Project -Perceived difficulties in chemistry among senior secondary students.

Chapter One

The problem

1.1 Background of the study

Science is  concerned with finding out  about  our  environment  and  how  the  various components  relate  with  one  another  (Agogo,  2017). Chemistry  as  a  course  is  one  of  the  three main  branches  of  pure  science,  the  other two being physics and biology. Chemistry is one of the science subjects students are taught in secondary schools to prepare them for science – based courses at the tertiary levels and if not properly handled affects their performances at higher levels (Uchegbu et al 2016). The interdisciplinary nature of chemistry also lends its graduates to collaborating with engineers, physicists and biologist in proffering solutions to a wide spectrum of societal problems (Ababio 2013; Helmenstine, 2019). These sciences can be broadly classified into biology, chemistry and physics.

Chemistry has been defined differently by various authors. Alan (2019) defines  chemistry  as the  science  that  deals  with the  properties, composition and structure   of  substances (define as elements  and  compounds), the transformation    they   undergo    and   the  energy  that  is  released  or absorbed  during  these    processes.  Chemistry deals with the makeup of the entire physical universe, which can be attested to by the fact that the soil, water, air, plants and animals that make up the universe are all matter which are made up of elemental particles such as atoms, molecules, ions which may also regarded as chemicals (Anthony asiyai 2022).

The role and importance of chemistry are clearly seen in the scientific and technological development in Nigeria (Muhammad 2022). With the context of science education chemistry has been identified as a major subject and the application of the scientific and technological development of any nation has been widely reported (Bugaje, 2013; Ibrahim, Tairo, Aminu, Isah, Muammad 2017). Chemistry education has play a vital role in equipping and, developing the society and also improve teaching and research. The knowledge of chemistry help equip students with the necessary skills of producing; cosmetic, fertilizer, drugs etc. But the problem is that students fail chemistry at alarming rates in secondary schools for years now for example students students achievements in both internal and external examinations has been consistently poor (Aniodoh & Eze 2014; Eza & Okorie 2019; Anyanime & Abasifreke 2019; Aniodoh & Eze 2022).

However, despite its importance, many students encounter difficulties in understanding and grasping various concepts in chemistry. These difficulties can stem from various factors such as teaching methods, curriculum design, student motivation, and individual learning styles as opinion by (Emmanuel Achor 2021). In another study  (Jimoh, Agogo, Onda, 2015; & Agwai 2022) who in their separate studies reported that students usually perceive some senior secondary school chemistry concepts difficult to learn. This implies that students may not perform well in their final year examinations if the sources of difficulties are not removed. This study however tends to find out if Senior Secondary II students perceive Chemistry concepts to be difficult to learn and to find out the causes of  the difficulties in kaduna south, Nigeria.

1.2 Statement of the problem

Students’ low performance in chemistry at the Senior Secondary School level in Nigeria is a major problem. In a report (Chief Examiner report WAEC 2015, 2016, 2017, 2018) There has been a reoccurring candidates’ weakness identified, such as; confusion over units of rate of reactions, inability to calculate reaction rates, poor knowledge of factors affecting reaction rates, ability to derive the equilibrium constant expression and the use of it during calculations among others. A student who has a partial understanding of a concept or perception will likely resort to rote learning. (Pastore 2024) added, While students may remember specifics, rote memorization only provides a superficial understanding of the content at hand. Students may struggle to make connections or to understand the bigger picture. In contrast, a student who properly understands the concept would approach the problem requiring solution in his own way and may be able to tackle most puzzles correctly. These.;difficulties may hinder their academic performance, interest, and overall engagement with the subject. Identifying and addressing these perceived difficulties is crucial for enhancing the quality of chemistry education and promoting better learning outcomes among students in the region.

 

1.3 Objective of the Study

The aim of this study is to assess the perceived difficulties in chemistry among senior secondary students in Kaduna South Education, Kaduna State, Nigeria.

The objectives of the project are:

1. To identify the specific areas of chemistry perceived as difficult by senior secondary students.
2. To explore the factors contributing to these perceived difficulties.
3. To examine the impact of perceived difficulties on students’ academic performance and interest in chemistry.

1.4 Research Question

The following questions guided the study.

1. Which secondary school chemistry topic do student’s perceived difficulties in Kaduna South?
2. What are the reasons why students perceive these topics difficult in secondary school chemistry in Kaduna South?
3. What is the difference between male and female student’s perceived difficulties topic in secondary school chemistry in Kaduna South?

1.5 Null hypotheses

The following hypotheses were formulated and tested at 0.05 level of significance.

HO1:        There is no significant difference that causes  difficulties experienced by the senior secondary student in chemistry kaduna South

H02:  There is no significant difference between male and female student’s perceived difficulties topics in secondary school chemistry in kaduna South.

H03:       There is no significant relationship between senior secondary chemistry syllabus do students  perceived as difficult?

1.6  Significance of the study

The significance of this study lies in its potential to positively impact both the educational system and the overall society in Kaduna South Education, Kaduna State, Nigeria. By identifying and addressing the perceived difficulties in chemistry among senior secondary students, this study aims to:

• Student:- Improve the quality of chemistry education by tailoring teaching strategies and curriculum enhancements to address students’ needs.
• Teacher:- Enhance students’ academic performance and interest in chemistry, leading to better learning outcomes and career opportunities.
• Ministry of Education:- Inform policymakers and educators about the specific challenges faced by students in the region, facilitating targeted interventions and resource allocation.
• Professional body:- Contribute to the body of knowledge on chemistry education and student learning experiences in Nigeria, thereby guiding future research and educational reforms.
• Institutions:- It may also be useful to institutions, teachers, pupils, parents and other stakeholders who may desire to improve classroom practice.

1.7  Scope/ Delimination of the study

This Research will focused on assessing the perceived difficulties in chemistry among senior secondary students specifically in Kaduna South Education, Kaduna State, Nigeria. The study will primarily involve students enrolled in senior secondary II within selected schools in the area.

1.8 Operational definition of terms

• Perceived Difficulties: Challenges or obstacles in understanding and grasping chemistry concepts as perceived by senior secondary students.
• Academic Performance: The level of achievement or success in academic endeavors, typically measured through grades, test scores, or other assessment methods.
• Curriculum change: Modifications or improvements made to the curriculum to enhance its effectiveness and relevance in promoting student learning and achievement.
• Performance: The knowledge, skills, and competencies acquired or demonstrated by students as a result of their educational experiences.
• Educational Reforms: Changes or improvements made to the educational system or practices with the goal of enhancing its quality, equity, and effectiveness.

Project -Perceived difficulties in chemistry among senior secondary students.