AN APPRAISAL OF INFRASTRUCTURAL FACILITIES AND PERSONNEL FOR TEACHING CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN ADAMAWA STATE
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AN APPRAISAL
OF INFRASTRUCTURAL FACILITIES AND PERSONNEL FOR TEACHING CHEMISTRY IN SENIOR
SECONDARY SCHOOLS IN ADAMAWA STATE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Poor
schooling has proved to be the greatest barrier to political, social and
economic transformation in many African countries. School infrastructural
facilities have been observed as a potent factor to quantitative education. The
importance to teaching with provision of adequate instructional facilities for
education cannot be over-emphasized. Pertaining to the teaching of chemistry in
secondary schools, Infrastructural facilities include equipments and materials
that are available to facilitate students learning outcome. It includes good
buildings for classrooms and laboratories, laboratory equipments, experiment
materials/apparatus, books, audio-visual, software and hardware of educational
technology; so also, size of classroom and laboratory, sitting position and
arrangement, availability of tables, chairs, chalkboards, shelves on which
instruments for practicals are arranged (Farrant, 1991 and Farombi, 1998).
According to
Oni (1992), infrastructural facilities constitute a strategic factor in the
functioning of a secondary school system. This is so because they determine to
a very large extent the smooth functioning of any teaching and experimental
demonstrations and even other extra-curricular activities. He further stated
that their availability, adequacy and relevance influence efficiency and high
performance. In his words, Farombi (1998) opined that the wealth of a nation or
society could determine the quality of education in that land; emphasizing that
a society that is wealthy will establish good schools with professional
personnel (quality teachers), learning infrastructures that with such, students
may learn with ease thus bringing about good academic achievement. Writing on
the role of facilities in teaching, Balogun (1982) submitted that no effective
science education programme including chemistry can exist without equipment for
teaching. This is because facilities enable the learner to develop
problem-solving skills and scientific attitudes. In their contribution, Ajayi
and Ogunyemi (1990) reiterated that when facilities are provided to meet
relative needs of a school system, students will not only have access to the
reference materials mentioned by the teacher, but individual students will also
learn at their own paces and there is room and necessary equipment for the
teacher for further research and constant practice. The net effect of this is
increased overall academic performance of the entire students.
In recent
times, there has been a growing public anxiety about the poor performance of
students in Chemistry in Nigerian schools. Studies showed that large numbers of
students seem to learn very little chemistry at school, learning tends to be by
rote and students find learning of Chemistry to be difficult (Salau, 1996). The
quality of the personnels handling Chemistry in Nigerian schools has also been
questioned over time by parents, science educators, and the general public and
even by the government (Okebukola, 1997). Chemistry teaching in Nigerian
schools has been criticized because of the poor performance of Nigerian
students in Chemistry relative to their counterparts in other countries. This
is evident from the Second International Science Study in which Nigerian
students came second to last in secondary science among the participating
countries of the world (STAN, 1992).
1.2 STATEMENT OF THE PROBLEM
The current
situation of Chemistry teaching and learning in Nigeria is a concern to all
including government and the society at large. Research indicates that many
students found Chemistry as a subject to be difficult, boring and not
interesting to them (Salau, 1995, 1996). Large class sizes, inadequate funding,
insufficient curriculum resources, poor teaching skills and lack of supports
for teachers among other factors further limit the quality of Chemistry teaching
and learning in Nigerian schools (Okebukola, 1997). To solve these lingering
problems one needs to develop a realistic picture of what is currently
happening in the teaching and learning of Chemistry in Nigerian schools and
also to identify the factors that are limiting the quality of personnel
training. Furthermore, one needs to develop a reasonable ideal picture for
which the nation can strive towards within the existing resource limitations.
1.3 OBJECTIVES OF THE STUDY
The
following are the objectives for this study:
To examine
if there is adequate infrastructural facilities for teaching Chemistry in
senior secondary schools in Nigeria.
To examine
the quality of personnel teaching Chemistry in Nigerian senior secondary
schools.
To identify
the relationship between infrastructure and performance in Chemistry in senior
secondary schools in Nigeria.
1.4 RESEARCH QUESTIONS
Are there
adequate infrastructural facilities for teaching Chemistry in senior secondary
schools in Nigeria?
What is the
quality of personnel teaching Chemistry in Nigerian senior secondary schools?
What is the
relationship between infrastructure and performance in Chemistry in senior
secondary schools in Nigeria.
1.6 SIGNIFICANCE OF THE STUDY
The
following are the significance of this study:
The outcome
of this study will educate stakeholders in the education sector and the general
public on the state of infrastructural facilities and quality of personel
available for the teaching of Chemistry in the Nigerian Senior secondary
schools.
This research
will also serve as a resource base to other scholars and researchers interested
in carrying out further research in this field subsequently, if applied will go
to an extent to provide new explanation to the topic
1.7 SCOPE/LIMITATIONS OF THE STUDY
This study
will cover the level infrastructural facility and personnel available for
teaching Chemistry in senior secondary schools in Nigeria.
LIMITATION
OF STUDY
Financial
constraint– Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time
constraint– The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work.
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