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Project – Examining the impact of chemistry and experiments on students’ attitudes and interest in science subjects in secondary schools in Ikorodu LGA, Lagos.

Project – Examining the impact of chemistry and experiments on students’ attitudes and interest in science subjects in secondary schools in Ikorodu LGA, Lagos.

Chemistry
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Project – Examining the impact of chemistry and experiments on students’ attitudes and interest in science subjects in secondary schools in Ikorodu LGA, Lagos.

Click here to Get this Complete Project Chapter 1-5

CHAPTER ONE

INTRODUCTION

  • Background to the Study

The impact of chemistry and experiments on students’ attitudes and interest in science subjects in secondary schools in Ikorodu LGA, Lagos, has been a subject of interest for many researchers. A study by Aina and Akintunde (2013) found that students who were exposed to practical chemistry experiments showed a significantly higher interest in science subjects compared to those who were not. The hands-on experience provided by these experiments allowed students to better understand and appreciate the concepts being taught, thereby fostering a positive attitude towards science.

 

Furthermore, a study by Ogunleye (2002) in Lagos State secondary schools revealed that the use of experiments in teaching chemistry not only improved students’ attitudes towards the subject but also their academic performance. The study suggested that the practical application of theoretical concepts made the subject more relatable and understandable for the students. This, in turn, increased their interest and improved their performance in the subject.

 

However, the availability and quality of laboratory facilities can significantly affect the impact of experiments on students’ attitudes and interest. A study by Okebukola (1997) found that schools in Lagos with well-equipped laboratories and trained laboratory staff had students with a more positive attitude towards science subjects. In contrast, schools with inadequate laboratory facilities struggled to stimulate students’ interest in these subjects.

 

Despite the positive impact of experiments on students’ attitudes and interest, there are challenges to their implementation. A study by Ajewole (1999) highlighted the lack of adequately trained teachers and laboratory staff, inadequate funding, and overcrowded classrooms as some of the major challenges facing the effective implementation of experiments in Lagos State secondary schools.

 

In conclusion, while chemistry experiments have been shown to significantly improve students’ attitudes and interest in science subjects in secondary schools in Ikorodu LGA, Lagos, there are significant challenges to their effective implementation. Therefore, there is a need for concerted efforts by all stakeholders, including the government, school administrators, and teachers, to address these challenges and ensure that students have access to quality science education.

 

  • Statement of the Problem

The first issue is the declining interest and negative attitudes of students towards science subjects, particularly chemistry, in secondary schools within Ikorodu LGA, Lagos. This trend is worrisome as it could potentially affect the number of students pursuing science-related careers in the future (Osborne, Simon, & Collins, 2003).

 

Secondly, there is a lack of understanding of the role that chemistry experiments play in shaping these attitudes and interests. Practical experiments are often seen as an integral part of science education, providing a hands-on learning experience that can enhance understanding and stimulate interest (Hofstein & Lunetta, 2004). However, the extent to which this is true for students in Ikorodu LGA, Lagos, is unclear.

 

Thirdly, the teaching methods employed in these schools may also contribute to the problem. Traditional teaching methods, which often involve rote learning and memorization, may not be effective in engaging students or fostering a positive attitude towards chemistry (Tobin, 1993).

 

Fourthly, the lack of resources and facilities for conducting experiments in these schools may also be a factor. Without adequate resources, it may be difficult for teachers to carry out practical experiments, which could negatively impact students’ interest and attitudes towards chemistry (Cheung, 2009).

 

Fifthly, the societal perception of science and chemistry in particular, may also influence students’ attitudes. If science is perceived as difficult or irrelevant, this could discourage students from taking an interest in these subjects (Barmby, Kind, & Jones, 2008).

Lastly, there is a need for research to understand the specific factors influencing students’ attitudes and interest in chemistry in Ikorodu LGA, Lagos. This will help in developing strategies to improve science education in the region and encourage more students to pursue science-related careers (Osborne, Simon, & Collins, 2003).

 

  • Aim and Objectives of the Study

The aim of the study is to examine examining the impact of chemistry and experiments on students’ attitudes and interest in science subjects in secondary schools in Ikorodu LGA, Lagos.

