Project – An assessment of the students difficulties in learning Chemistry in Ekiti State Secondary School

CHAPTER ONE

INTRODUCTION

• Background to the Study

Chemistry, as a branch of science, is often perceived as one of the most challenging subjects for secondary school students, particularly in developing countries like Nigeria. In Ekiti State, as in many other parts of Nigeria, students consistently demonstrate low performance in Chemistry at both internal and external examinations (Akinbobola, 2019). This challenge has been attributed to a variety of factors including inadequate instructional strategies, lack of teaching resources, and students’ personal attitudes towards the subject. According to Akinmoladun (2020), students often find the abstract nature of Chemistry concepts, such as chemical bonding, stoichiometry, and organic chemistry, difficult to grasp, leading to poor academic outcomes.

One significant difficulty faced by students in Ekiti State, as identified by Olatunde (2018), is the poor foundation in basic scientific principles. In many cases, students’ struggles with Chemistry are rooted in their insufficient understanding of fundamental concepts in general science, mathematics, and physics. For example, many students in Ekiti State lack a solid grasp of mathematical skills such as algebra and basic arithmetic, which are critical for solving problems in Chemistry. This gap in foundational knowledge creates a barrier when students encounter more complex topics in Chemistry, exacerbating their difficulties and leading to frustration and disengagement with the subject.

Teaching methods also play a pivotal role in students’ ability to learn Chemistry effectively. Research by Adebayo et al. (2021) highlights that traditional lecture-based teaching methods, which dominate many classrooms in Ekiti State, are insufficient for promoting deep understanding in Chemistry. These methods often fail to engage students actively, and the reliance on rote memorization for concepts such as the periodic table, chemical reactions, and molecular structures hinders critical thinking and problem-solving skills. The study suggests that incorporating more student-centered teaching methods, such as problem-based learning and inquiry-based activities, could improve student engagement and comprehension in Chemistry.

The role of inadequate teaching resources is another important factor contributing to students’ difficulties in learning Chemistry. Ekiti State, like many other regions in Nigeria, faces challenges in terms of access to modern educational tools and laboratory equipment. The lack of well-equipped science laboratories, instructional materials, and relevant textbooks makes it difficult for students to conduct experiments and visualize complex chemical phenomena (Ogunleye, 2022). According to Idowu (2017), the absence of practical experiences limits students’ ability to understand the theoretical concepts taught in class, and this gap between theory and practice contributes significantly to the overall low performance in Chemistry. Moreover, the shortage of qualified and experienced Chemistry teachers in some schools exacerbates this issue, as many teachers struggle to deliver content effectively without proper resources.

Cultural and psychological factors also influence students’ performance in Chemistry. In Ekiti State, students’ attitudes towards Chemistry are often shaped by their perceptions of the subject’s difficulty and relevance. As Ojo (2020) points out, many students perceive Chemistry as an abstract and difficult subject, leading to a lack of motivation and a negative attitude towards learning. This mindset is further reinforced by peer influence and societal expectations, where science subjects like Chemistry are seen as less relevant to certain career paths, particularly in rural communities. As a result, many students opt for arts or social sciences, leaving Chemistry to those with a perceived aptitude for the subject, which perpetuates low interest and performance in the subject.

The challenges faced by students in learning Chemistry in Ekiti State are multifaceted, encompassing issues related to foundational knowledge, teaching methodologies, resource availability, and psychological factors. Addressing these challenges requires a comprehensive approach that includes improving teaching strategies, providing adequate learning materials, and fostering a positive attitude towards the subject. Further research and intervention are needed to identify specific strategies that can enhance Chemistry education in Ekiti State, particularly in the context of resource constraints and socio-cultural influences.

