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CHAPTER ONE
INTRODUCTION
Background of the study
No nation of the world will attain its zenith in technology or
development without giving proper attention to the teaching and learning
of science. The development of a nation depends largely on the level of
scientific and technological advancement of that nation. Asiyai(2005)
found that chemistry has helped in the development of modern technology
through the application of its principles to modern inventions.The
study of chemistry has been and will remain of tremendous importance to
mankind because chemistry is capable of explaining natural phenomena and
everyday occurrences.
Furthermore, Majekodunmi (2007) observed that chemistry has been contributing to the development and growth of Nigeria
and the world at large. Chemistry has made food more abundant by
improving agricultural production, provided improved clothing through
chemically treated synthetic and natural fibres by making them resistant
to stain, winkles and water. Chemistry gave us shelter and materials
for building and repair. It also provided us with medicine for
healthcare and fuel for transportation.
Despite the importance of chemistry in science and technological development, students‟ achievement in the subject at senior school certificate examination
(SSCE) has been consistently poor. Appendix 1 shows trend of students‟
achievement from 1999 to 2010. The summary of chief examiners‟ reports
by West African
Examination Council (WAEC,2006) revealed that 39.8%,50.94% and 44.90%
are percentage passes at credit level(grade1-6) in 2004, 2005 and 2006
respectively.(Appendix I). It also shows that students‟ achievement at
credit level has not been good. It was only in 2005 that the percentage
credit pass of the students was 50.94% and the lowest score was in 2002
when the students had 25.38%.
Asim, Bassey and Essien (2005) carried out trend analysis of West
African Examination Council result from 1999 to 2003 and found that the
achievement of the students over these years were generally poor.
Appendix 1 also summarised the analysis of West African Examination
Council result from 1999-2010 which confirms the findings of Asim,
Bassey and Essien (2005).
Furthermore, Owokade (2007),analysed the West African Examination
Council result from 2001 to 2005 and found that the cumulative pass rate
at credit level in chemistry was 34.18%.The researchers have shown that
there have been a downward trend in the achievement of secondary school
students in chemistry over the years. (Bello 1990;Jimoh 2004; Njoku
2007; and Oloruntegbe and Omoifo 2008).
Also, the West African Examination Council Chief Examiners‟ report
(2002, 2005 and 2007) revealed the following weakness of candidates in
chemistry:
1. Lack of knowledge of I.U.P.A.C system of naming
2. Poor knowledge of symbols, formulae and equations
3. Inadequate practical exposure
4. Lack of understanding of nuclear chemistry
5. Lack of understanding of basic concepts and principles which includes chemical bonding.
6. Inability to answer questions in electrolysis
7. Lack of understanding of Redox reactions
8. Poor knowledge of factors affecting rates of chemical reactions.
Chemical bonding as mentioned in number five above is in Senior
Secondary one (SS1) revised Chemistry Curriculum.Chemical bonding is a
central concept in the teaching of chemistry and therefore a thorough
understanding of it is essential for understanding almost every other
areas of chemistry, such as carbon compounds, proteins,polymers,acid and
bases,chemical energy and thermodynamics
.(Fensham,(1975),Gillespie(1997) and Hurst(2002).According to Gabel
(1996), Robinson (2003) and Taber (2001),chemical bonding is considered
by teachers, students and chemists to be a complicated concept. The
concepts and structures such as covalent bond, molecules, ions, giant
lattices and hydrogen bonds are abstract. In order to understand these
concepts students must be made to be interested in the teaching and
learning of the concept of chemical bonding. Franz and Harkerat (2010)
reported that students have problem with understanding of chemical
bonding. According to Franz and Harkerat(2010) knowledge in chemistry is
based on students‟ understanding of basic principles.The traditional
approach of using lecture method alone may not be adequate.
There is need to develop more effective and scientifically aligned
strategies to teach senior secondary school one chemistry students the
key concepts and principles of chemical bonding or else other topics
mentioned before will not be understood if the student did not
conceptualize the concept of chemical bonding. This can lead to poor
achievement in chemistry. Bodner and Domin
(1998) and Taber (2001) reported that students lacked a deep conceptual
understanding of the key concepts regarding chemical bonding and how to
integrate their mental models into a coherent conceptual framework.
Levy,Hofstein,Mamlok and Bar-Dov (2004) found that student demonstrated
a superficial understanding of chemical bonding not only because the
concept has intrinsic complexities but the traditional teaching approach
used alone for teaching the bonding is not effective. Thus, the need to
consider an alternative approach to the teaching and learning of
chemical bonding.The students‟ inability to conceptualize chemical
representation, especially the one involving transfer and sharing of
electrons has been observed by the researcher for almost over twenty
years of teaching chemistry in secondary schools.
One wonders whether the use of alternative teaching approach like
Animation Instructional Strategy (ANIS) may be a tool towards solving
this problems. Ben, Eylon and Suberstein (1998) observed that chemical
representation of symbols and molecules are not only difficult for
students to understand, but are also abstract and cannot be understood
by intuition.
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