IMPORTANCE OF CHEMISTRY TRAINING OF STUDENTS IN TEACHING AND LEARNING IN JALINGO LGA OF TARABA STATE

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IMPORTANCE OF CHEMISTRY TRAINING OF STUDENTS IN TEACHING AND LEARNING IN JALINGO LGA OF TARABA STATE

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Chemistry, as a fundamental branch of science, plays a pivotal role in shaping our understanding of the physical world and its underlying principles. In the context of education, the training of students in chemistry is of paramount importance for fostering scientific literacy and preparing individuals for various academic and professional pursuits. Jalingo Local Government Area (LGA) in Taraba State, Nigeria, represents a critical setting for examining the significance of chemistry training among students in the teaching and learning process.

The importance of chemistry education extends beyond the boundaries of the classroom, influencing societal advancements, technological innovations, and the overall progress of a community. The effectiveness of chemistry training in Jalingo LGA is contingent upon various factors, including the quality of educational resources, teaching methodologies, and the integration of practical applications that resonate with the local context.

Education is a social process that changes society as well as adult’s role of society, shifting responsibilities of education from parents to teacher and from family to school. Societies change its effective use of education in designing, developing, producing, implementing and evaluating curriculum. It aids teaching learning process in a classroom situation, increases both learning outcome and students’ achievements, reduces students’ dropouts and burden, stress, anxieties and frustration. So today’s development of new teaching strategies is essential for all-round developments of students. Chemistry is taught in most schools as an abstract subject without much emphasis on practical experiences (Ghassan, 2007). This has resulted to students’ low acquisition of science processing skills which has become more evident in the mass failure of students in the subject in public examinations. All the questions asked to test the knowledge of chemistry students’ in practical skills require that they demonstrate one form of process skill or the other. The inability of students to carry out these activities properly results in low scores in the test of practical knowledge. The shi from the teacher-centred method of teaching science to student-centred activity based method encourages and develops in the child the spirit of inquiry. The student-centred activity method as opined by Akinbobola (2006) attempts to make students fully aware as well as understand the ways scientists work and also equip and prepare them for their possible careers in science, chemistry in particular, and process skills development. At the age of information, the rapid changes occurring in technology make obsolete the newly produced information’s and changes them in a very short time. Every society, institutions and individuals are usually obliged to keep up with these changes.

This is the reason that faces to all these changing institutions and changing situations, the self-renewal and development have become now a necessity. In this case, instead of learning by heart information’s, individuals have the responsibility of producing new information’s and products based on this ancient knowledge. This obligation for individuals led by the age of information has also aected education systems and institutions. Now, a system where learner receive all information as ready from the teacher is considered inadequate, but instead, it is necessary to pass a system where, the learners are active in their educational environment, con figurate the old information in mind with new information, and use this information in order to produce new information. Because of this necessity, many countries change their traditional education system and adopt the constructivist learning approach and they organized their institutions of education accordingly. Due to the situations discussed above, in the researches and discussions about the education, the constructivism is, now, more and more, used in a remarkable way (Cunningham and Duy, 2012). The constructivism is finding its place in the studies in dierent fields. The constructivism, which is a training theory and which is based on knowledge of the age of Socrates, is not only a concept of education. The constructivism, which is, at the same time, an epistemological theory and a concept, is knowledge and learning approach (Haney and McArthur, 2015).

In terms of education, the constructivism is seen as an educational framework that appears very oen in the studies of educational literature (Kinnucan-Welsch and Jenlink, 2009). According to this theory, learning is a process of establishing a link between the new information and the information that exists in individuals, during this process. The individual information is not piled on; individual establishes the basis of information by adding his own comment. By this aspect, teachers have an important role in the constructivist approach in which the core of learning system is the learner. With this approach, teachers do not directly transfer the information to the students; but they guide and help learners to reach the information and to construct it (Bryant, Kastrup, Udo, Hislop, Shefner and Mallow, 2013). As an intermediary between the students and education programs, teachers help them to learn and to develop their self (Holt-Reynolds, 2010). Teachers organize the learning process according to students’ interests and needs, to incite to ask questions, to produce the new ideas, to make estimations and observations, to work in collaboration and to test their ideas (Kim, 2009). In relation with these aspects, constructivism requires the regulation of the academic environment which must be different from the traditional classroom environment.

1.2 Statement of the Problem

Despite the recognized importance of chemistry education, there may be challenges within Jalingo LGA that impede the optimal training of students in this field. Issues such as inadequate infrastructure, insufficient teaching resources, and the lack of awareness about the practical applications of chemistry may hinder the comprehensive development of students in the subject. This study aims to identify these challenges and underscore the importance of chemistry training for students in Jalingo LGA.

1.3 Objectives of the Study

The primary objectives of this study are:

To assess the current state of chemistry training among students in Jalingo LGA.

To identify the challenges affecting effective chemistry education in the region.

To highlight the importance of chemistry training in fostering scientific literacy and career development among students.

To propose recommendations for enhancing the quality of chemistry education in Jalingo LGA.

1.4 Research Questions

What is the current state of chemistry training among students in Jalingo LGA?

What are the challenges impeding effective chemistry education in Jalingo LGA?

How does chemistry training contribute to the scientific literacy and career development of students?

What recommendations can be proposed to enhance the quality of chemistry education in Jalingo LGA?

1.5 Significance of the Study

This study holds significance for various stakeholders, including educators, policymakers, parents, and students in Jalingo LGA. By elucidating the importance of chemistry training, the research seeks to inform decision-makers about the critical role of chemistry education in the holistic development of students and the broader community. The findings may also guide the development of targeted interventions to address identified challenges.

1.6 Scope of the Study

This study focuses specifically on the importance of chemistry training among students in Jalingo Local Government Area of Taraba State, Nigeria. The research encompasses an examination of the current state of chemistry education, challenges faced, and the potential impact on students’ scientific literacy and career development.

1.7 Organization of the Study

The study is organized into five chapters. Chapter One provides an introduction to the research, including the background, statement of the problem, objectives, research questions, significance, and scope. Chapter Two reviews relevant literature on the importance of chemistry education. Chapter Three outlines the research methodology, while Chapter Four presents the findings and analysis. Finally, Chapter Five offers conclusions, recommendations, and suggestions for further research.

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