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EVALUATION
OF COACHING CLASSES ON SECONDARY SCHOOL STUDENTS PERFORMANCE IN CHEMISTRY
ABSTRACT
This
research work evaluates the impact of non-formal system of coaching classes on
the performance of Senior Secondary chemistry students in examinations. Four
research questions guided the study. The study adopted the Ex-Post Facto and descriptive survey research designs. The
sample comprised Senior Secondary Chemistry graduates in four coaching colleges
in Mushin Local Government Area in Lagos
state. Data were generated using the open form questionnaire instrument.
The data were analyzed using descriptive statistics, frequencies and
percentages.
The results
showed that there is major significant difference between the performance
of Senior Secondary Chemistry students
that attended coaching classes and those that didn’t in the Senior Secondary
Certificate Examination of West African Examination Council (WAEC) and
National Examinations Council (NECO). The results also showed that
majority of chemistry students who did well in the examination attended
coaching classes. The results further showed that coaching classes enhanced the
performance of chemistry students generally in their science subjects (Physics,
Chemistry and Biology) including English Language and Mathematics. In order to
improve the performance of Senior secondary chemistry students in examinations,
it was recommended that science educators and stakeholders should begin to employ the non-formal system of coaching
classes as tool in improving their achievements in chemistry. The study concludes that the non-formal system
of coaching classes should be encouraged to substantiate the learning experience
in the formal system.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
In recent
time there has been a decline in the performance of science students in science
subjects such as physics, Chemistry and Biology. This is due to so many factors
such as lack of laboratory facilities in most of our secondary schools,
incompetent science teachers, and lack of instructional materials for learning
and so on. The government has made several efforts within the formal system of
learning to salvage the situation but all proved abortive. However, research
reveals the non-formal system can proffer solution to this lingering situation
if it is properly harnessed and structured. There are various coaching colleges
that have been making tremendous impact in grooming students for success in
examinations. Formal education has been widely recognized as dynamic instrument
of change socially, politically, economically, scientifically and
technologically. Until late sixties, formal secondary education was the general
terminal point in Nigerian education system and secondary school was therefore
the major source of man power.
Today
despite an increase in the number of universities, secondary education remains
the terminal point for many who are unable to secure admission to pursue a
degree course in and of pure sciences especially chemistry due to poor
performance at ordinary level. Academic performance as a terminology remains
the main determinant of an individual student success in formal education
measured directly through reports, examination ratings, and it is also
predictable. The importance of chemistry cannot be overemphasized as it is the
base of all environmental professions, all science students must learn and pass
it at secondary school level before they can advance into the university
(Kolawole and Ilugbusi 2007). Before any science student could be admitted to
study chemistry in any Nigerian university, he/she must satisfy a minimum entry
grade. Before transition into this higher institute of learning, the students
will be evaluated. Evaluation is the passing of decision or judgement on a
particular trait in accordance with a test which validly and reliably measures
the presence of that trait.(Kpolovie, 2002, Ololube, 2008).
Evaluation
involves both quantitative and qualitative description of a pupils’ behavior,
and the passing of value judgement concerning the desirability of that behavior
(Harbor-Peters 1991). Since evaluation remains indispensable in any academic
programme, teaching and instructional duty are rendered incomplete or lacking
until an evaluation of the outcome of instruction has been performed.
Evaluation agencies which also act as examining bodies are tasked with
maintaining a common standard in the development and administration of public
examinations. According to Nworgu (1992) evaluation agencies were set up to
promote education, to coordinate educational programmes, and to control and
monitor the quality of education in educational institutions, the essence of
which is the organization of public examinations so as to provide uniform
standards to all test takers, irrespective of the type or method of instruction
they have received. Some of these examination bodies in Nigeria include the
West African Examinations Council (WAEC), the National Examination Council
(NECO), the Joint Admission and Matriculation Board (JAMB), and the National
business and Technical Examination Board (NABTEB). The assemblage of subject
examinations conducted by these examining bodies is known as the Senior Secondary
Certificate Examination(SSCE) and serves as an end –of- course evaluation for
all secondary school graduates. The purpose of this examination is to ascertain
to what degree students in a particular course have achieved the course or
educational objectives (Offor 2001). The purpose of this work is to examine the
impact of coaching colleges on the performance of Chemistry students during the
May/June Internal Exams.