• Statement of the Problem

Chemistry, a core science subject in Nigerian secondary schools, has become a major academic challenge for students, particularly in Ekiti State. Despite its importance in the science curriculum and its crucial role in preparing students for careers in medicine, engineering, and other science-related fields, many students in Ekiti State struggle to perform well in Chemistry. This poor performance is evident in both internal school assessments and external examinations such as the West African Senior School Certificate Examination (WASSCE). Despite efforts by educators and policymakers to improve the quality of science education in the state, there remains a persistent gap in students’ understanding and application of fundamental Chemistry concepts. The question arises: What are the specific challenges that contribute to students’ difficulties in learning Chemistry in Ekiti State secondary schools?

One key issue that has been identified is the lack of a solid foundation in basic scientific concepts. Many students in Ekiti State enter senior secondary school with insufficient knowledge in foundational science subjects such as basic mathematics and general science. The abstract nature of Chemistry, which builds on concepts from these foundational subjects, becomes difficult for students to grasp without a strong understanding of underlying principles. This deficiency in foundational knowledge hinders students’ ability to comprehend more complex topics such as chemical reactions, bonding, stoichiometry, and thermodynamics. As a result, students are often unable to keep pace with the curriculum, leading to poor academic performance and a lack of interest in the subject.

Another significant factor contributing to students’ difficulties is the method of instruction used in many schools in Ekiti State. Traditional teacher-centered methods, which often rely on lecture-based teaching and rote memorization, have been shown to be ineffective in promoting deep understanding and critical thinking in Chemistry. These teaching strategies fail to engage students actively, and instead of fostering problem-solving skills, they focus on the passive transmission of knowledge. As a result, students may memorize facts without truly understanding the concepts behind them. Moreover, the large student-to-teacher ratio in many secondary schools in Ekiti State means that teachers struggle to provide individualized attention to students who may be struggling with particular topics in Chemistry, further exacerbating the problem.

In addition to instructional methods, the lack of adequate teaching resources and facilities plays a crucial role in students’ difficulties in learning Chemistry. Many schools in Ekiti State face significant resource constraints, including a shortage of well-equipped science laboratories, relevant textbooks, and instructional materials. The absence of a functional laboratory deprives students of the opportunity to conduct experiments, which are essential for understanding theoretical concepts. Laboratory work in Chemistry allows students to observe chemical reactions, measure quantities, and engage in hands-on learning, all of which are critical for reinforcing classroom instruction. Without these resources, students are unable to bridge the gap between theory and practice, leaving them with a limited understanding of the subject.

Psychological and attitudinal factors also contribute to the challenges students face in learning Chemistry. Many students in Ekiti State perceive Chemistry as a difficult and abstract subject, which leads to anxiety and a lack of motivation to engage with the material. This negative perception is often fueled by previous experiences of failure or difficulty in understanding the subject, further discouraging students from putting in the effort needed to succeed. Peer influence and societal expectations also play a role, as students may view Chemistry as a subject only for those with exceptional academic abilities, leading to a self-fulfilling prophecy where students who struggle with the subject disengage altogether. Additionally, students in rural areas of Ekiti State may have limited exposure to the practical applications of Chemistry in everyday life, further distancing them from seeing the subject as relevant or important.

Furthermore, there is a lack of qualified and experienced Chemistry teachers in some secondary schools in Ekiti State, which compounds the problems students face. Many schools rely on teachers who may not have adequate training in Chemistry or who are overburdened with large classes. This shortage of qualified teachers means that students do not always receive the high-quality instruction they need to overcome their difficulties in the subject. Even when qualified teachers are present, the limited availability of professional development opportunities and the challenges of managing overcrowded classrooms can hinder their ability to provide effective teaching. Thus, students are often left with insufficient guidance in navigating the complex topics of Chemistry.

In summary, the difficulties students face in learning Chemistry in Ekiti State secondary schools are multifaceted, involving a combination of factors related to foundational knowledge, teaching methods, resource availability, psychological barriers, and teacher quality. These challenges have led to widespread academic underperformance in Chemistry, which has broader implications for students’ future academic and career prospects in science-related fields. To address these issues, it is crucial to assess the root causes of students’ difficulties and identify strategies that can help improve the quality of Chemistry education in Ekiti State, thereby enhancing students’ understanding and performance in the subject.

