Factors Influencing Effective Teaching of Chemistry: A Case Study of Some Selected High Schools in Buffalo City Metropolitan Municipality, Eastern Cape Province, South Africa

Ejidike, Ikechukwu P.; Oyelana, Akeem Adewale

doi:10.1080/09751122.2015.11890282

Cited by 19 publications

(19 citation statements)

References 34 publications

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“…Furthermore, the findings of this study have revealed the following as factors that hinder effective utilization of Science Education for promoting National security in Nigeria; inadequate funding, lack/inadequacy of qualified science teachers, lack/inadequacy of science equipment, students" low interest in science as a result of poor performance, non-availability of textbooks and other instructional materials, lack of well equipped science laboratories, poor method of teaching adopted by the science teachers, apparent lack of job opportunities in science, lack of innovations and modifications of the science education curriculum and non-implementation of government policies on science education. The findings of this study agrees with Aina (2012), Ejidike and Oyelana (2015) who identified inadequate funding, lack/inadequacy of qualified science teachers, lack/inadequacy of science equipment, students" low interest in science, non-availability of textbooks and other instructional materials, lack of well equipped science laboratories, poor method of teaching, apparent lack of job opportunities in science, lack of innovations and modifications of the Science Education curriculum and non-implementation of government policies on Science Education as factors that hinder effective implementation of Science Education in Nigeria. These imply that Science Education in Nigeria is facing several challenges which hinder its effective development and implementation, thereby affecting its utilization in promoting National security.…”

Section: Discussion Of Findingssupporting

confidence: 93%

Utilization of Science Education for Promoting National Security in Nigeria: A Study of Ebonyi State.

David¹

2019

Ijired

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National Security has been a serious issue in Nigeria. The nation is faced with a host of complex security challenges, ranging from violent extremism and insurgency to piracy, kidnapping for ransom, herdsmen menace, attacks on oil infrastructure, drug trafficking, organized crime, etc. Several efforts have been made by national security agencies to provide effective and enduring security mechanisms, yet, the problem of national insecurity has remained unabated. This study examined the utilization of Science Education for promoting National security in Nigeria. Two research questions and two hypotheses guided the study. The study adopted case study research design. The population comprised 322 students of the School of Sciences of Ebonyi State College of Education Ikwo. The entire population was used for the study. The instrument used for quantitative data collection was a researcher-made structured questionnaire which was validated by three experts in Science Education. The reliability of the instrument was determined using Cronbach Alpha reliability estimate with overall index of 0.77. The research questions were answered using mean with standard deviation while the hypotheses were tested using t-test. The study found that Science Education can effectively be utilized (X = 3.78) in promoting National security in Nigeria. The study also identified some factors such as inadequate funding, lack of well-equipped science laboratories, among others (X = 3.89) that hinder effective utilization of Science Education for promoting National security in Nigeria. The researcher recommended among other things that Science Education should be given priority in the National education policy so as to enhance National security in Nigeria.

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Section: Discussion Of Findingssupporting

confidence: 93%

Utilization of Science Education for Promoting National Security in Nigeria: A Study of Ebonyi State.

David¹

2019

Ijired

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“…Curriculum is a plan developed with the intention that when it is properly executed, the educational goals will be achieved. It represents the total experiences to which all learners must be exposed; the content, performance objectives, activities for both teachers and learners, teaching and learning materials and evaluation guide are provided (Ejidike & Oyelana 2015). Offorma (2005) described curriculum as a vehicle through which education takes place.…”

Section: I) Innovative Practices In Science Education Curriculummentioning

confidence: 99%

Innovative practices in science education: a panacea for improving secondary school students’ academic achievement in science subjects in Nigeria

Udu¹

2018

Gl Jnl Educ Res

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Innovative practices are those actions or activities engaged by man through which new inventions are introduced into the society. Innovative practices can be seen in the areas of; Health, Communication, Agriculture, Industry, Governance, Education etc. This present paper was developed to examine innovative practices in science education which was identified as a panacea for improving students' academic achievement in science subjects in secondary schools in Nigeria. The expository write-up examined innovative practices in science education in the areas of; science education curriculum, science teaching and learning, and improvisation in science education. The paper pointed out that when teachers adopt innovative practices in science education, the students' academic achievement are greatly enhanced. The paper concluded by suggesting among other things that science teachers should utilize innovative practices in their lesson delivery so as to enhance students' active participation in the lesson which will bring about an improved academic achievement. Also, intensive in-service programs should be organized to get the science teachers acquainted with and trained on how to effectively utilize innovative practices for enhanced students' academic achievement in science subjects.

