysis and discussion. The result of this study shows that laboratory equipment and materials in chemistry laboratory are poorly supplied and this is as a result of poor budgeting, embezzlement of fund from the school head and poor financial support from PTA and NGOs.
Summary of Literature Review
Summarily, the researchers have attempted to review the available literatures within their reach that had either direct or indirect relationship with the extent of availability and usability of chemistry laboratory facilities for teaching organic chemistry. This study reviewed the concept of chemistry, role of chemistry in national development, the concept of laboratory, availability of chemistry laboratory facilities for teaching organic chemistry, utilization of chemistry laboratories facilities for teaching organic chemistry, factor that militate against availability and usability of chemistry laboratory facilities is not just important but that without laboratory facilities the organic part of chemistry may not be fully understood by science students.
Finally, using of available chemistry laboratory facilities is centered to teaching and learning in chemistry and good utilization of available laboratory facilities helps to develop students understanding of scientific processes and concepts, in summary, the science education community is not lacking in knowledge of what work in terms of science activities or at least what might work better. What it is lacking is adequate training and an assessment regime that might facilitate change.
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