CHAPTER ONE

INTRODUCTION

1. BACKGROUND OF THE STUDY

Chemistry serves as a major source of economic power in modern society, especially in the manufacturing sector where materials, coloured and attractive clothing, chemicals, plastic materials and other useful household equipment are made available to man. Nigeria depends largely on crude oil explored and refined into its constituents such as the Premium Motor Spirit (petrol), kerosene, diesel and other related products like lubricating oil. The processes involved depend a lot on the study of Chemistry. Also chemical products such as fertilizers and herbicides, also products of Chemistry, help to scale up farming activities, achieve sustainable food production and keep reduce food importation. In clear terms, the needs of the society are closely knitted to the offers made by the Senior Secondary School (SSS) Chemistry curriculum (FME, 2009) which has two of its objectives as provision of students with basic knowledge in chemistry concepts and principles through efficient selection of content and sequencing; showing chemistry and its link with industry, everyday life, benefits and hazards.

The recommended instructional approach for curriculum implementation is guided discovery approach resting on student activity to enable learners to appreciate science as a process (FME, 2009). This is to ensure that learners are provided with continuous experience in skills of defining problems, recognizing assumptions, critical thinking, hypothesizing, observing collecting and recording data among other skills. The curriculum further states that some schools may be constrained by ill equipped laboratories, lack of qualified teacher and large classes, nevertheless, it is suggested that, the constraints notwithstanding, where this curriculum is used, the basic element of Chemistry as an experimental science must not be compromised (Ogunleye, 2002; Inyang, 2006; FME, 2009). This underscores the importance of practical activities in science learning (Muhammad, 2013) However, Chemistry instruction has remained primarily didactic, dogmatic, teacher and textbook centered, leaving little or no room for such idiosyncrasies suggested in the Curriculum and in line with the ideals of Constructivism (Adamu, 2000; Ogunleye, 2002). The current inadequacies in the status of Chemistry teaching has led to poor student achievement in the subject in recent years. This has manifested in the poor performance of students in Chemistry in the West African Senior Secondary School Certificate Examination (Ogunleye, 2011).

Chemistry is essentially a practical oriented subject which demands proper exhibition of good study behavior for effective interpretation of existing phenomena (Njelita, 2008; Ogunleye, 2009). Chemistry Practical is regarded as very important for various reasons which include motivation, concept learning, manipulative abilities, enquiry skills and the development of appropriate scientific attitudes (Hawau, 2007; Gazi, Oloruntegbe & Orimogunje 2010; Joy, 2010). This is in line with the objectives of Chemistry education (FME, 2009). Chemistry is, therefore, divided into theory and practical. Practical Chemistry is an integral part of the subject and it is compulsory for all high school Chemistry students and for undergraduates studying Chemistry, Biology, Physics and other applied Sciences like Biochemistry, Microbiology, Biotechnology, Agricultural Science, Medicine, Nursing and Pharmacy (Gazi et al, 2010). It is also regarded as very important for various reasons which include motivation, concept learning, development of manipulative abilities, inquiry skills and the development of appropriate scientific attitudes such as curiousity, honesty, perseverance and open mindedness (Okegbile, 1996; Hawau, 2007; Gazi et al, 2010; Joy, 2010). Practical Chemistry is divided into qualitative and quantitative analysis. The two aspects of O’ Level Chemistry practical are used to assess Chemistry students’ practical aptitudes and capabilities. Literature in recent years shows a general poor performance of students in Chemistry practical at SSCE (Muhammad, 2013; WAEC, 2011; 2012). To improve on the performance of students in Chemistry, both the theoretical and practical aspects of the subject must be handled effectively.

Science is a problem-solving activity and the practical aspects of the lessons need to be given important consideration to aid effective learning. Science process skills, which are mental and physical abilities and processing strategies for conducting scientific inquiries, could therefore, be described as a set of broadly transferable abilities and potentials appropriate to science discipline and reflective of true behavior of scientists (Okeke, Akinsola & Okafor, 2004).

1. STATEMENT OF THE PROBLEM

The centrality of Chemistry, among the school science subjects makes Chemistry an important subject in science education. It plays a significant role in this modern age of science and technology. However, students are not performing well in Chemistry at the senior secondary school level. The students’ poor performance in Chemistry has led to reduction in students’ admission to study courses like Physics, Biology, Agricultural Science, Engineering and Medicine since Chemistry is required at credit level to study these science related course. Available evidence shows that students’ poor performance in practical Chemistry is due to individualistic laboratory practical mode adopted by Chemistry teachers in the teaching of Chemistry practical which limits students’ interaction with peers during practical lesson. In addition, the strategies used by the teacher do not encourage self-construction of knowledge, self-assessment and social interaction among learners. This study therefore examined the effects of Peer-Led Guided Inquiry Instructional strategy on students’ achievement and practical skills performance in Chemistry to reverse the trend of persistent failure in Chemistry at the senior secondary school level.

