LIMITS TO CONFIDENTIALITY IN GUIDANCE AND COUNSELING SCHOOL VARIABLES AND STUDENT’S PERFORMANCES IN CHEMISTRY
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LIMITS TO
CONFIDENTIALITY IN GUIDANCE AND COUNSELING SCHOOL VARIABLES AND STUDENT’S
PERFORMANCES IN CHEMISTRY
CHAPTER ONE
Background
of the study
The physical
world around us is a compact of “mysteries” to a lay man. Yet these mysteries
are unraveled through the teaching of science. What then is science? Science is
narrowly deferred as organized body of knowledge derived through observation
and experimentation. Science is generally used to explain, predict and control
the physical world. Science therefore as a discipline (especially the basics)
is essential to man if he must understand his environment and harness the
principles embedded in nature for his development. This fact inspires Ugochiwu
(1999) to observe that science education has been accorded a prime position
world-wide.
However,
within the contest of science education, chemistry which is that branch of
natural science that deals with the composition and constitution of substances
and the changes that they undergo as a consequence of alterations in the
constitution of their molecules, has been identified as a very important
science subject and its importance in both science and technological
development of any nation has widely reported. According to Dosmond (2005), it
was as a result of the recognition given to chemistry in the development of the
individual and the nation that it was made a care subject among the natural
sciences and other science related courses in Nigeria education system. Hence,
“it is of great notice that the poor \state of chemistry education in secondary
schools has been of great concern to everyone who looks forward to the
scientific and technological advancement of our nation” (Inyang 2006).
Chemistry
teaching is suppose to be result oriented and students-centered. This can be
achieved only if the students become willing to learn and teachers favorably
disperse using the appropriate teaching methods and resources in teaching the
students knowing that the brain is not a passive consumer of information
(Robertson 2002). But in Nigeria, the assimilation of chemistry is slow. The
sluggishness in assimilation of chemistry is determined by certain variables
and factors and the provision of solution constitute the main purpose of this
research.
School
variables have been known to determine learning outcome to some extent. This is
because educational resources and facilities available in a given school to
influence teaching and learning. According to Abia,
School
variables includes educational infrastructures, facilities, staffs, learning
space, learners involve, class size, school size, school size, teacher’s level
of professionalism in their field, school management system, teacher’s personal
attitude as well as laboratory inadequacy (2004)
It is
further realized that children are stimulated to learn in a conducive learning
environment to ensrure optimum teaching and learning in secondary schools. As
such, the nature of these school variable listed above exert significant
influence on students’ learning and overall performances.
It is
therefore in the light of the above that this research work is carried out to
examine school variables and students’ academic performance in chemistry in Uyo
local government Area of Akwa Ibom State.
Statement of
the Problem
The
understanding of science in General and chemistry in particular in Africa as
married by the attitude of both teachers and students of chemistry, and
environment related factors such as class size, and school location. This has
culminated in the reliance and dependent on the western world by Africa for
explanation and solution to scientific problems.
Purpose of
the Study
The main
purpose of this study is to determine the differences in academic performance
of students in chemistry based on school variables in Uyo Local Government
Area. The specific objectives of the study include:
To examine
the differences in students’ academic performance in chemistry on class size.
To examine
the differences in students’ academic performance in chemistry based on school
proprietorship.
To examine
the differences in students’ academic performance in chemistry based on
availability of qualified teachers in the school.
To examine
the differences in students’ academic performance in chemistry based on school
location.
Research
Question
The
following research questions were raised to guide the study:
I What is
the difference in the academic performance of students in chemistry based on
class size?
Ii What is
the difference in the academic performance of students in chemistry based on
school location?
Iii what is
the difference in the academic performance of students in chemistry based on
teacher’s qualification?
Iv what is
the difference in the academic performance of students in chemistry based on
learning environment?
Research
Hypothesis
The
following null hypothesis were raised to guide the study:
H0 1 There
is no significant difference in the academic performance of students in
chemistry based on class size.
H0 2 There
is no significant difference in the academic performance of student in
chemistry based on school location.
H0 3 There
is no significant difference in the academic performance of students in
chemistry based on teachers’ qualification.
H0 4 There
is no significant difference in the academic performance of students chemistry
based on learning environment.
Significant
of the Study
The study
expounds the causal relationship among the students and the teachers’ variable
under investigation and achievement of students in chemistry. The outcome of
the study assist all stakeholders in the teaching of chemistry particularly at
the senior secondary school level, to fashion out appropriate strategies that
would enhance teaching and learning of the subjects.
Hence, the
consideration of school variable and student academic achievement are important
criteria in development and implementation of both curricula in instructional
performance.
Definition
of Terms
I School
Variables:
The concept
is used to refer to a number of factors that influence and determine learning
in the formal setting of education. According to Inyang (2013), it is the sum
total of everything within the school setting that influence supports and
promotes academic achievement of learners. They are those factors within the
school environment that contributes to the poor performance of students
directly or indirectly in the Educational system. These variables are
exemplified by Iko(2000) thus, distance between the learners’ home and the school,
large population of the classes, teachers’ ability and other related variables
within the school settings all constitutes the school variables greatly
responsible for determining the outcome of students performance in science
generally and chemistry a particular.
Ii Academic
Performance
In this
case, academic performance does not only refer to students’ GPA. Several
factors are considered. This informs Mbeh’s (1999) definition of Academic
Performance as a raw information obtained by teachers from examination and test
to use as means of accessing the level of students response to teacher’s
variables. It is a raw score obtain from school recorded by teachers from
various forms of achievement test he administer to a student.
Ii Effective
Teachers
After a
probationary period, a teacher is effective if and only if, based on the
available evidence (such as from classroom observations, students surveys and
student achievement gains), their predicted impact on students exceed that of
the average novice teacher. In other words, if, after a few years in the
classroom, a teacher’s predicted effectiveness is below that of the average
novice teachers in their grade level and subject, then he or she would fail to
meet the minimum standard of effectiveness required for tenure. Immanuel (1972)
puts it these way thus effective teachers are those teachers that are able to
achieve the goals which they set for themselves or which were set for them by
other bodies (like the Ministry of education, the legislators). The possession
of knowledge and skills is what makes a teacher competent, but the use of
knowledge and skills in a classroom setting is a test of teacher’s performance
Iv Genetics
and Environmental Factors
These are
factors which are often beyond the control of the teacher. Teachers also find
it difficult to compel students to learn. In as much the teachers want the
students to learn, they cannot open the heads of the students and staff them
with knowledge. Hence a student has a veto power over the success of
instruction he gets.
Motivation
Motivation
is simply a willingness of action especially in behavour. It is “the needs,
desire, interest or a consideration of reason that arouses a person and direct
him towards a specific goal” (Olatunji 2005). Moreso, Akande (2002) defines
motivation as a definite, natural and positive desire to do certain things.
Vi Class
Size
This is the
number of students in a given classroom, especially either the number of
students being taught by individual teachers in a classroom or the average
number of students being taught by teachers in school.
Viii School
Location
A school
location is referred to the community or geographical environment in which a
school is located. it may be a village, rural area, small town, city or even a
territory.
Viii School
Proprietor
This is
simply referred to a person who owns a school and is personally responsible for
every activities going on in the school. He is not a legal entity’s but is
personally responsible for the debts and other important issues in the school.
Ix Learning
Okoye (2003)
defines learning as a relative permanent change on behavior resulting from
experience. It is a step-by-step process in which an individual experiences
permanent, lasting charges in knowledge, behavours, or ways of processing the
would.
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