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EFFECTS OF TIME ALLOCATION ON THE ACADEMIC PERFORMANCES OF STUDENT IN SENIOR SECONDARY SCHOOL LEVEL IN CHEMISTRY IN SELECTED SECONDARY SCHOOLS

EFFECTS OF TIME ALLOCATION ON THE ACADEMIC PERFORMANCES OF STUDENT IN SENIOR SECONDARY SCHOOL LEVEL IN CHEMISTRY IN SELECTED SECONDARY SCHOOLS

TABLE OF CONTENTS

Title page

Certification

Dedication

Acknowledgement

Table of content

CHAPTER ONE

1.1    Background of the study

1.2    Statement of the Problem

1.3    Purpose of the study

1.4    Significance of the study

1.5    Research Question

1.6    Hypothesis

1.7    Scope of the study

1.8    Limitation of the study

1.9    Definition of Terms

CHAPTER TWO

REVIEW OF RELATED LITERATURE

  • The Performance of Students in Chemistry at

SSS III Level

  • Laboratory Facilities for Teaching Chemistry
  • Number of teachers teaching chemistry at SSS III
  • Time Factor on the Time Table
  • Numbers of periods allocated for chemistry at SSS

III Level

  • Summary of Literature Review

CHAPTER THREE

3.0    RESEARCH METHODOLOGY

3.1    Research Designs

3.2    Population of the study

3.3    Sampling Procedure

3.4    Instrument of Administration

3.5    Data Collection

3.6    Data Analysis

CHAPTER FOUR

ANALYSIS OF DATA AND DISCUSSION OF FINDINGS

4.1    Hypothesis Testing

4.2    Discussion of findings

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

  • Summary
  • Conclusion
  • Recommendation
  • Suggestions for further Research
  • Calculation of finding teal

REFERENCES

APPENDIX

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CHAPTER ONE

INTRODUCTION

  • Background of the study

Science is the empirical study of nature which involves many activities from which observations are made.

From observations, certain things are found to be true and generalization are made which involves laws and theories through inductive and deductive processes, the result of which is predictions and explanations.

Chemistry is one of the most important science subjects and it can be studied under two main headings: namely: the theoretical aspects, which deals with principles laws, hypothesis and formula and the practical aspect which is called experimental learning of chemistry, deals with the observable and measurable aspects of chemistry.

Therefore, chemistry as a branch of natural sciences enables us to understand the composition and properties of matter both living and non – living around us. One becomes capable of explaining the behaviour of matter and also studies the chance of regulating certain enhances that can better his environment for a happier living.

The aim of teaching chemistry therefore, would be to bring this body of knowledge to our pupils in such way that the would not only appreciable it, but also want to bite deeper into it.

From the definition and general scope of chemistry as stated above, it will be seen that chemistry student is frequently involved in experimental investigating and companying the behaviour of different substances under different sets of condition. The investigations require measurements frequently made in chemistry include mass, molarity molar mass, amount of particles etc.

Thus the student of chemistry even in its most element any stage cannot do without mathematics.

The Federal Government is committed to make huge investments in education especially science education as indicated in the National Policy on Education (1981) that “……….. A – greater proportion of expenditure on education will be devoted to science and technology at all levels of the educational system. It is hoped that such financial investments will lead to better performance and hence increase the scientific orientation of the society.

The National curriculum on chemistry for senior secondary schools in Nigeria places emphasis on laboratory experiments. It is activity oriented. The aim of the curriculum planner is to satisfy the chemistry requirement of the senior secondary school programme in the new national policy on education. It provides guided discovery method in teaching students. This method of teaching is recommended to ensure that learners are provided with continuous experiences in skills of defining problems, recognizing assumptions, critical thinking, observing, collecting and recording, data, testing and evaluating evidence, manipulating variables, generalizing and applying generalizations. The publics are encouraged to carry out their experiments. Thus practical chemistry has great value.