Absolutely, here are five simple objectives for this study:

  1. To investigate the level of students’ interest and attitudes towards chemistry.
  2. To examine the role of practical chemistry experiments in shaping students’ attitudes and interest in science subjects.
  3. To assess the effectiveness of teaching methods in promoting positive attitudes and students’ interest towards science subjects.
  4. To identify barriers that may hinder students’ interest and positive attitudes towards chemistry and other science subjects.

 

  • Research Questions

The research questions are stated below:

  1. What is the level of students’ interest and attitudes towards chemistry in secondary schools in Ikorodu LGA, Lagos?
  2. How do practical chemistry experiments shape students’ attitudes and interest in science subjects in secondary schools in Ikorodu LGA, Lagos?
  3. How effective are the current teaching methods in promoting positive attitudes and students’ interest towards science subjects in secondary schools in Ikorodu LGA, Lagos?
  4. What are the barriers that may hinder students’ interest and positive attitudes towards chemistry and other science subjects in secondary schools in Ikorodu LGA, Lagos?

 

  • Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Practical chemistry experiments cannot shape students’ attitudes and interest in science subjects

H1: Practical chemistry experiments can shape students’ attitudes and interest in science subjects

 

  • Significance of the Study

The study’s focus on the impact of chemistry and experiments on students’ attitudes and interest in science subjects is crucial. It provides an in-depth understanding of how these factors influence students’ perception and engagement with science subjects, particularly chemistry. This understanding is vital in shaping educational policies and teaching methods that foster a positive attitude and interest in science among students.

 

The study’s potential to contribute to the existing body of knowledge on science education. By examining the specific context of secondary schools in Ikorodu LGA, Lagos, the study offers unique insights that enrich the broader discourse on science education. These insights could be instrumental in informing future research in similar contexts.

 

The significance of the study in informing teaching practices is underscored. The findings of the study could provide teachers with valuable information on how to structure their chemistry lessons and experiments to enhance students’ interest and positive attitudes towards science. This could lead to improved student engagement and performance in science subjects.

 

The insights gained from the study could inform the development of educational policies that promote effective teaching methods and learning environments conducive to fostering students’ interest in science. This could have a significant impact on the overall quality of science education in secondary schools in Ikorodu LGA, Lagos.

 

The study’s potential to impact students directly. By identifying factors that enhance students’ interest and positive attitudes towards science, the study could contribute to creating a more engaging and enjoyable learning experience for students. This could lead to increased student motivation and success in science subjects.

 

By examining the impact of chemistry and experiments on students’ attitudes and interest in science subjects, the study addresses a critical aspect of science education. The findings could have far-reaching implications for teachers, policy-makers, and students, ultimately contributing to the advancement of science education in secondary schools in Ikorodu LGA, Lagos.

 

  • Scope of the Study

The study examines the impact of chemistry and experiments on students’ attitudes and interest in science subjects in secondary schools in Ikorodu LGA, Lagos.

 

  • Operational Definition of Terms
  1. Impact: This refers to the effect or influence that an event, situation, or substance has on something or someone. In this context, it refers to the effect of chemistry and experiments on students’ attitudes and interest.

 

  1. Chemistry: This is a branch of science that deals with the identification of the substances of which matter is composed; the investigation of their properties and the ways in which they interact, combine, and change; and the use of these processes to form new substances.

 

  1. Experiments: These are scientific procedures undertaken to make a discovery, test a hypothesis, or demonstrate a known fact.

 

  1. Student: A person who is studying at a school or college.

 

  1. Attitudes: These are settled ways of thinking or feeling about something, typically one that is reflected in a person’s behavior.

 

  1. Interest: This refers to the feeling of wanting to know or learn about something or someone. In this context, it refers to the students’ desire to learn about science subjects.

 

  1. Science Subjects: These are academic disciplines, such as physics, chemistry, and biology, that involve the study of the physical and natural world through observation and experiment.

 

  1. Secondary Schools: These are schools that provide secondary education, typically for students aged 12 to 18 years. They follow primary or elementary school and may be followed by higher education or vocational training.

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