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AN APPRAISAL OF INFRASTRUCTURAL FACILITIES AND PERSONNEL FOR TEACHING CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN ADAMAWA STATE


ATTENTION:
BEFORE YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!

INFORMATION:       
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420


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.


HOW TO GET THE FULL PROJECT WORK

PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).

HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420

(1)    Your project topics
(2)     Email Address
(3)     Payment Name
(4)    Teller Number
We will send your material(s) after we receive bank alert

BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.

OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.



FOR MORE INFORMATION, CALL:
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