To many students, chemistry is the most difficult among the science subjects because of its chemical equations, equation derivations, substitution and calculations and also the new system of running compound (JUPAC) in comparism to Biology and Agricultural Sciences students choice of chemistry at the West African School Certificate level is based on many factors like future career prospect of the students parental and peer – group influence, teachers altitudinal dispositions, availability of laboratory equipment in the school and school location.

In view of the above, this research work is concerned with the belief that there are some underlying factors which are responsible for students poor performance in chemistry. The researcher believes that if these factors are identified and taken care of, the learning and teaching of chemistry will be enhanced.

  • Statement of the Problem

Time is a major factor in assessing the performance of students in chemistry while in adequate time can affect the performance of students due to insufficient time for lecturer periods, laboratory studies and so on. It should be provided for teaching and learning of chemistry to enhance better performance of students.

The teaching of sciences of which chemistry is one cannot be over emphasis to attain nation technological growth this study in designed to find out “The effect of time allocation on academic performance of students in chemistry at SSS III level in Akure South Local Government Area of Ondo State.

  • Purpose of the Study

The major purpose of this study is to identify the “the effect of time allocated as a function to test the academic performance of student in chemistry at SSS III in Akure South Local Government Area of Ondo State. Specifically the study seek to:

  1. Number of periods allocated for chemistry at SSS III level.
  2. Laboratory facilities for teaching chemistry
  • Time factor in the time table
  1. Identify the performance of students in chemistry at SSS III level.
    • Significance of the study

The findings of this project will be very useful to students and teachers of chemistry in many ways. First of all it will help to improve the standard of student performance in the West African School Certificate Examination in chemistry.

Secondly, the findings will enable teachers of chemistry to improve on the teaching of the subject.

Thirdly, the roles of government and parent teacher Association in improving the teaching and learning of the subject will be clearly stated.

In addition, the findings could help in increasing the number of chemistry periods in secondary schools. It is also hoped that the various policy makers and educational administrations in the area of education would see reason for allocating more financial resources to school for teaching of chemistry, furthermore, adequate time allocating and financial resource on the part of the policy makers would be more effective in teaching and learning of chemistry which increase the technological growth of the nation.

 

  • Research Questions

The research questions for the study whose specific purposes were given earlier on could be these.

  1. What are the numbers of periods allocated for chemistry at SSS III level?
  2. What are the numbers of teachers teaching chemistry at SSS III level?
  • What are the available laboratory facilities for teaching chemistry?
  1. What are the time factors in relation to the timetable?
  2. What are the performances of students in chemistry at SSS III level?
    • Hypothesis

This study seek to test the null hypothesis stated below:

  1. There is no significant different between the number of periods allocation to chemistry and the performance of student in achievement test.
  2. There is no significant difference between the number of chemistry teachers and Art teacher.
  • There is no significant difference between time allocation of chemistry period and other science subjects.
  1. There is no significant difference between the performance of chemistry student and mathematic student.
    • Scope of the study

The scope of this study is one of the effect of time allocation to test the academic performance of student in chemistry at SSS III level.

  • Limitation of the study

Some problem were encountered in the course of finding out this research work.

A lot of time were spent on the educational administration of the schools concerned in the local government.

Due to fuel scarcity, transportation fare were also high. Moreover, the administrative protocol and office problem have follow made collection of relevant information difficult in the local education district.

  • Definition of Terms

Time: This is a period of duration regarded as belonging to accomplishing a particular task.

Timetable: This is a schedule of time of classes lectures and so on in a school or university.

Student: Student are the learners engaged in a course of study and instruction, at a college, university or professional of technical school.

Iupac: This is international union of pure and applied chemistry. This is a system of naming new compound. They are group of scientists like that CO2 is formally known as carbon dioxide but now called carbon iv oxide.

Education Administrator: These are the people entrusted with decision making on issues affecting policies and programme of matters affecting education.

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Updated: August 7, 2017 — 5:27 am

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