• Aim and Objectives of the Study

The aim of the study is to examine an assessment of the students’ difficulties in learning Chemistry in Ekiti State Secondary School. The specific objectives of the study are to:

1. Find out if sub-standard school laboratory will affect students learning Chemistry in Secondary School.
2. Examine how poor teaching aids can contribute to students’ difficulties in learning Chemistry.
3. Assess the impact of teaching methods and resources on students’ understanding of Chemistry.
4. Examine if a school environment can affect Chemistry students’ learning experience.

1.4. Research Questions

The research questions are buttressed below:

1. How does the quality of school laboratory facilities affect students’ learning of Chemistry in Secondary School?
2. In what ways can poor teaching aids contribute to students’ difficulties in learning Chemistry?
3. What is the impact of different teaching methods and resources on students’ understanding of Chemistry?
4. How does the school environment influence Chemistry students’ learning experience?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Poor teaching aids will not contribute to students’ difficulties in learning Chemistry.

H1: Poor teaching aids will contribute to students’ difficulties in learning Chemistry.

1.6. Significance of the Study

The significance of this study lies in its potential to provide valuable insights into the challenges faced by secondary school students in Ekiti State in learning Chemistry. Given the importance of Chemistry as a foundational subject for various scientific and professional fields, understanding the root causes of students’ difficulties is critical to improving both teaching and learning outcomes. By identifying the specific barriers that hinder students’ comprehension and performance in Chemistry, this study can help policymakers, educators, and stakeholders design targeted interventions to enhance the overall quality of Chemistry education in the state. This research will serve as a vital resource for curriculum developers and education authorities in tailoring educational strategies and reforms that directly address these challenges.

A significant contribution of this study will be its ability to inform the development of more effective and student-centered teaching methods for Chemistry. As the study aims to assess the difficulties students encounter in the learning process, it will highlight which aspects of Chemistry are most challenging and why. For instance, the study may reveal whether students struggle more with theoretical concepts, practical applications, or both. These insights will enable educators to refine their instructional strategies by incorporating more engaging and interactive methods such as inquiry-based learning, problem-solving activities, and the use of multimedia resources. Such improvements in teaching methodologies can help make Chemistry more accessible and engaging for students, thereby enhancing their understanding and performance.

Additionally, the study’s findings may have significant implications for improving resource allocation and infrastructure in secondary schools across Ekiti State. A key challenge identified in existing literature and anecdotal evidence is the lack of adequate teaching materials, laboratory equipment, and textbooks. This study can provide a clearer picture of how resource shortages directly impact students’ ability to learn Chemistry, thereby encouraging the state government and school administrators to invest in better science facilities and instructional resources. The establishment of well-equipped laboratories and the provision of updated teaching materials can improve students’ hands-on learning experiences and better prepare them for examinations and future careers in science.

Another important outcome of this study is the potential to improve students’ attitudes towards Chemistry. Many students in Ekiti State perceive Chemistry as a difficult and abstract subject, leading to disengagement and a lack of motivation. By examining the psychological and cultural factors that influence students’ attitudes towards Chemistry, the study can provide recommendations for interventions that aim to change these negative perceptions. These may include initiatives to promote the relevance of Chemistry to students’ daily lives and future career prospects, as well as the introduction of motivational programs that highlight the importance of science education. Changing students’ attitudes toward Chemistry can increase their interest in the subject and improve their willingness to invest time and effort in mastering it.

