ABSTRACT
This study was conducted to identify topics perceived difficult by chemistry students in Nigerian secondary schools. Five hundred and sixty SS III Chemistry Students were randomly selected from 28 senior secondary schools in seven states of the federation. A 20 – Item questionnaire was administered to respondents. Mean, standard deviation, variance and t-test statistics were used to analyse research data collected. Findings showed that chemistry students perceived 13 topics (65%) difficult to comprehend. The study also revealed that students’ gender and school location have no influence on their perception of difficult topics in chemistry curriculum, while school nature influenced perception of chemistry topics. It was recommended that the SSCE Chemistry Curriculum be reviewed by examination bodies.
INTRODUCTION
The relevance of chemistry as a requirement for technological advancement of a nation cannot be underrated. The classification of any nation into developed, developing and underdeveloped could be measured accurately by the number of chemists, physics, engineers, pharmacists, doctors, agriculture and science educators the nation could produce. Available evidence from West African Examination Council (WAEC) indicates that students achievement in chemistry, especially at the senior secondary school level worsen as years go by and many students seen to have negative attitude towards the subject (Betikin, 2002; Oyedeji 1992).
Chemistry is most commonly regarded as the “Central Science” or the “Mother of all Science” owing to its confluence and influence (Ahiakwo, 2000). Okeke and Ezekannagba (2000) also defined chemistry as a branch of science that deals with composition and changes of matter. Chemistry could therefore be defined as the science that deals with structure and composition of matter. Curriculum as defined by Onwuka (1981) is the intended learning outcome of the school programme. The current WAEC SSCE and National Examination Council (NECO) SSCE syllabus on chemistry cut across topic in physical, inorganic, organic, environmental and analytical chemistry systematically arranged under twenty topics.
Empirical studies on perception of difficult topics/concepts at the primary, secondary and tertiary levels focus on Biology Physics mathematics and integrated Science.
Mustapha (2001) conducted study on lecturer’s perception of integrated science. Eighty four integrated science lecturers’ were randomly selected from 17 colleges of education that offered integrated science double major course. A 34-item researcher design questionnaire which is an adaptation of 3 – point Likert scale was administered to respondents. Mean, Standard deviation and variance statistics were used to analyze this data collected. Findings showed that lecturers have positive perception of integrated science curriculum. Teacher’s professional qualification area of specialization and in-service training also influenced their perception of integrated science concepts.
Nneji (1998) conducted study on perception of difficult topics in applied electricity.
Two hundred SS III students, 10 teachers and 5 WAEC examiners in the subject constituted the sample. A 21 –item applied electricity topics questionnaire were administered to respondents. Mean, percentage and standard deviation statistics were used to analyze the data collected. Findings revealed that students and examiners perceived 7 topics as difficult, while teachers perceived 8 topics as difficult in applied electricity. The study also showed that inadequacy of teaching materials, textbooks, poor student-teacher mathematics ability were variables responsible for perceived difficulties.
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