IMPACT OF CHEMISTRY LABORATORY ON THE PERCEPTION AND ACADEMIC ACHIEVEMENT OF CHEMISTRY STUDENTS IN SOME SELECTED SECONDARY STUDENTS IN JALINGO LGA OF TARABA STATE.

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CHAPTER ONE

INTRODUCTION

• Background to the Study

The impact of chemistry laboratories on the perception and academic achievement of chemistry students in Nigeria has been a subject of considerable research. A study by Okebukola (1986) found that students who had regular access to well-equipped chemistry laboratories had a more positive perception of the subject and performed better acadically. The study suggested that the hands-on experience provided by laboratory work helped students to understand abstract concepts more effectively, thereby improving their academic performance.

Further research by Aina and Akintunde (2013) supported these findings. Their study found that students who had regular access to chemistry laboratories not only performed better academically, but also had a more positive attitude towards the subject. The researchers suggested that the practical nature of laboratory work made the subject more engaging for students, which in turn improved their attitude and academic performance.

However, not all studies have found a positive correlation between laboratory access and academic achievement. A study by Omoifo (2012) found that while laboratory access did improve students’ perception of chemistry, it did not necessarily translate into improved academic performance. The study suggested that other factors, such as the quality of teaching and the students’ individual learning styles, might also play a significant role in their academic achievement.

Despite these mixed findings, the general consensus among researchers seems to be that chemistry laboratories do have a positive impact on students’ perception of the subject. A study by Ajaja and Eravwoke (2010) found that students who had regular access to chemistry laboratories were more likely to view the subject as interesting and relevant. This positive perception, the researchers argued, could in turn lead to improved academic performance.

However, the impact of chemistry laboratories on academic achievement is less clear-cut. While some studies have found a positive correlation, others have suggested that laboratory access is just one of many factors that can influence students’ academic performance. As Omoifo (2012) pointed out, the quality of teaching and the students’ individual learning styles might also play a significant role.

Furthermore, while the impact of chemistry laboratories on the perception and academic achievement of chemistry students in Nigeria is still a subject of debate, the majority of studies suggest that they do have a positive impact. However, more research is needed to fully understand the complex relationship between laboratory access, perception, and academic achievement.

• Statement of the Problem

Chemistry is a practical subject that requires hands-on experience for students to fully grasp its concepts (Johnstone, 1991). In Nigeria, however, there is a growing concern about the effectiveness of chemistry laboratories in enhancing students’ understanding and academic performance (Okebukola, 1986). The problem lies in the potential disconnect between the theoretical knowledge imparted in classrooms and the practical skills developed in laboratories.

Despite the importance of laboratory work in chemistry education, several studies have reported that Nigerian students perform poorly in chemistry (Babalola, 2003). This poor performance has been linked to inadequate laboratory facilities, lack of qualified laboratory staff, and ineffective laboratory teaching methods (Okebukola, 1986; Babalola, 2003).

The inadequate laboratory experiences could lead to a negative perception of chemistry among students, which in turn could affect their academic achievement (Hofstein & Lunetta, 2004). This is a significant issue as it could deter students from pursuing careers in chemistry and related fields, thereby affecting the country’s scientific and technological development (Okebukola, 1986).

Despite the numerous studies on chemistry education in Nigeria, there is a dearth of research specifically investigating the impact of chemistry laboratory on students’ perception and academic achievement (Babalola, 2003). This study aims to fill this gap by examining the role of laboratory work in shaping students’ perception of chemistry and its influence on their academic performance.

The findings of this study could provide valuable insights for educators, curriculum developers, and policymakers in Nigeria. It could inform the development of effective laboratory teaching strategies and the improvement of laboratory facilities, thereby enhancing students’ learning experiences and academic outcomes (Hofstein & Lunetta, 2004).

The impact of chemistry laboratory on the perception and academic achievement of chemistry students in Nigeria is a critical issue that warrants investigation. This study seeks to contribute to the body of knowledge in this area and potentially inform improvements in chemistry education in Nigeria.

• Aim and Objectives of the Study

The aim of the study is to examine the Impact of chemistry laboratory on the perception and academic achievement of chemistry students in some selected secondary students in Jalingo LGA of Taraba state. The specific objectives of the study are:

1. To evaluate the influence of the chemistry laboratory on students’ understanding of chemistry as a subject.
2. To assess the role of practical laboratory in enhancing the academic achievement of chemistry students.
3. To determine the correlation between laboratory-based learning and students’ interest in pursuing further studies in chemistry.
4. To identify factors hindering students’ academic performance in chemistry.

