Project – Investigating the challenges faced by chemistry education teachers in the rural schools: A case study of schools in Ikorodu L.G.A, Lagos.

ABSTRACT

The study examined investigating the challenges faced by chemistry education teachers in the rural schools: A case study of schools in Ikorodu L.G.A, Lagos. Four objectives were used for the study namely: to find out if chemistry teachers in rural schools are affected by shortage of Chemistry textbooks in Nigeria; to find out if the unavailability of school curriculum is affecting the quality of chemistry education provided in the schools; to examine the resources available to chemistry teachers in rural schools and how these resources influence their teaching methods; and to explore the strategies currently employed by chemistry teachers in rural schools to overcome resource shortages. The target population consists of Chemistry teachers from selected secondary schools in Ikorodu L.G.A, Lagos. To select the needed samples for this study, the researcher used a total number of one hundred (100) Chemistry teachers from selected secondary schools in Ikorodu L.G.A, Lagos. The study recommended that the government or relevant educational bodies should increase funding specifically for the procurement of Chemistry textbooks in rural schools. The study concluded that Shortage of Chemistry textbooks have significant impact on Chemistry teachers in rural school

CHAPTER ONE

INTRODUCTION

• Background to the Study

Chemistry education in rural schools in Nigeria faces numerous challenges, which have been the subject of various studies. According to Aina (2013), the lack of adequate teaching resources and facilities is a significant issue. Many rural schools lack well-equipped laboratories, which are essential for practical chemistry lessons. This lack of resources hinders the effective teaching and learning of chemistry, as students are unable to gain hands-on experience and fully understand the concepts being taught.

Another challenge is the shortage of qualified chemistry teachers. A study by Okebukola (2014) found that many teachers in rural Nigerian schools lack the necessary qualifications to teach chemistry effectively. This is due to the low salaries and poor working conditions in rural areas, which discourage qualified teachers from working there. Consequently, students are taught by teachers who may not fully understand the subject matter, leading to poor student performance.

The language barrier is another significant challenge. As noted by Ogunniyi (2012), many students in rural Nigeria do not speak English as their first language, yet chemistry is taught in English. This language barrier makes it difficult for students to understand the complex concepts and terminologies used in chemistry, thereby affecting their performance.

Furthermore, the lack of motivation among students is a major challenge. According to a study by Akinbobola (2015), many students in rural Nigeria have a negative attitude towards chemistry. This is partly due to the perceived difficulty of the subject and the lack of career guidance. Without proper motivation and interest, students are unlikely to perform well in chemistry.

The socio-economic status of students also plays a role in the challenges faced. As noted by Okebukola (2014), many students in rural Nigeria come from low-income families and may not afford the necessary textbooks and other learning materials. This lack of resources at home further compounds the challenges faced in the classroom.

The challenges faced by chemistry education teachers in rural schools in Nigeria are multifaceted and require a comprehensive approach to address. Future research should focus on developing strategies to overcome these challenges and improve the quality of chemistry education in rural Nigeria.

• Statement of the Problem

The problem of inadequate chemistry education in rural schools in Nigeria is a significant issue that has been the subject of numerous studies. According to Aina (2013), the lack of qualified chemistry teachers in these areas is a major challenge. The teachers available often lack the necessary training and experience to effectively teach the subject, leading to a poor understanding of chemistry concepts among students.

Another problem is the lack of adequate teaching resources. As reported by Okebukola (2010), many rural schools in Nigeria do not have access to well-equipped chemistry laboratories. This makes it difficult for teachers to conduct practical lessons, which are crucial for a comprehensive understanding of chemistry. The absence of these resources hampers the teaching and learning process, leading to a decline in students’ performance in chemistry.

The geographical location of these rural schools also poses a significant challenge. According to Ezeudu (2015), the remoteness of these schools often results in teachers’ reluctance to accept postings to these areas. This leads to a shortage of teachers in these schools, further exacerbating the problem of inadequate chemistry education.

The socio-economic status of the students also contributes to the problem. As noted by Akpan (2017), many students in rural areas come from low-income families and cannot afford the necessary textbooks and other learning materials. This further hinders their ability to understand and excel in chemistry.

Furthermore, the language barrier is another significant challenge. As reported by Umar (2018), many students in rural Nigeria struggle with English, the language of instruction for chemistry. This language barrier makes it difficult for these students to understand the subject, leading to poor performance.

