STUDENTS ATTITUDE TOWARDS THE USE OF PRACTICAL ACTIVITIES IN CHEMISTRY

CHAPTER ONE

Introduction

Chemistry can be defined as the study of matter. It can be seen as a branch of science which deals with the study of composition, properties and uses of matter (Ababio, 2007). It probes into the principles governing the changes matter undergoes, the complexity of nature and changes that take place in the universe (Jegede, 2007). The teaching of chemistry involves the use of process skills which are mental tools used in the discovery and acquisition of scientific knowledge. It involves conversion, procession, production, rebirth and transfiguration (Roget, 2003). It is an experimental science and its development and application demands a high standard of experimental work. Being one of the science subject chemistry is being taught in all countries of the world regardless of their level of development. It is offered at high schools, colleges and university level (Hofstein & Shore, 2004). Chemistry has been identified as a very important science subject and its importance in science and technological development of any nation has been widely reported (Adesoji, 2008). It was as a result of the recognition given to chemistry in the development of individual and the nation that it was made a core – subject among the natural science and other science related courses in Nigerian Education system (Adesoji, 2008). It has been a pre-requisite subject for offering most science oriented courses in the tertiary institution (Ava & Odomwonyi-otu, 2011). According to Ohodo, (2005) chemistry contributes to the attainment of the aims of education and specifically helps individuals to develop effective process skills, critical thinking and competences required for dealing with observation, classification, measurement, counting numbers, recording, 2 communication, prediction, hypothesis, inference, experimentation, interpretation of data, research, controlling variable and generalization etc. Practical activities can be described as the activities which students undertake using chemicals and equipment in a science laboratory. Reid and Shah (2007) discussed the rationale for practical activities in higher education and were of the view that for practical activities to be effective, the goals, aims and objectives should be well defined. Abdullahi, (2007) stated that when chemistry concepts are taught using practical activities they enhance the quality and the extent of scientific understanding that could be achieved by students while Omosewo, (2006) was of the view that a deeper understanding of the science and technology process can be achieved through practical activities, which encourage active participation and serve to develop critical thinking. Practical activities provide concrete experiences to substantiate the theoretical aspect that has been taught. Usman, (2011) believed that students with practical experience are likely to perform better than those with limited practical skills.

Statement of the Problem

Despite the importance of chemistry in the economic and technological advancement of a nation, students‟ recorded low skill acquisition and poor performance in some chemistry courses. For example, Chemistry of Natural Products and Amines (CHEM 323) is one of the course taught at N.C.E level in which students‟ performance is very poor.

How to get complete project materials


Step 1: make payment of N2,000 to the below bank details


NAME:                       TITUS AYANI SOLA
BANK:                       FIRST BANK PLC
ACCT NO:                  3111741042
ACCOUNT TYPE:       SAVINGS
AMOUNT:                  N2000

NAME:                       TITUS AYANI SOLA


BANK:                       GTB BANK
ACCT NO:                  0262412831
ACCOUNT TYPE:       SAVINGS

STEP 2: AFTER PAYMENT SEND THE PROJECT TOPIC AND YOUR EMAIL ADDRESS TO 08063666753

CLICK ON THE IMAGE BELOW TO REQUEST FOR MATERIAL
Updated: 8th January 2020 — 2:21 pm

Leave a Reply

Your email address will not be published.

24 + = 29