IDENTIFICATION OF DIFFICULT TOPICS IN TEACHING AND LEARNING IN SENIOR SECONDARY SCHOOL CURRICULAR IN NIGERIA
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IDENTIFICATION
OF DIFFICULT TOPICS IN TEACHING AND LEARNING IN SENIOR SECONDARY SCHOOL
CURRICULAR IN NIGERIA
ABSTRACT
This
research work was conducted to identify difficult topics in teaching and
learning topic in senior secondary schools curricula in Enugu urban of Enugu state, Nigeria. (A case study of SS3 curricula of
chemistry, physics and English language). Two research questions and one
hypothesis guided the study. A survey design was adopted for the study. A
sample of 16 teachers in the subject areas and 200 students were drawn from the
16 senior secondary schools of SS3 in the Enugu South and Enugu North Local
Government Areas. A structured questionnaire was used to collect data and the
data collected were analyzed using percentages, mean deviation and t-test for
hypothesis.
The finding
of the study showed that, most of the teachers did not cover those areas when
they were students, which made them to shy away from teaching those difficult
topics in physics, chemistry and English language. The following
recommendations were made:The teachers should attend workshops, seminars and
conferences. Resource personnel should be used to teach difficult topics, and
they should be provided with adequate instructional materials for the teaching
and learning of the difficult topics. The strategies identified by the study
should also be used to stimulate the teaching and learning of physics,
chemistry and English language and other science subjects in senior secondary
schools.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
According to Horny (2000), the word
“Identification is defined as the process of showing, providing or recognizing
who or what somebody or something is”.
Therefore,
the identification of difficult teaching and learning topics in SS3 physics,
chemistry and English language curricula in Nigeria can be seen as the process
of showing or providing or recognizing the difficult topics in teaching and
learning physics, chemistry and English language in SS3 curricula in
Nigeria.
But, in
order to identify the difficult teaching and learning topics in SS3 physics,
chemistry and English language curricula, we have to look into how the
definitions of the word curriculum have been offered by different
educationists.
Curriculum,
according Hosford (2005) in Badmus (2006), is a set of experiences planned to
influence learners towards the goal of an organization. However, Lawis and Niel
(2002) cited in Akanybon (2007) define curriculum as a set of intentions about
opportunities for engagement of person to be educated with other persons and
with things (all bearers of information, process, techniques and values) in certain
arrangement of time and space.
On the other
hand, Tanner and Tanner (2000) in Akangbon (2007) see curriculum as the
cumulative tradition of organized knowledge, modes of thought, a planned
learning environment, cognitive/affective content and process, an instructional
plan, instructional outcomes and a technological system of production.
Therefore,
the content of the curriculum and the methods employed to present the content
have to be determined by the nature of the society and the nature of the
learner.Chemistry is one of the three main branches of pure sciences, the other
two being biology and physics. Chemistry deals with the composition, properties
and uses of matter. It probes into the principles governing the changes that
matter undergoes. So, it is not, of course, for those who teach chemistry in
schools to concern themselves directly with the economic future of the nations
for which they work. But it remains a fact that students want to do useful
things and that they will profit from being shown how they can contribute to a
dynamic part of their country’s industry. This provides an added reason for
teaching chemistry in school.
The teaching
and learning of chemistry, on the other hand, is not a simple job for those who
teach the subject and learners. The fact that some terms in chemistry cannot be
observed or be related to the physical activities, makes the teaching and
learning of some topics in chemistry very difficult for teachers and students.
In other words, the teaching and learning of some topics in chemistry involves
mathematical expression and critical thinking.
Physics is
the science concerned with the study of physical objects and substances and of
natural forces such as light, heat and measurement. As physics is based on
exact measurements, every such measurement requires two things; first a member
or quantity, and secondly a unit. All branches of it deal inevitably with
difficulties whose solution, are often envisaged to benefit humanity.
Unfortunately, some students in SS3 hardly register the subject in the SSCE
examinations because they find some of its topics very difficult to understand.
Many reasons, according to Charles and Chester (2001), might be broadly deduced
for students’ poor performance in physics and these included:Psychological
factors like confidence, cognitive styled decisiveness, ideational fluency,
intellectual ability attitude, curiosity and so on.
