AN INVESTIGATION OF THE SCHOOL FACTORS CONTRIBUTING TO POOR TEACHING AND LEARNING OF CHEMISTRY IN SECONDARY SCHOOL

ABSTRACT: This study was carried out on the school factors contributing to poor teaching and learning of chemistry in secondary schools using some selected secondary schools in Arewa Dandi local government Area of Kebbi State as a case study. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size consist of chemistry students and teachers of the selected secondary schools in Arewa Dandi local government Area of Kebbi State. In determining the sample size, the researcher purposefully selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using Pearson correlation statistical tool, SPSS v23. The result of the findings reveals that the availability of educational facilities affects the effective teaching/learning of chemistry in secondary schools. The study also revealed that teacher’s level of professionalism affects the effective teaching/learning of chemistry in secondary schools. And class size affects the effective teaching/learning of chemistry in secondary schools. Therefore, it is recommended that when chemistry teachers are faced with unfamiliar content areas, inability to meaningfully interpret the performance objectives, inability to organize activities for pupils and inability to organize activities for pupils and inability to organize activities for pupils and inability identifying sources of teaching aids, they should do a lot of reading to become familiar with the content areas or seek the assistance of more experienced teachers.