FACTORS THAT INFLUENCE TEACHERS CHOICE OF STRATEGIES IN TEACHING CHEMISTRY IN SECONDARY SCHOOLS
Abstract
This study was carried out with the aim of identifying the factors that influence the use of teaching strategies by chemistry teachers in Ebonyi state secondary schools. Two research questions guided the study, two hypotheses were stated and tested at 0.05 level of significance. The population of the study comprised all the 210 chemistry teachers. The instrument used for the data collection was a closed response questionnaire developed by the researcher and validated by 3 experts, it was pilot tested and it yielded alpha value of 0.90. The data analyses were done using mean, Z-test and one-way analysis of variance. The results showed that all the 25 factors studied influenced the use of teaching strategies. It was observed that there is significant difference between the responses of the male and female chemistry teachers on thirteen items, while inter-zonal differences were also observed among teachers in the 3 education zones of the state. The researcher made the following recommendations based on the findings. The chemistry teachers and indeed all the science teachers should be encouraged to go for information communication technology training, more chemistry teachers should be employed to enhance the performance of students in the subject, both the state government and the ministry of education should build more classroom blocks and provide enough furniture and other necessary equipment in the school, among others.
References
I. Agbudu, O.N. (2008). Utilization of school farm for the improvement of teaching agricultural science in senior secondary schools in Benue-State, Unpublished Ph.D Thesis, Nsukka, University of Nigeria.
II. Akabogu, J.U (2006) Effect of school Location on student’s Achievement in Reading comprehension. International Journal of Educational Research, 1(1) 109-114.
III. Ezeji, S.C.O. A. (2000) Relationship between Professional Training/level of Education experience and job satisfaction of Technical Teachers. Nigerian Journal of Education and Technology 3(1) 56-70
IV. National Population Commission, Abuja (2000).
V. Njoku, Z. C. (2009). Strategies for meeting School-Based challenges in gender and STM Education: Gender and STM Education Panel No. 3. A Publication of the Science Teachers Association of Nigeria (STAN).
VI. Obi C,I. (2009) A study of the factors influencing the choice of strategies used in Teaching Agricultural Science in Secondary Schools in Adamawa State. The Nigeria Journal of Research and Production 15(2) 97-106.
VII. Olaitan, S. O. (2003). Understanding curriculum, Nsukka, Ndudim Printing and Publishing Co.
VIII. Omiko, A, (2012) The use of Information and Communication Technology in Teaching and Learning of Chemistry in Secondary Schools in Nigeria: Challenges and remedies, Journal of Qualitative Education, Association for Encouraging (ASSEQEN) 9(2) 113-120.
IX. Omiko, A. (2011). Experimental Based-learning activities in Science, Technology and Mathematics Education. Aid to sustainable scientific Development in Nigeria. Journal of Arts and Social Science Education. Faculty of Education, Ebonyi State University. 2(1)30-37
X. Omiko, A. (2014). Creativity Oriented Science and Technology Curriculum for Secondary Schools in Nigeria. Implication for skills Acquisition and National Development. Annual Conference Proceeding of The Science Teachers Association of Nigeria (STAN) 18-23 August. In print.
XI. Osinem, E. C. (2000) Personal Orientation of Agricultural Science Teachers influencing adoption of farms in Anambra State. Nigeria Vocational Journal, 10(1)28-32.
XII. Runyon, R.P. & Hober, A (1980) Conducting Educational Research. (2nd ed) New York: Harcourt Bace Javonovic Inc.
XIII. Statistic Analysis system (SAS) Institute. (1994). SAS state. Users guide, version 6, 4th (ed) Larry, C. N. 675.
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 International Education and Research Journal (IERJ)

This work is licensed under a Creative Commons Attribution 4.0 International License.