English
language is the central subject from the post primary school level because it
is the medium of instruction for all other subjects. It is therefore, the
servicing subject for all other subjects. According to Anibueze (2007), there
are many problem teachers and students encounter in course of teaching and
learning English language. Such problems are classifies as:- The problem in Equivocation: it
refers to the problem students and teachers encounter when they read meaning of
words, sentences and passages.-
-The problem
in elocution: it refers to the problems students envisage in their practice of
oral delivery or in usage of the English language.-
-The
problems in transliteration: This is a problem that comes up because of the
interference of the mother tongue-
-The problem
in expression: This is a problem in which people do not falls in a way or takes
a process other people will understand and do not show their ideas, opinions,
talks, feelings and information very clearly. And others.Anibueze (2007) says
that, there are factors militating against the effective teaching and learning
of English language and other subjects.
Such factors
are:--
-There are
the problems of poor development of listening and speaking skill.
-Teachers
have no recorded utterance in Standard English for the teaching of the
language.
-There is no
teacher’s model reading for students to listen to in the classroom.
-No radio or
television set has been brought into the class for students are urged to listen
to each other in English but most often, they listen to all sorts of corrupt
English or English full of errors.
-Some
student’s most often, code-switch or code-mix when using the language.
-Sometime
they pick nonsense varieties of English from home video, radio, television
programmers and films, many of what they listen to is awful.- In speaking-skills their spoken English is
influenced by their native speech habit and their linguistic community. In
other words, their mother-tongue interferes in their spoken words.
They have
the psychologist problems too.-
Students are taught without teaching aids or instructional materials. In
the library, there are some antiquated materials that are not in any way
related to the contemporary issues, syllabuses or scheme of work, which makes
teaching and learning difficult. The
efficient use of different methods in the course of teaching helps, in no small
measure, in the involvement of the three domains (cognitive, affective and
psychomotor), which invariably will lead to the realization of chemistry,
physics and English language teaching and learning objectives. Students and
teachers also maintained that the topics are difficult because, instructional
materials for teaching and learning of the topics are short in supply and the
available ones are not properly in use for the teaching and learning of the
difficult topics.
1.2 STATEMENT OF THE PROBLEM
In most of
our senior secondary school certificate examination, there is always a mass
failure in chemistry, physics and English language curricula, both students and
teachers of chemistry, physics and English language complain of their difficult
in getting on with the subjects. Most problems in teaching and learning of
chemistry, physics and English language are:
i. Poor performance of students in
senior secondary school certificate examinations in physics, chemistry and
English language
ii. Low enrolment of students in
physics and chemistry in senior secondary school certificate examination
iii. Lack of qualitative and
quantitative instructional material for teaching chemistry, physics and English
language.
iv. Lack of qualified teachers to
handle chemistry, physics and English language at senior secondary school
level.
1.3 PURPOSE OF THE STUDY
The purposes
of this study are to find out:
a. The difficult topics in senior
secondary school three (SS3), chemistry, physics and English language
curricula.
b. The possible suggestions for effective
teaching and learning of the difficult topics in chemistry, physics and English
language curricula in senior secondary school class three (SS3).
1.4 SIGNIFICANCE OF THE STUDY
The
identification of the topics that teachers find difficult to teach in the
senior secondary chemistry, physics and English language curricula in Nigeria
and the probable solutions to the problem will go a long way in solving the
problem of ineffective teaching of all aspects of chemistry, physics and
English language and improve on the students performance in internal and
external examinations like WAEC, NECO, JAMB etc. in addition, the study would
be significance for:
1. The findings could form the focus for
organizing workshops, use of resource persons to teach some difficult topics.
2. It will also help the teachers who
did not cover those areas when they were students to stop shying away from
teaching difficult topics in chemistry, physics and English language.
1.5 RESEARCH QUESTIONS
The
following research questions guided the study:
a. What are the difficult topics
encountered in senior secondary school three (SS3) chemistry, physics and
English language curricula as perceived by science teachers in Nigeria?
b. What are the possible suggestions for
effective teaching and learning of the difficult topics in chemistry, physics
and English language in senior secondary schools curricula?
1.6 RESEARCH HYPOTHESES
Ho: There is no significant difference
between the mean response of qualified teachers and learners in their
perception of difficult topics in senior secondary school III chemistry,
physics and English language.
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