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ABSTRACT
Science may be viewed as a way of questioning or verifying the truthfulness of knowledge. It also can be said to be the knowledge which is obtained through careful and systematic observation and testing of facts. In fact, technology is the secret behind the development of many countries and nations.
It is what is produced through science that is applied in technology for the comfort of man. Therefore, the elementary idea(s) of scientific and technological knowledge’s are introduced early to enable students to develop interest in their areas of talents and to choose a life career.
This research work aimed at finding comparative effect of co-operative learning strategy and inquiry based method in the learning of chemistry among secondary schools students was designed to show that methods of instruction could change students positively towards Chemistry.
The population of this study was 250 senior secondary school two (SS2) science students in all the public schools in Amac Local Government Area of the Federal Capital Territory, Abuja.
Descriptive and inferential statistics were used and findings of this study had further established the fact that there is need for improved strategies in the teaching of Chemistry in secondary schools in order to achieve better students’ performance. Also recommendations were made based on the results obtained.
TABLE OF CONTENTS
Title page
Certification page
Dedication
Acknowledgement
Abstract
Table of contents
List of Tables
Table 1
Table 2
Table 3
CHAPTER ONE: INTRODUCTION
- Background of study
1.2 Statement of problem
1.3 Purpose of study
1.4 Significance of study
1.5 Scope of study
1.6 Research question
1.7 Research hypotheses
1.8 Definition of terms/ Keywords
CHAPTER TWO:REVIEW OF RELATED LITERATURE
2.1 THE NIGERIAN SECONDARY SCHOOL EDUCATIONAL SYSTEM
- COOPERATIVE LEARNING STRATEGY
- INQUIRY BASED LEARNING METHOD
2.3.1 Origin and Goals of Inquiry Based Learning
2.3.2 Characteristics of Problem Based Learning
2.3.3 Role of the teacher and student in Inquiry/Problem Based Learning
2.3.4 Benefits of IBL
2.3.5 Barriers to IBL Implementation
2.3.6 Students’ Perception of IBL
2.4 COOPERATIVE LEARNING STRATEGY (CLS) AS AN IMPROVEMENT STRATEGY
- COVARIANCE INSTRUCTIONAL STRATEGY
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Design of the research
3.2 Area of study
3.3 Population of study
3.4 Instruments of data collection
3.5 Methods of data analysis
CHAPTER FOUR
4.1 DATA PRESENTATION AND ANALYSIS
4.2 DATA ANALYSIS
RESULTS AND DISCUSSION:
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.2 SUMMARY OF FINDINGS
5.3 RECOMMENDATIONS
BIBLIOGRAPHY/REFERENCES
CHAPTER ONE:
INTRODUCTION
Background of study
The study of Chemistry is an in-depth, insightful look at how we are leveraging our strengths to continue growing into the future. It’s a combine study of major areas of the science for the improvement and upliftment of mankind and the benefit of the worlds around us as we know it today. Chemistry as a course has a revolutionary science curriculum developed many years back, intended for students considering a career in science.
Chemistry, a branch of physical science, is the study of the composition, properties and behavior of matter. Chemistry is concerned with atoms and their interactions with other atoms, and particularly with the properties of chemical bonds. Chemistry is also concerned with the interactions between atoms (or groups of atoms) and various forms of energy (e.g. photochemical reactions, changes in phases of matter, separation of mixtures, properties of polymers, etc.).
Chemistry is sometimes called “the central science” because it bridges other natural sciences like physics, geology and biology with each other. Chemistry is a branch of physical science but distinct from physics.
The etymology of the word chemistry has been much disputed. The genesis of chemistry can be traced to certain practices, known as alchemy, which had been practiced for several millennia in various parts of the world, particularly the Middle East.
It is for some people a mean of studying old but unresolved problems and issues in science education. It is also a convenient platform for drawing attention to some research findings relating to learning and teaching science. It is a timely device for gaining some say in the fate or destiny of science education in a field that has traditionally been firmly held by scientist.
According to Theodore L. Brown, (1999) Chemistry is about finding out things, doing experiments and learning what others have found out before us. It is a subject that offers students the chance to look at science in a new way lot following the traditional divisions’ into Biology, chemistry and physic.
Teaching Chemistry gives students and teachers an opportunity to look at the ways in which science is important to our societies and to their development.
Chemistry can be more relevant to developmental issues, and should be topical as well as useful, rather than dry and academic, thus the need for various learning strategies including Co-operative and Inquiry based methods as being treated in this context using a case study of selected Secondary schools in Nigeria.
1.2 Statement of problem                                        Â
Science is one of the ways man searches for the truth so as to achieve understanding of his environment and the universe at large. Science is the search for knowledge about the universe and how it works. It is the search that never ends because, people who research never settle for the first explanation they obtain, but always sought the fundamental reasons why everything is the way they are.
Science is offered as a core discipline with Chemistry as the King course or subject. It is a body of empirical, theoretical and practical knowledge about the natural world produce by researchers making use of scientific methods, which emphasize the observation, explanation and prediction of real world phenomena through experiments.
Having said the above, there is need for comparison on the various teaching and learning patterns employed in the study of the course/subject Chemistry, just as this work would compare the effect of co-operative learning strategy and inquiry based method on Secondary schools.
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