CHAPTER ONE

INTRODUCTION

1.1 Background of study

The demonstration methods on teaching and learning chemistry in senior secondary school in some selected schools in Enugu urban, Enugu state.

The performances of chemistry students in senior school chemistry examinations is of great concern to many people in Enugu urban. Olaitan et al quoted in Aigbomian (1997) on this issue of chemistry students performance in senior school examination. The performance of secondary school students at the external examination in the science like chemistry has been causing some concern to parents, teachers as well as the government. He said that this has been particularly disturbing as it is believe that the much talked about technological take-off cannot be realized without a considerable improvement on the present students’ performance in school certificate examinations in the sciences like chemistry. Many scholars have studied some of the factors that could affect student’s performance in examinations and have made some useful discoveries.

Some of such discoveries are that:

“That achievement in public and teacher-made

examinations in chemistry have not been

encouraging-various factors have been

identified for the negative attitude and

apparent lack of interest among senior

Secondary school students in chemistry.

One of these factors is the inability of teachers to put across chemical concepts, idea, et ecetera, to the chemistry students”. Olaitan et al (1991-98). Other scholars have suggested that the teacher is the main determinant of students performance in examination. Okpara (1987) stated that teachers play important roles in teaching and learning. Hill drug (1982) made it clear that the personality of the teacher determines to a large extent, the students’ performance. This was well explained in his statement that teachers who do not know what they are supposed to be teaching rather obviously cannot teach it, no matter what the quality of the children placed under their care. Ali (1984) in his own view said that:

“Certain science teachers behaviours affect

the efficiency and effectiveness of his

science teaching. If the teacher possesses

And uses a behaviour which fosters a certain

secondary school science objectives then

such an objective will most likely be achieved when he

teaches science to his students”.

Okoro (1990) in his own observation said that the teacher is directly connected with every educational programme and plays an important part in its implementation.

We now wants to find out if the degree of learning of the chemistry students in senior secondary certificate chemistry examinations in most schools in Enugu urban is as a result of what the teachers are or what they do.