The challenges faced by chemistry education teachers in rural schools in Nigeria are multifaceted, ranging from a lack of qualified teachers and teaching resources to geographical and socio-economic factors. These challenges need to be addressed to improve the quality of chemistry education in these areas.

• Aim and Objectives of the Study

The aim of the study is to investigate the challenges faced by chemistry education teachers in the rural schools: A case study of schools in Ikorodu L.G.A. Lagos.

1. To find out if chemistry teachers in rural schools are affected by shortage of Chemistry textbooks in Nigeria.
2. To find out if the unavailability of school curriculum is affecting the quality of chemistry education provided in the schools.
3. To examine the resources available to chemistry teachers in rural schools and how these resources influence their teaching methods.
4. To explore the strategies currently employed by chemistry teachers in rural schools to overcome resource shortages.

• Research Questions

The research questions are buttressed below:

1. How does the shortage of Chemistry textbooks in rural Nigerian schools impact the teaching methods of Chemistry teachers?
2. Does the unavailability of a school curriculum affect the quality of Chemistry education provided in rural Nigerian schools?
3. What resources are available to Chemistry teachers in rural Nigerian schools and how do these resources influence their teaching methods?
4. What strategies are currently employed by Chemistry teachers in rural Nigerian schools to overcome the challenges posed by resource shortages?

• Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Shortage of Chemistry textbooks have no significant impact on Chemistry teachers in rural school.

H1: Shortage of Chemistry textbooks have significant impact on Chemistry teachers in rural school

• Significance of the Study

The significance of studying the challenges faced by chemistry education teachers in rural schools is manifold. Firstly, it provides a comprehensive understanding of the current state of chemistry education in rural areas. This is crucial as it helps to identify the gaps and shortcomings in the system, which can then be addressed to improve the quality of education. The study can reveal the extent to which the shortage of Chemistry textbooks in rural Nigerian schools is affecting the teaching methods and overall learning outcomes.

Secondly, the study can shed light on the impact of the unavailability of school curriculum on the quality of chemistry education. It can help to understand whether the lack of a structured curriculum is hindering the teaching process and if it is, to what extent. This can lead to the development of strategies to ensure that even in the absence of a formal curriculum, quality education can be provided.

Thirdly, by examining the resources available to chemistry teachers in rural schools, the study can provide insights into how these resources influence their teaching methods. This can help in identifying the resources that are most beneficial and those that are lacking, thereby guiding future resource allocation and development efforts.

Fourthly, the study can explore the strategies currently employed by chemistry teachers in rural schools to overcome these challenges. This can provide valuable insights into the innovative and effective methods being used in the face of adversity. These strategies can then be shared and implemented in other similar contexts, thereby improving the overall quality of chemistry education in rural areas.

Fifthly, the study can also have significant policy implications. The findings can inform policy decisions related to education in rural areas, such as the allocation of resources, development of curriculum, and teacher training programs. This can lead to more effective and targeted interventions, thereby improving the quality of education.

Lastly, the study can contribute to the existing body of knowledge on rural education and its challenges. It can provide empirical evidence that can be used to support or challenge existing theories and assumptions. This can lead to the development of new theories and models, thereby advancing the field of education research.

• Scope of the Study

The study investigates the challenges faced by chemistry education teachers in the rural schools: A case study of selected Secondary schools in Ikorodu L.G.A, Lagos.

• Operational Definition of Terms

“Challenges” generally refer to difficult situations or obstacles that require effort to overcome. In the context of this study, challenges could include a lack of resources, inadequate infrastructure, or insufficient training.

“Chemistry education” refers to the teaching and learning of chemistry in schools. It encompasses a variety of pedagogical techniques, curriculum development, and assessment methods. It also includes the study of how students learn chemistry, and what teaching methods can best support that learning.

“Teachers” are individuals who provide education to students. They are responsible for creating lesson plans, instructing students, assessing student learning, and often providing support beyond academic learning. In the context of this study, teachers specifically refer to those teaching chemistry.

“Rural schools” are educational institutions located in areas that are not urban. These areas often have lower population densities and may lack certain resources or infrastructure compared to their urban counterparts. In the context of this study, rural schools refer to those in Nigeria where the study is focused.

Project – Investigating the challenges faced by chemistry education teachers in the rural schools: A case study of schools in Ikorodu L.G.A, Lagos.