Student’s Characteristics and the Learning of Chemistry in Secondary Schools

Student’s Characteristics and the Learning of Chemistry in Secondary Schools

CHAPTER ONE – INTRODUCTION

 1.1       Background of the Study

Education by and large is viewed as the string broad to accelerated social mobility as well as the socio-economic growth and development of the society (Nkang, 2002). Indeed, Nsofor (2002) opines that every nation in the world regardless of its state of development use education to pursue their development objectives by way of moulding the citizenry in skills, attitudes and vision. As a result, no meaningful national development can take place without education.

Student’s Characteristics and the Learning of Chemistry in Secondary Schools

Therefore, every nation accords education some priority attention since education can generate in the citizenry attitudes that are favourable to modernization, industrial, growth, democratic ideas and the rise of the patriotic feelings. Perhaps, this contention informed the Nigerian state in her national policy on education to adopt education as an instrument per excellence for effective National Development (Federal Republic of Nigeria 2004).

Student’s Characteristics and the Learning of Chemistry in Secondary Schools

 Unfortunately over the last couple of years there had been this hue and cry over the poor academic performance of students at all levels in Nigeria Schools (Ekanem, 2008) some scholars have stated some reasons for this which include learners’ commitments and dedication to education, the non-Challant attitudes of parents, government poor

Student’s Characteristics and the Learning of Chemistry in Secondary Schools

1.2       Statement of the Problem

Education is supposed to equip the individual with the knowledge; skill, aptitudes, value and attitudes to enable him or her live a life of functionality and self-reliance on our modern complex society. Over the years, the poor academic performance of students in public examinations have been seen to be caused by inadequate physical facilities, earners attitudes to education poor management and administration and poor funding of schools, etc. These reasons can also be attributed for the poor earning of chemistry in our educational institutions.

 

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