ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN CHEMISTRY IN EXTERNAL EXAMINATIONS FROM 2010 TO 2014 (EDUCATION PROJECT TOPICS AND MATERIALS)
1.1 BACKGROUND OF THE STUDY
The role of chemistry in the development of any country including Nigeria cannot be over emphasized. With the increasing importance of chemistry to the unfolding world, the performance of Nigerian students in the subject at the secondary schools remain a dismal failure.
However, it is disappointing to note that the students’ performance in chemistry at internal and external examination has remained considerably poor, despite its relative importance. (Saage 2009). Several factors have been diagnosed to affect students’ poor performance. Korau (2006) reported that such factors include the student factor, teacher factor, societal factor, the governmental infrastructural problems, curriculum related variables, test related variables, language problem, examination body related variables, textbook related variables and home related variables. Saage (2009), identified specific variables such as poor primary school background in science, lack of incentives for test, lack of interest in hard work, incompetent teachers in the primary schools, large classes, fear of the subject psychologically e.t.c.
In Nigeria family background tends to affect the attitude of their academic performance, children who seems to have the tendency to explore, find out and collect object would be hindered because of too much restriction and this could affect their performance in chemistry, (Lawis and Eddy (2007). Kahl (2006) has shown that parent attitudes were more important in predicting aspiration of pupils towards continuing their schooling and successes in school than status. Parents should not except too little or too much from their children.
Too much pressure can lead to failure and dislike of chemistry (Keleosho 1998). Critical remarks can encourage lukewarm attitude towards chemistry. Parents should therefore discuss the progress of their children with the teachers so as to assist the learners in their areas of difficulty. Parents that are harsh can cause academic maladjustment for learner. Boocock (2002), found that parental dominance tend to discourage the children in school learning.