DOCUMENTED PROBLEM SOLVING AND FISHBONE METHODS ON STUDENTS ACADEMIC ACHIEVEMENT IN CHEMISTRY

1.1 Introduction

Chemistry is an exact and a core science subject in Nigerian secondary schools. Its teaching often requires creativity and improvisation. To make chemistry concepts comprehensible to students, chemistry teachers must employ creative teaching methods and be prepared to respond to queries and explain concepts in an atypical manner (Nbina, 2012). The author further pointed out that the widespread poor performance and the negative attitude towards chemistry from secondary school students have largely been ascribed to lack of proper teaching methods. Teachers who adapt appropriate improvisation materials in teaching chemistry will likely be more successful in imparting chemistry knowledge to the novice chemists in their classes.

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.

1.2 Background of Study

Effective teaching and learning is done with fishbone methods; Nachias (2000), Owo (2009) and Nwagbo and Ugwuanyi (2015) observed that innovative pedagogical practices using technology and improvisation enhance teachers effectiveness chemistry concepts cannot be fully achieved without the use of instructional materials. The teaching of chemistry without instructional materials will certainly result to poor performance in the course. Basssey (2002) described instructional materials media as system component that may be used as part of instructional process which are used to disseminate informative message and ideas or which make possible communication in the teaching-learning process. Experience over the years has shown that teachers have been depending on excessive use of words to express, convey ideas or facts in the teaching-learning process. This process is termed the ‘chalk-talk’ method. Today advances in technology have made it possible to produce materials and devices that could be used to minimize the teachers’ talking and at the same time, make the message clearer, more interesting and easier for the learner to assimilate (Onasanya, et al. (2008).According to Soetan et al. (2010), graphics including charts, posters, sketches, cartoons, graphs and drawings. Graphics communicate facts and ideas clearly through combination of drawings, words and pictures. The use of graphics in teaching creates definitiveness to the materials being studied. They help to visualize the whole concepts learned and their relationships with one another. Hands-on instructional materials show, rather than tell, which increase information retention. A truism often heard in teaching is that if you have not learnt, I have not taught. A reasonable conclusion then is that the importance of instructional materials in teaching and learning science is most efficient illustrated through student achievement result. The Biological Science Curriculum Study (BSCS) (2011) asserts that students come to the science classroom with many misconceptions to correct for proper scientific learning to progress. Schools should base instructional material on fundamental scientific concepts and principles, which help to align students understanding with current knowledge and teach them to monitor and control their own thoughts process to facilitate learning. When science is integrated with other inter-disciplinary courses, the teacher should give careful attention to designing ”a logical and coherent structure” for ensuring that they clearly communicate and ensure contextual understanding of embedded scientific concepts, as recommended by the Long Beach Unified School District (LBUSD) (2010).

The LBUSD recommends the use hand-on science activities. The BSCS advocates group work and inquiry based activities. Such explorations encourage students to engage in science, which promote problem-solving thoughts patterns and correct students’ mistaken notion of science and the world. Teachers who take time to provide instructional materials and option that take into consideration or account the different ways students receive and express knowledge are more likely to see their students’ success. Science classroom should provide a variety of audio, visual and print input methods depending on students need, allow students the flexibility to communicate their true learning.

Samba and Eriba (2011) see improvisation as the act of using alternative materials and resources to facilitate instructions whenever there is lack or shortage of specific first hand teaching aids. The authors see improvisation as the choice of the best instructional material which enables the teacher to achieve some carefully specified educational objectives. Stiggins (2008) added that there are various methods used to increase class participation and performance among students. The researchers hope that improvisation of instructional teaching materials could be one of them. Recent models of teaching and learning view learning as a social activity in which children construct knowledge with the teacher and other children (Kerry, 2002).

Therefore, in Delta State where the research was carried out, the activities that was conducted is to know the Documented Problem Solving and Fishbone Methods on Students Academic Achievement in Chemistry.

1.3 Statement of Problems

The transmission of facts, ideas and information from the teacher to the students in a systematic order or procedure is referred to as teaching. During this process instructional material otherwise known as teaching aids meant to make instruction more meaningful, clear and much more interesting to students are brought in display. There is a general impression that science education is not achieving the desired objectives especially with high incidence of students’ poor performance in chemistry and other science subjects at senior secondary certificate examination. This situation has assumed a precarious dimension in all secondary schools in Cross River State and particularly in Yakurr Local Government Area.

The failure of educational system to provide adequate and appropriate teaching-learning aids in order to improve academic performance of students is of a great concern to government, educational institutions and other concern citizens. It is believed that if adequate instructional materials are made available to school and are used appropriately in teaching-learning process, a better performance could be achieved. Hence, the motivation of this study seeks to find out the Documented Problem Solving and Fishbone Methods on Students Academic Achievement in Chemistry.

1.4 Aim and Objectives of Study

The aim of the study is to examine the Documented Problem Solving and Fishbone Methods on Students Academic Achievement in Chemistry. In achieving this aim, the following specific objectives were laid out as follows to:

1. Find out the influence of fishbone methods on academic performance of senior secondary school students in chemistry.
2. Examine the relationship between fishbone methods and student academic performance in chemistry
3. Examine the impact of fish borne methods in teaching and learning of chemistry in secondary school

1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• Does an instructional material influence fishbone methods on academic performance of senior secondary school students in chemistry?
• Is there any relationship between fishbone methods and student academic performance in chemistry?
• What is the impact of fish borne methods in teaching and learning of chemistry in secondary school?

1.6 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

• H₀1: There is no statistical significant relationship between the academic performance of chemistry students and the use of fishbone methods in Teaching-learning
• H₀2: Fishbone methods do not have any impact in teaching and learning of chemistry in secondary school

1.7 Significance of Study

This study will help to:

1. Steer Government and Proprietors of schools to recognize the need to adequately equip their schools with current and appropriate instructional materials.
2. Prove the worth of instruction materials in teaching learning processes.
3. Inculcate in teachers the habits of using fishbone methods appropriately in teaching learning process to arouse interest and determination among students.

This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.

1.8 Scope of Study

The study focuses on the Documented Problem Solving and Fishbone Methods on Students Academic Achievement in Chemistry using Delta Career College in Warri, Delta State as a case study.

1.9 Limitations of the Study

During the course of this study, many things militated against its completion, some of which are:

1. Time Constraint:The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Research Material: availability of research material is a major setback to the scope of the study.
3. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
4. Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.