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This project activity surveyed the teaching and learning competence, still and attitude of secondary school chemistry teaching.

The factors that affect the teaching and learning in senior secondary school.

Also how competence, skill and attitude are important factors in teaching and learning process in senior secondary school chemistry teaching.  




This level of performance in senior secondary school chemistry has been a thing of worry to the stake holders in the educational sector, there have been various investigation into the cause of the poor performance and some result indicated shows the importance of attitude, skills, and competence in the teaching and learning of chemistry in senior secondary schools in Lagos State as a notable factor.

It has been noted by Erimosho (2000) that improving access to science education is crucial for national development. For instance, advance in science and technology have helped nations to improve and promote efficiency, self reliance, and overall well being of humankind through the invention and innovation in telecommunication, transportation, health, agriculture e.t.c hence, there is justification for science in the school curriculum especially that of chemistry. No doubts science subject in Nigerian secondary school include physical, chemistry, and biology for senior classes and integrated science for the junior classes.

The objectives of each of these subjects, which are clearly stated in the curriculum suggest the need to provide an effective teaching and learning environment at the school level. To do this, it will involve proper structuring of teachers pedagogy and ideas about how science materials especially in chemistry may be used so that active learning is achieved while students at the same time enjoy exploring the world around them Ajayi (1998).

Nkemdirim (2006), believes that most teachers in chemistry lack the appropriate capability or competence to carry out effective teaching and learning of the subject matter. This is because in many schools, some teachers in chemistry approach the subject in the classroom as if they are teaching languages or any of the art related subjects. For instance most of the chemistry teachers do not possess the necessary skills required for the efficient delivery of the subject in the classroom coupled with their negative behaviours both towards the handling of the subject, and the student. Due to poor skills towards attitude and medioanly or lack of competence in the subject the teaching, and learning process in chemistry experience set in schools, especially at the secondary school level of our school system.

Kempa and Ayob (1995) observed that for chemistry to be taught, and learnt effectively, it will be handled by experienced and well trained teachers who have the wealth of knowledge on the subject. According to them, often times, chemistry has been taught by those who do not have the adequate mastery of the subject or those who lack the requisite teaching know-how (methodology). They stressed that competence and good skill in the teaching of chemistry requires good mastery of content and effective use of science teaching method which make learning very efficient with good results. For the fact that chemistry is one of the essential science subjects in the schools, it is imperative that the subject is handled by experts or specialist who is competent and skillful in it. But in many Nigerian secondary schools today, there cases whereby science subjects industry chemistry are not taught by competent hands.

In most secondary schools, chemistry is taught out of the laboratory without any useful equipment. Not only this, Onwu (1998) opined that most chemistry teachers develop “I-don’t-care” attitude in handling the subjects in schools for instance most of them do not care to attend classes in most times, and some of who attend classes, do not teach with interest and skill. As a result of these, do not teach with interest and skill. As a result of there, most students offering chemistry in schools do not have the motivation to continue with the subject up to the higher levels in the tertiary institution. This is caused the nation many scientist especially in chemistry which a developing nation like Nigeria needs for rapid industrial development and growth.


It has been noticed need that chemistry teaching, and learning process is not properly handled in our school system. For instance, chemistry teaching has been often handled by those who are not competent enough, lack manipulation skills and possess negation attitude for the subject. Some teachers in chemistry have been handling the subject without the requisite qualification that is to say that they do not have the mastery of content, not to talk about effective method in presenting the subject in the classrooms.

Many teachers in chemistry approach the subject with series of negative attitudes in not attending to classes because they do not know what to teach, and how to teach it. As a result of these incompetence poor teaching skills, and negative attitudes by the chemistry teachers the spill over effect is poor performance or the part of the students and poor interest in the subject due to poor on lack of motivation in learn. The above reasons have therefore prompted he examination of the teaching and learning of competence, skill, and attitude of secondary school chemistry teaching in the 21st century.


The main purpose of this study is to examine the teaching andlearning competence, skills, and attitudes of secondary school chemistry teaching. Objective of the study include to:

1.   Find out whether chemistry is handled in schools by competent teachers.

2.   Investigate whether teachers in chemistry have negative or positive attitude in handling the subject-matter

3.   Assess the skills of teachers who handle chemistry in the school.                            


1.Will teacher competence affect the performance of student on chemistry.

2.What is the chemistry teacher attitude toward the student academic achievement.

3.Will the skills of chemistry teacher affect the student academic achievement in chemistry.


The following research hypothesis were formulated in this study.

1.   There  will be no significant relationship between teachers competence and academic performance of  student in chemistry.

2.   There will be no significant relationship between teacher attitudes and students academic achievement in chemistry.

3.   The will be no significant relationship between teachers skill and academic performance of student in chemistry.   


The significance of the study will be relevant to the following individuals:

1.   Teachers: Teachers in school especially those in science and most especially these teaching chemistry would have enriched knowledge about the effect of teaching and learning chemistry on students academic performance in the subject. This study will enable chemistry teachers to change their perception on their approaches to the teaching of the subject in schools.

2.   Student: students would be able to benefit from the findings, and the recommendations of this study, because it will help them to have a fair knowledge of the effect of teaching chemistry on the students  in school. Beside this, students would see this study as a reference material for forever studies.

3.   The school Authorities: The school authorities would benefit from the findings and recommendations of this study because it will help them to gather some important knowledge on how to solve the problem of incompetence, lack of skill, and poor attitude in teaching and learning of chemistry in school.

4.   Researchers: Researcher would see this study as an important material to assist them in their future work. This is because this researcher’s work will add to a new body of knowledge in the academic circle.

5.   Society: Finally the society will benefit from the content of this work because it helps both the youth and adult members of the society to know the important of chemistry teaching and learning in the school system.


This study sets out to survey the teaching and learning competence, skills and attitude of secondary school chemistry teaching in the 21st century. (5) five secondary school in  Shomolu local government areas of Lagos State are selected randomly.


This study will experience some constraints in the areas of finance, time, and other logistics needed for the completion of the study.


The following operational terms were defined in this  study:

i.             Survey:  This is a process to look carefully at something or somebody, especially from a distance to study and describe the general conditions of something. It is a general view examination or description etc.

ii.           Teaching and Learning: This is a process in which skills attitude and knowledge is developed in a formals school setting.

iii.         Competence: This is defined as the way of thinking or behaviour towards something or someone.

iv.         Skills: This can be defined as the ability to do or manipulate something.

v.           Attitude: This is defined as the way of thinking or behaviour towards something or someone.

This material content is developed to serve as a GUIDE for students to conduct academic research

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