A CRITICAL ANALYSIS OF THE FACTORS CONTRIBUTING TO INEFFECTIVE TEACHING OF CHEMISTRY IN TERTIARY INSTITUTIONS
1.1 Background Of The Study
Education, particularly science and technical education, serves as a breeding ground for the technologists, technicians, and craftsmen, as well as skilled artisans, necessary to transform the nation’s economy and usher in the desired technological development, which is critical for Nigeria’s elevation from a “consumer nation” to a “producer nation”; from a “third world country” to a “developed nation” (Ajaja 2007). Acquiring suitable scientific and technological skills is necessary to satisfy the changing requirements of the contemporary workplace in our sectors and the ever-expanding non-formal sector. Education and training systems that are responsive to these needs will therefore help to attempts to alleviate the bulk of the population’s rising unemployment and marginalization. By offering suitable learning experiences that develop skills and knowledge, we can boost productivity and dramatically improve the fortunes of the jobless, therefore lowering poverty and unemployment among our young. (2012) (Ajayi).
It is against this backdrop that science education has been elevated to a global priority (Okoro, 2006). Chemistry has been highlighted as a critical science topic in the context of science education, and its relevance to any nation’s scientific and technological development has been extensively acknowledged. Chemistry was elevated to a prominent topic in the Nigerian educational system as a consequence of its education in the development of the person and the country. It has been a prerequisite for the majority of science-oriented courses offered at tertiary institutions, necessitating the necessity to teach it efficiently. (2003) (Ahmed).
Chemistry is a discipline of science that is concerned with the compounds that make up matter, their examination, qualities, and reactions (Ajaki 2002:68). It is one of the world’s cardinal or main scientific disciplines nowadays. Chemistry is a science discipline comprised of various subfields, each with its own own characteristics and potential. Chemistry teaching in tertiary institutions and colleges has long been hampered by a number of restrictions and impediments (Wikipedia). Chemistry instruction is meant to be outcome-driven and student-centered, which can only be accomplished when students are willing and teachers are receptive to employing proper techniques and resources to educate the students. Students are naturally curious; they must participate actively in the learning process, constantly equipping, testing, speculating, and constructing their own particular conceptions and knowledge (Ayeyalemi, 2002). Personalizing this knowledge is the only way for it to become legitimate, relevant, and beneficial to them. Students must actively construct their own unique consciousness and significance in chemistry. Usman (2013) substantiated the claim by stating that the brain is not a passive consumer of information and that in order to learn with comprehension, a learner must actively construct meaning for the material being studied.
Despite the critical role chemistry plays in our educational system and the efforts made by researchers to improve students’ performance in chemistry and the sciences in general, outcomes remain disappointing. Several explanations for this failure have been cited, including laboratory inadequacies, instructor attitude, examination malpractice, time constraints for doing practice, lack of covering of the material, class size, and lack of professionalism (Bajah 1982). In light of the above, this research seeks to elucidate the elements that contribute to inadequate chemistry teaching in tertiary institutions.
1.2 Statement Of The Problem
The absence of adequate chemistry teaching throughout Nigeria’s tertiary institutions has resulted in a slew of additional bandwagon effects across other science disciplines (Milkia, 2013). This is due to the significance of chemistry as a discipline in the sciences, particularly in comparison to other science disciplines. According to Nickie (2013), a lack of competent chemistry teaching has resulted in the generation of half-baked chemistry graduates, which has had a substantial impact on the nation’s productive capability when compared to other educationally advanced nations. Additionally, this has contributed to the contempt of our educational system, making us an outcast among educationally developed countries.
Additionally, Nigeria’s current high rate of educational tourism is a result of ineffective teaching of not only chemistry but also other disciplines, since students opt to get education in more developed nations. This has resulted in brain drain and harmed Nigeria’s socioeconomic development (Kally, 2015). The disturbingly large number of Nigerians studying in other West African and European countries is an illustration of the high rate of education tourism in Nigeria. Nigerians desiring to study abroad is at an all-time high at the moment; this may be ascribed to our educational system. In light of the above, this research focuses on the variables that contribute to inadequate chemistry teaching in tertiary institutions.
1.3 Objectives Of The Study
The overall aim of this study is to critically analyze the factors contributing to ineffective teaching of chemistry in tertiary institutions. Hence, the study will be channeled to the following specific objectives;
- Identify the school factors affecting the effective teaching of teaching of chemistry in tertiary institutions.
- Identify the students factors affecting the effective teaching of teaching of chemistry in tertiary institutions.
- Ascertain the effect of ineffective teaching of teaching of chemistry in tertiary institutions on the academic performance of undergraduates.
1.4 Research Question
The study will be guided by the following questions;
- What are the school factors affecting the effective teaching of teaching of chemistry in tertiary institutions?
- What are the students factors affecting the effective teaching of teaching of chemistry in tertiary institutions?
- What is the effect of ineffective teaching of teaching of chemistry in tertiary institutions on the academic performance of undergraduates.
1.5 Significance Of The Study
This study on the factors militating against effective teaching of chemistry in some tertiary institutions in Lagos state would be of immense importance to the government and its stakeholders as it would unravel these factors with the aim of correcting of fixing them. The study brings to light the problems involved in the learning and teaching of chemistry in University of ilorin, Kwara State, it we help the government and the ministry of education in Lagos state to find a lasting solution to the problems detected. The study would equally help regulating the curriculum for effective teaching of chemistry. This study would also be beneficial to students and researchers who are interested in the effective teaching of chemistry in schools and colleges.
1. 6 Scope Of The Study
This study is structured to generally analyze the factors contributing to ineffective teaching of chemistry in tertiary institutions. However, the study will further identify the school factors affecting the effective teaching of teaching of chemistry in tertiary institutions., identify the students factors affecting the effective teaching of teaching of chemistry in tertiary institutions, and ascertain the effect of ineffective teaching of teaching of chemistry in tertiary institutions on the academic performance of undergraduates.
This study will be carried out in University of ilorin, Kwara State.
1.7 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.
1.8 Definition Of Terms
Education: the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life.
Institution: an organization, establishment, foundation, society, or the like, devoted to the promotion of a particular cause or program, especially one of a public, educational, or charitable character
Science: a branch of knowledge or study dealing with a body of facts or truths systematically arranged and showing the operation of general laws
Chemistry: the branch of science concerned with the substances of which matter is composed, the investigation of their properties and reactions, and the use of such reactions to form new substances.