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“…2006; Karip & Köksal, 1996;Rupšienė &Bartusevičienė, 2008;Turhan, Şener & Gündüzalp, 2017, Yeşilyurt & Gül, 2008 Rupšienė & Bartusevičienė, 2008) Öğrencilerin öğrenme kültürü (SS2) (Ejidike & Oyelana, 2015;Rupšienė & Bartusevičienė, 2008) Öğrencilerin motivasyonu (SS3) (Akınoğlu, 2006;Altunoğlu & Atav, 2005;Azizoğlu, Aslan, & Pekcan, 2015;Ejidike & Oyelana, 2015;Rupšienė & Bartusevičienė, 2008;Yüksel, 2012) Öğrencilerin önceki fen bilgisi birikimi (SS4) Altunoğlu & Atav, 2005;Balcı, 1988) Veli-öğretmen iş birliği (PT) (Arslan, Kuru & Satıcı, 2006;Turhan, Şener & Gündüzalp, 2017) Aile desteği (PT1) (Arslan, Kuru & Satıcı, 2006;Ejidike & Oyelana, 2015;Karip & Köksal, 1996;Turhan, Şener & Gündüzalp, 2017) Okul yönetiminin bilgilendirmesi (PT2) (Karip & Köksal, 1996) Veli-öğretmen iletişimi (PT3) (Arslan, Kuru & Satıcı, 2006;Karip & Köksal, 1996;Turhan, Şener & Gündüzalp, 2017) Veli-okul yönetimi iş birliği (PT4) (Arslan, Kuru & Satıcı, 2006;Karip & Köksal, 1996;Turhan, Şener & Gündüzalp, 2017) Tablo 6'da sunulan veriler Decision Lab (2000) Diğer bir önemli bulgu ise öğretmen ve öğrencilerin motivasyonlarının ve dolayısıyla duyuşsal özelliklerinin öncelikli bir durum oluşturmasıdır. Çalışmada birinci düzeyde önemli bulunan faktörler arasında genel eğitim sisteminin yer almasının da anlamlı bir sonuç olduğu söylenebilir.…”

Section: Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitiunclassified

“…Nitekim lise 9.sınıf kimya dersinin etkililiğinin diğer derslerden ya da önceki sınıflarda verilen eğitimden ve dolayısıyla içerisinde yer almış olduğu bütünü oluşturan genel eğitim sisteminden ilişkisiz düşünmek olası değildir. Araştırma sonuçları ilgili literatür bağlamında değerlendirildiğinde, bu çalışmada kimya eğitimi amaçları temelinde önemli bulunan sonuçlara benzer bulgulara literatürde yer alan eğitim ile ilgili çalışmalarda da rastlanılmıştır (Achimugu, 2016;Akınoğlu, 2006;Altunoğlu & Atav, 2005;Arslan, Kuru & Satıcı, 2006;Azizoğlu, Aslan& Pekcan, 2015;Balcı, 1988;Baştepe,2009;Ejidike & Oyelana, 2015;Karip & Köksal, 1996;Rupšienė & Bartusevičienė, 2008;Turhan, Şener & Gündüzalp, 2017;Yeşilyurt & Gül, 2008;Yüksel, 2012).…”

Section: Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitiunclassified

An Analysis of the Factors Determining the Effectiveness of Chemistry Education by Using Fishbone Analysis and AHP-PROMETHEE Techniques

Yüksel¹,

Dağdeviren²,

Kabak³

2018

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-In secondary education, the main aim of chemistry course is education the essential principle and concepts of scientific thought based chemistry. Thus, students acquire the understanding the knowledge and skills the concept and problems that related the chemistry field. In this study effectiveness of chemistry education was analysed according to the goals of the chemistry education in macro level for a high school. Goals of the chemistry education were identified as a result of the analysis within the context of this study of the curriculum. As part of this study, the goals of the chemistry education that are chemistry literacy, preparation to working life, and academic improvement were specified. In this study, Fishbone Analysis, the Analytic Hierarchy Process (AHP) and Preference Ranking Organization Method for Enrichment Evaluations (PROMETHEE) Techniques were used. Within the study, a unit of analysis is a high school. In study relative weights of the goals of the chemistry education were determined by using the AHP. Factors affecting the effectiveness of the education of the 9 th grade chemistry course were decided by the Fishbone Analysis based on the literature. Factors that influence the effectiveness chemistry education that were classified in the six groups and 29 factors were found as indicative according to the opinion of the expert team. The data were entered to the Decision Lab program and was analysed by the PROMETHEE. According to the PROMETHEE I and PROMETHEE II analysis at the institutional level the partial ranking and complete ranking of the factors that affecting effectiveness chemistry education were determined. According to the results, actuality of curriculum, activities of curriculum, general system of education, qualification of manager, motivation of teaching staff, motivation of students were determined as the first factors for the effectiveness of the chemistry education.

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Factors Influencing Effective Teaching of Chemistry: A Case Study of Some Selected High Schools in Buffalo City Metropolitan Municipality, Eastern Cape Province, South Africa

Cited by 19 publications

References 34 publications

Utilization of Science Education for Promoting National Security in Nigeria: A Study of Ebonyi State.

Utilization of Science Education for Promoting National Security in Nigeria: A Study of Ebonyi State.

Innovative practices in science education: a panacea for improving secondary school students’ academic achievement in science subjects in Nigeria

An Analysis of the Factors Determining the Effectiveness of Chemistry Education by Using Fishbone Analysis and AHP-PROMETHEE Techniques

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