• Research Questions

The research questions for the study are buttressed below:

1. How does the chemistry laboratory influence students’ understanding and perception of chemistry as a subject?
2. What role does practical laboratory play in enhancing the academic achievement of chemistry students?
3. Is there a correlation between laboratory-based learning and students’ interest in pursuing further studies in chemistry?
4. What factors hinder students’ academic performance in chemistry?

• Research Hypothesis

The hypothetical statement is stated as follows:

Ho:  Practical laboratory has no effect on the academic achievement of chemistry students.

H₁:  Practical laboratory has no effect on the academic achievement of chemistry students

• Significance of the Study

The significance of the study on the impact of chemistry laboratories on the perception and academic achievement of chemistry students is multi-faceted. Firstly, it provides an understanding of how practical, hands-on learning in a laboratory setting can enhance the comprehension of theoretical concepts. Chemistry, being a practical subject, requires students to understand complex theories and principles. The laboratory provides a platform where these theories can be visualized and understood in a practical context, thereby improving students’ perception of the subject.

Secondly, the study highlights the role of laboratories in fostering critical thinking and problem-solving skills among students. In a laboratory setting, students are often required to design experiments, make predictions, observe results, and draw conclusions. This process not only enhances their understanding of chemistry but also develops their analytical and problem-solving skills, which are crucial for their overall academic achievement.

Thirdly, the study underscores the importance of laboratories in stimulating interest and motivation among students. The interactive nature of laboratory work can make learning more engaging and enjoyable for students, which can, in turn, increase their motivation to learn and perform better acadically. This is particularly significant given that lack of interest and motivation is often cited as a major reason for students’ poor performance in subjects like chemistry.

Fourthly, the study provides insights into how laboratory experiences can influence students’ career choices. Exposure to practical work in the laboratory can inspire students to pursue careers in chemistry and related fields. This is particularly important in the current context where there is a growing demand for professionals in the fields of science, technology, engineering, and mathematics (STEM).

Fifthly, the study contributes to the ongoing discourse on the need for curriculum reform in science education. The findings of the study can be used to advocate for the inclusion of more practical work in the chemistry curriculum, thereby making it more relevant and effective for students.

Lastly, the study has implications for educators and policy-makers. The findings can inform teaching practices and policies related to science education. For instance, educators can use the findings to improve their teaching strategies, while policy-makers can use them to formulate policies that promote practical learning in science education. Thus, the study has the potential to bring about significant improvements in the way chemistry is taught and learned in schools.

• Scope of the Study

The study examines the impact of chemistry laboratory on the perception and academic achievement of chemistry students in some selected secondary students in Jalingo LGA of Taraba State. The study is limited to selected secondary students in Jalingo LGA of Taraba State.

• Operational Definition of Terms

1. Impact: In the context of this study, impact refers to the effect or influence that chemistry laboratories have on students. It could be in terms of their understanding, interest, or performance in the subject.
2. Chemistry Laboratory: A chemistry laboratory is a controlled environment where scientific experiments, analyses, and research are conducted. It’s equipped with various tools and equipment necessary for chemical reactions and procedures. In an educational setting, it’s where students perform experiments to better understand the theories they’ve learned in class.
3. Perception: Perception refers to the way in which something is understood or interpreted. In this context, it’s about how students view or understand chemistry as a subject after their experiences in the chemistry laboratory
4. Academic Achievement: This term refers to the level of proficiency or mastery a student has achieved in their academic work. It’s often measured through grades, test scores, and completion of course or program requirements.
5. Chemistry: Chemistry is a branch of science that studies the properties, composition, and structure of substances (elements and compounds), the changes they undergo during chemical reactions, and the energy that’s released or absorbed during these processes.
6. Student: A student is an individual who is engaged in learning, typically within an educational institution such as a school or university. In this context, the students are those learning chemistry and using the chemistry laboratory.

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IMPACT OF CHEMISTRY LABORATORY ON THE PERCEPTION AND ACADEMIC ACHIEVEMENT OF CHEMISTRY STUDENTS IN SOME SELECTED SECONDARY STUDENTS IN JALINGO LGA OF TARABA STATE.