CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Chemistry is the branch of science that deals with the study of the composition and properties of matter, changes in matter, the laws and principles that govern these changes (Ebbing, 1996).According to Kauffman and Szmant (1987),Chemistry is characterized as the most utilitarian of all experimental sciences. For example, in Nigeria, a good secondary school education credit grade in Chemistry is a prerequisite for joining medical and agricultural professional courses.
Since Chemistry is the science that has the most direct and dramatic impact on our lives, and the science that shapes the world we will live in tomorrow, the performance of students in the subject is a major concern to any developing country (Khan, Hussein, Ali, Majoka,and Ramzan,2011).Nevertheless, students’ performance in Chemistry in Nigeria has been poor and unimpressive (Anaso,2010).
Over the years, many have argued that science cannot be meaningful to students without worthwhile practical experiences or practicals in the school laboratory (Hofstein and Mamlok -Naaman, 2007).Typically, the term practicals means experiences in school setting where students interact with materials to observe and understand the natural world.
Chemistry practicals are an essential part of effective science education and science educators have suggested that there are rich benefits in learning from using laboratory activities (Millar, 2009).Anaso (2010),reports that researchers had observed that lack of chemistry practicals by Chemistry students results in poor communication as well as observational skills; this gives rise to students’ poor understanding of scientific processes and concepts (Dillon, 2008), hence the heavy investment made in the provision and equipping of chemistry laboratories in secondary schools. The House of Common Science and Technology Committee (THCS&TC), report argued that science practicals are vital part of science education. They help the students to develop their understanding of science, appreciate that science is based on evidence and acquire hands-on skills that are essential if students are to improve in science performance and progress in science. The (THCS&TC) report highlights the frequency of school science practicals and laboratory as key concerns. The report argued that science practicals are a vital part of students’ learning experiences and should play an important role in improving students’ performance in science.
An appraisal of the role of Chemistry practicals as an approach or method in the learning and teaching of Chemistry is necessary. This can be done by conducting related classroom – based relevant research on central issues like the effectiveness of the method, which can shape and improve Chemistry learning, consequently improving performance. Hence, the study intends to find out the effects of Chemistry practicals on students’ performance in Chemistry in Ohaukwu Local Government Area of Ebonyi State (Nigeria). While Chemistry practicals are assured to be necessary for all learners, some studies (Gardner, 1975) shows that boys and girls differ in the reception of the practical approach. A study in Israel (Trumper, 2006) showed that boys and girls of the same age tend to have different attitudes to similar teaching styles. On the other hand,a study by Kibirige and Tsamago (2013) shows that the attitudes of boys and girls towards science are not different when using similar methods. This study also sought to find out if there was genderdifferences in performance when learners were taught using laboratory method.
Theoretical framework
1.2 Constructivist learning theory by Jean Piaget, 1963
This study was guided by the constructivist learning theory as postulated by Jean Piaget who noted that humans generate knowledge and meaning from their experiences (Jean Piaget, 1963 &Bruner, 1960). The theory describes learning as an active, internal process of constructing new understanding. It says that people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. The learner must play an active role in taking on new knowledge (Millar, 2004). He or she has to make sense of the experiences and discourse of the Chemistry class and use it to construct meaning. The constructivist model suggests that learners construct their ideas and understanding on the basis of series of personal experiences. Barton (2004) suggests that after an illustrative Chemistry practicals,students are offered explanations, models and analogies from the teacher to help them in their efforts to construct their understanding of what they have experienced. This study is asking how this happens in school Chemistry practicals and how effectively this affect the other forms of communication that teachers might use. The core view of constructivist on learning science suggests that students construct their knowledge strongly influenced by social environments, such as whether the school is single gender or mixed gender in nature. During these laboratory activities, students have opportunities to learn procedures and skills that are facilitating conceptual changes that may lead to increased performance in Chemistry, because students are active participants in constructing their own knowledge in learning to use that knowledge to analyze scientific processes(Khan, Hussain, Ali, Majoka&Ramzan, (2011).