1.2 STATEMENT OF THE PROBLEM
The decline
in the performance of students in science subjects especially Chemistry in the
May/June Senior Secondary Certificate Examination (SSCE) is a major concern in
the Nigeria educational system. The performance of candidates in chemistry
examinations in recent years has been a great concern to the society. In fact,
the low level of chemistry attainment of students at every segment of
educational system in the country has given chemistry teachers, parents and the
government a high level of worry as it is reflected in the work of ( Umoinyang
1997; Yoloye, 1999; David-Osuagwu, Anemelu and Onyeozili, 2000; Okpala and
Umoinyang, 2001 and okafor, 2002). Therefore this research work focuses on how
the performance of chemistry students has been improved in the May/June
Examinations through the non-formal system of coaching classes.
1.3 PURPOSE OF THE STUDY
The purpose
of this study is to assess the impact of coaching classes on the performance of
chemistry students in internal examinations (SSCE).The objectives of the study
include: - identify senior Secondary chemistry graduate students that attended
coaching classes before their examinations - identify Senior secondary School
graduates that did not attend coaching classes before their examinations -
compare the performance of the above two groups - describe if there is a any
statistical difference in their performance in May/June examination.
1.4 RESEARCH QUESTIONS
The
following research questions were generated for the purpose of this study:
1. What are the performances of Senior
Secondary School graduate chemistry students that attended coaching classes?
2. What are the performances of Senior
Secondary graduate chemistry students that did not attend coaching classes?
3. Is there any statistical significant
relationship between secondary school graduate chemistry students that attended
coaching classes and those that did not?
4. To what extent will exposure to coaching
classes improve the performance of senior Secondary students in Chemistry?
1.5 SCOPE OF THE STUDY
The
hypothesis of this research design is that coaching classes help in improving
the performance of chemistry students in examinations. The goal of the study is
to find out if a relationship exists between the performance of students in
chemistry and coaching. The population for this study will be limited to only
Senior Secondary school graduates in four coaching centres in Lagos State.
Fifty questionnaires were generated and distributed through random selection to
students in this four coaching centres to evaluate their performances and draw
necessary conclusions on the study.
1.6 SIGNIFICANCE OF STUDY
This
research work will help to ascertain through concrete facts the impact of
coaching classes in the achievement of chemistry students in internal and
external examinations and thereby promoting the value and acceptability of
coaching classes in the Nigeria educational system. It will open the eyes of
students and parents to the importance of being exposed to different learning
experiences and tutelage. It will also help stakeholders in the educational
system to organize after school programs that will help the performance of
Secondary school students in their examinations. Some local governments in
Lagos are already adopting this system as part of their agenda to contribute to
the development of learning and achievement in the educational system. An
example is the Mushin Local government. The study will also science educators
to begin to see the need to consider the non-formal educational as a tool for
enhancing students’ achievement in Chemistry.
1.7 DEFINITION OF TERMS
EVALUATION:
Evaluation in an educational setting is the process whereby we seek evidence
that the learning experiences we have designed for students are effective. It
is a tool for ascertaining if learning has taken place.
COACHING
CLASSES: This is a non-formal system of education which involves teaching,
training, instructing, solution-focused, result-oriented and systematic process
that facilitates the enhancement of academic performance of students.
PERFORMANCE: This is a measure of the achievement of the
students’ learning experience through evaluation to ascertain if learning as
truly taking place.
CHEMISTRY:
This is a branch of science that studies the nature, properties and composition
of matter.
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