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ABSTRACT
This research work evaluates the impact of non-formal
system of coaching classes on the performance of Senior Secondary
chemistry students in examinations. Four research questions guided the
study. The study adopted the Ex-Post Facto and descriptive survey
research designs. The sample comprised Senior Secondary Chemistry
graduates in four coaching colleges in Mushin Local Government Area in
Lagos state. Data were generated using the open form questionnaire
instrument. The data were analyzed using descriptive statistics,
frequencies and percentages.
The results showed that there is major
significant difference between the performance of Senior Secondary
Chemistry students that attended coaching classes and those that didn’t
in the Senior Secondary Certificate Examination of West African
Examination Council (WAEC) and National Examinations Council (NECO).
The results also showed that majority of chemistry students who did well
in the examination attended coaching classes. The results further
showed that coaching classes enhanced the performance of chemistry
students generally in their science subjects (Physics, Chemistry and
Biology) including English Language and Mathematics. In order to improve
the performance of Senior secondary chemistry students in examinations,
it was recommended that science educators and stakeholders should begin
to employ the non-formal system of coaching classes as tool in
improving their achievements in chemistry. The study concludes that the
non-formal system of coaching classes should be encouraged to
substantiate the learning experience in the formal system.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
In
recent time there has been a decline in the performance of science
students in science subjects such as physics, Chemistry and Biology.
This is due to so many factors such as lack of laboratory facilities in
most of our secondary schools, incompetent science teachers, and lack of
instructional materials for learning and so on. The government has made
several efforts within the formal system of learning to salvage the
situation but all proved abortive. However, research reveals the
non-formal system can proffer solution to this lingering situation if it
is properly harnessed and structured. There are various coaching
colleges that have been making tremendous impact in grooming students
for success in examinations. Formal education has been widely recognized
as dynamic instrument of change socially, politically, economically,
scientifically and technologically. Until late sixties, formal secondary
education was the general terminal point in Nigerian education system
and secondary school was therefore the major source of man power.
Today
despite an increase in the number of universities, secondary education
remains the terminal point for many who are unable to secure admission
to pursue a degree course in and of pure sciences especially chemistry
due to poor performance at ordinary level. Academic performance as a
terminology remains the main determinant of an individual student
success in formal education measured directly through reports,
examination ratings, and it is also predictable. The importance of
chemistry cannot be overemphasized as it is the base of all
environmental professions, all science students must learn and pass it
at secondary school level before they can advance into the university
(Kolawole and Ilugbusi 2007). Before any science student could be
admitted to study chemistry in any Nigerian university, he/she must
satisfy a minimum entry grade. Before transition into this higher
institute of learning, the students will be evaluated. Evaluation is the
passing of decision or judgement on a particular trait in accordance
with a test which validly and reliably measures the presence of that
trait.(Kpolovie, 2002, Ololube, 2008).
Evaluation involves both
quantitative and qualitative description of a pupils’ behavior, and the
passing of value judgement concerning the desirability of that behavior
(Harbor-Peters 1991). Since evaluation remains indispensable in any
academic programme, teaching and instructional duty are rendered
incomplete or lacking until an evaluation of the outcome of instruction
has been performed. Evaluation agencies which also act as examining
bodies are tasked with maintaining a common standard in the development
and administration of public examinations. According to Nworgu (1992)
evaluation agencies were set up to promote education, to coordinate
educational programmes, and to control and monitor the quality of
education in educational institutions, the essence of which is the
organization of public examinations so as to provide uniform standards
to all test takers, irrespective of the type or method of instruction
they have received. Some of these examination bodies in Nigeria include
the West African Examinations Council (WAEC), the National Examination
Council (NECO), the Joint Admission and Matriculation Board (JAMB), and
the National business and Technical Examination Board (NABTEB). The
assemblage of subject examinations conducted by these examining bodies
is known as the Senior Secondary Certificate Examination(SSCE) and
serves as an end –of- course evaluation for all secondary school
graduates. The purpose of this examination is to ascertain to what
degree students in a particular course have achieved the course or
educational objectives (Offor 2001). The purpose of this work is to
examine the impact of coaching colleges on the performance of Chemistry
students during the May/June Internal Exams.
1.2 STATEMENT OF THE PROBLEM
The
decline in the performance of students in science subjects especially
Chemistry in the May/June Senior Secondary Certificate Examination
(SSCE) is a major concern in the Nigeria educational system. The
performance of candidates in chemistry examinations in recent years has
been a great concern to the society. In fact, the low level of chemistry
attainment of students at every segment of educational system in the
country has given chemistry teachers, parents and the government a high
level of worry as it is reflected in the work of ( Umoinyang 1997;
Yoloye, 1999; David-Osuagwu, Anemelu and Onyeozili, 2000; Okpala and
Umoinyang, 2001 and okafor, 2002). Therefore this research work focuses
on how the performance of chemistry students has been improved in the
May/June Examinations through the non-formal system of coaching
classes.
1.3 PURPOSE OF THE STUDY
The purpose of this study
is to assess the impact of coaching classes on the performance of
chemistry students in internal examinations (SSCE).The objectives of the
study include: - identify senior Secondary chemistry graduate students
that attended coaching classes before their examinations - identify
Senior secondary School graduates that did not attend coaching classes
before their examinations - compare the performance of the above two
groups - describe if there is a any statistical difference in their
performance in May/June examination.
1.4 RESEARCH QUESTIONS
The following research questions were generated for the purpose of this study:
1. What are the performances of Senior Secondary School graduate chemistry students that attended coaching classes?
2. What are the performances of Senior Secondary graduate chemistry students that did not attend coaching classes?
3.
Is there any statistical significant relationship between secondary
school graduate chemistry students that attended coaching classes and
those that did not?
4. To what extent will exposure to coaching classes improve the performance of senior Secondary students in Chemistry?
1.5 SCOPE OF THE STUDY
The
hypothesis of this research design is that coaching classes help in
improving the performance of chemistry students in examinations. The
goal of the study is to find out if a relationship exists between the
performance of students in chemistry and coaching. The population for
this study will be limited to only Senior Secondary school graduates in
four coaching centres in Lagos State. Fifty questionnaires were
generated and distributed through random selection to students in this
four coaching centres to evaluate their performances and draw necessary
conclusions on the study.
1.6 SIGNIFICANCE OF STUDY
This
research work will help to ascertain through concrete facts the impact
of coaching classes in the achievement of chemistry students in internal
and external examinations and thereby promoting the value and
acceptability of coaching classes in the Nigeria educational system. It
will open the eyes of students and parents to the importance of being
exposed to different learning experiences and tutelage. It will also
help stakeholders in the educational system to organize after school
programs that will help the performance of Secondary school students in
their examinations. Some local governments in Lagos are already adopting
this system as part of their agenda to contribute to the development of
learning and achievement in the educational system. An example is the
Mushin Local government. The study will also science educators to begin
to see the need to consider the non-formal educational as a tool for
enhancing students’ achievement in Chemistry.
1.7 DEFINITION OF TERMS
EVALUATION:
Evaluation in an educational setting is the process whereby we seek
evidence that the learning experiences we have designed for students are
effective. It is a tool for ascertaining if learning has taken place.
COACHING
CLASSES: This is a non-formal system of education which involves
teaching, training, instructing, solution-focused, result-oriented and
systematic process that facilitates the enhancement of academic
performance of students.
PERFORMANCE: This is a measure of the
achievement of the students’ learning experience through evaluation to
ascertain if learning as truly taking place.
CHEMISTRY: This is a branch of science that studies the nature, properties and composition of matter.
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