ASSESSMENT OF THE EXTENT OF INTEGRATING PRACTICALS IN THE TEACHING OF CHEMISTRY IN SECONDARY SCHOOLS

Abstract

The study examined the extent of integrating practicals in the teaching of chemistry in secondary schools. Four research questions guided the study.

Descriptive survey was adopted for the study. The study was carried out in both public and private schools as well as schools in urban and rural areas of Egor Local Government of Edo state. Sample for the study consisted of twenty (20) secondary schools, ten (10) from public schools and ten (10) from private schools. Similarly, number was chosen for schools in rural and urban schools. Fifty (50) practicing chemistry teachers, 20 males and 30 females were selected for the study. Both schools and teachers were selected using simple random sampling techniques. Data for the study were collected using Pearson Product Moment Correlation Coefficient to obtain a reliability coefficient of 0,81.  Data for the study were analysed using simple percentage and the analyses presented in tables.

The findings of the study revealed that the extent of integrating practicals in the teaching of chemistry in secondary schools is very high in private and urban schools as well as among male teachers. Similarly, public and rural schools’ extent of integrating practicals as well as female chemistry teachers is very high. It was recommended that adequate and qualified teachers and laboratory technicians as well as instructional materials and laboratory should be provided in schools.