The findings from this study are also significant for teacher professional development programs. A key issue in Ekiti State is the shortage of qualified and experienced Chemistry teachers. By identifying the challenges faced by both students and teachers in the delivery of Chemistry education, the study can provide insights into the specific areas where teachers may require further training or support. For example, if the study identifies that students are struggling with certain teaching methods or that teachers are having difficulty using available resources effectively, professional development programs can be tailored to address these gaps. Improving teachers’ content knowledge, pedagogical skills, and classroom management techniques will contribute to more effective teaching and learning in Chemistry.

Finally, this study has the potential to contribute to the wider discourse on science education in Nigeria and other developing countries facing similar challenges. The insights gained from examining the difficulties of Chemistry learners in Ekiti State can inform national education policies and shape strategies aimed at improving the quality of science education across the country. By highlighting the multifaceted nature of the challenges students face in Chemistry and offering practical recommendations, this study can be a valuable resource for policymakers, educational researchers, and international organizations working to improve STEM (Science, Technology, Engineering, and Mathematics) education in developing contexts. The broader impact of this research will, therefore, extend beyond Ekiti State and contribute to national and global efforts to improve science literacy and educational outcomes for students in the 21st century.

In summary, the significance of this study lies in its ability to identify and address the key challenges students face in learning Chemistry in Ekiti State secondary schools. Through its findings, the study will not only contribute to the improvement of teaching methods, resource allocation, and students’ attitudes but also help enhance the professional development of Chemistry teachers. The results can also inform national and international discussions on the state of science education, ultimately leading to improvements that benefit both students and the broader educational system.

1.7. Scope of the Study

The study examines an assessment of the students’ difficulties in learning Chemistry in Ekiti State Secondary School. The study is limited to selected Secondary School in Ekiti State.

 

1.8. Operational Definition of Terms

1. Assessment: Assessment refers to the systematic process of evaluating or measuring the knowledge, skills, attitudes, and abilities of students in a particular subject or discipline. In the context of this study, “assessment” involves identifying and analyzing the factors that influence students’ learning experiences and academic performance in Chemistry. It may include both formal tools (such as tests and exams) and informal methods (such as observations, interviews, or surveys) to gather data on students’ difficulties, understanding, and challenges in the learning process.
2. Students: Students are individuals who are enrolled in an educational program, particularly those in secondary school who are actively engaged in the process of learning. In this study, “students” refer to young learners in Ekiti State secondary schools who are studying Chemistry as part of their science curriculum. These students may have varying levels of academic abilities, interests, and challenges in learning the subject, and their experiences are central to understanding the difficulties they face in Chemistry education.
3. Difficulties: Difficulties refer to the challenges, barriers, or obstacles that hinder students from effectively learning and understanding a particular subject. In the context of this study, “difficulties” are the specific problems that students face when studying Chemistry, which may include struggles with abstract concepts, lack of practical experiences, issues with understanding mathematical applications, inadequate teaching methods, or psychological factors such as anxiety or lack of motivation. These difficulties can lead to poor performance, disengagement, or frustration among students.
4. Learning Chemistry: Learning Chemistry involves acquiring knowledge and skills related to the science of matter, its properties, interactions, and transformations. This includes understanding fundamental concepts such as atomic structure, chemical reactions, stoichiometry, thermodynamics, and organic chemistry. In secondary school, students are expected to grasp these concepts, apply them in problem-solving scenarios, and conduct experiments to reinforce theoretical learning. The process of learning Chemistry involves both cognitive understanding and practical application of scientific principles.
5. Secondary School: Secondary school refers to the level of education that follows primary education, typically encompassing students between the ages of 12 and 18. It includes both junior secondary (Grades 7-9) and senior secondary (Grades 10-12) stages, during which students are introduced to more specialized subjects, including Chemistry, as part of their broader curriculum. In Nigeria, secondary school education is crucial for preparing students for higher education or vocational training. Secondary schools in Ekiti State, like those in other regions, face various challenges in delivering quality education, including those related to Chemistry teaching and learning.

Project – An assessment of the students difficulties in learning Chemistry in Ekiti State Secondary School