Peer – tutoring is a systematic, peer mediated teaching strategy. Peer – tutoring involves students’ learning from and with each other in ways which are mutually beneficial and involve sharing knowledge ideas and experiences among participants (Boud, Cohn & Sampson, 2001; Rohrbeck, Ginsburg – Block, Fantuzzo & Miller, 2003). In Peer – tutoring or peer-mediated arrangement students work together in pairs or groups to practice academic skills and provide each other with immediate feedback. It is a highly structured teaching arrangement that can supplement and strengthen the effectiveness of balanced literacy programs. The pairs of students can be of the same or differing ability and/or age range (Tracey, 2009). In the light of above, the study will try to investigate the effect of peer tutoring techniques on performance among secondary school chemistry students of low ability.

1. AIM AND OBJECTIVES OF THE STUDY

The aim of this study is to determine the effect of peer tutoring techniques on the performance among secondary school chemistry students of low ability in Kano Municipal. Specifically, the study sought to:

1. Examine the effect of peer tutoring and conventional instructional strategies on students’ performance in chemistry

1. Examine the performance of students taught using peer tutoring instructional strategy vary on the basis of gender

1.  Ascertain the interaction effect of tutoring approaches and gender on chemistry students in secondary schools

1. Assess the level effect of peer tutoring technique on achievement of male and female low achievers in chemistry

1. RESEARCH QUESTIONS

Arising from the research objectives, the following research questions will be address in the study:

1. What is the effect of peer tutoring and conventional instructional strategies on students’ performance in chemistry?

1. What is the performance of students taught using peer tutoring instructional strategy vary on the basis of gender?

1.  What is the interaction effect of tutoring approaches and gender on chemistry students in secondary schools?

1. What is the level effect of peer tutoring technique on achievement of male and female low achievers in chemistry?

1. RESEARCH HYPOTHESIS

The following hypothesis will be presented:

H0 there is no significant relationship effect of peer tutoring techniques and performance among secondary school chemistry students of low ability.

H1 there is significant relationship effect of peer tutoring techniques and performance among secondary school chemistry students of low ability.

1. SIGNIFICANCE OF THE STUDY

The findings of the study will be of immense benefit to researchers, chemistry teachers, chemistry students, curriculum planners, text books authors and school administrators.

The outcome of the study would provide useful information to business educators on what steps to adopt using the peer-tutoring method in teaching-learning process which will help in improving student’s performance in chemistry.

1. SCOPE OF THE STUDY

The study is limited to determine the effect of peer tutoring techniques on the performance among secondary school chemistry students of low ability.

The study covered both male and female students in chemistry, in secondary school Kano municipal.

1. LIMITATION OF THE STUDY

TIME CONSTRAINTS: One the challenges experienced by the researcher is the issue of time; the research will simultaneously engage in departmental activities like seminars and attendance to lectures. But the researcher was able to meet up with the deadline for the submission of the project.

FINANCIAL CONSTRAINTS: Every research work needs funding; however lack of adequate funds might affect the speed of the researcher in getting materials for completion of the project.

1. DEFINITION OF TERMS

Peer Tutoring

Peer tutoring is designed to supplement rather than replace a variety of teacher directed activities. In this process, peer tutoring provides low achievers with a high level of active responding (with ongoing guidance and feed-back) on a concept that has been introduced, explained and demonstrated by the teacher. The reason behind the idea of peer tutoring is that it is assumed that most pupils working in pairs may learn better in social context. According to Topping (2011), peer tutoring is the acquisition of knowledge and skills through active helping and supporting among learners of equal status or level.

Academic Achievement

Academic achievement, according to Soohyun (2011) is defined as the level of individuals’ education and/or educational outcomes accomplished successfully, as a result of learning at school. It is usually determined by comparing his or her score in a school test and or a standardized test with the average score of other people of the same age.

Low Ability

According to Vanauker-Ergle (2012), a low achiever is someone who achieves less than those around him. The author further stated that children who are low achievers generally have a below average (100) IQ and struggle in the classroom to keep up with general academic requirements. Low achievers typically do not qualify for special education services because they do not meet the 70 or below IQ requirement for mentally retarded or the IQ/achievement discrepancy for learning disabled classification. Hensen (2014) in his view stated that low achievers is a term referring to students who are slow learners, disadvantaged, underachieve, and backward in their academic pursuit.

Gender

Is the range of characteristics pertaining to, and differentiating between, femininity and masculinity. Depending on the context, these characteristics may include biological sex, sex-based social structures.