KWARA STATE CHEMISTRY TEACHERS’ ASSESSMENT OF SELECTED TEXTBOOKS FOR TEACHING NIGERIAN SENIOR

SECONDARY SCHOOL CHEMISTRY CURRICULUM

M.Ed. INTERIM REPORT

BY

ISHOLA, Oluwakemi Habibat05/25OC050

SUPERVISOR: Prof. A. S. Olorundare

Background to the Problem The Importance of textbooks in education Science textbooks and curriculum Textbooks and teachers’ methods of teaching Poor performance of students in science subjects

Statement of the ProblemThe introduction of chemistry provides many

indigenous authors and organizations with a unique opportunity to write books which they believe could provide teachers, students and educators with appropriate introductory strategies in teaching-learning processes. This has led to availability of many books for the subject in the market.

As the number increases, and in recognition of ever increasing important roles textbooks play in education. therefore, the need to choose appropriate chemistry textbooks in line with syllabus becomes imperative.

Purpose of the StudySpecifically, study sought to find out: Whether there was significant difference in the

assessment of STAN and Longman chemistry textbooks by qualified chemistry teachers.

Whether there was significant difference in the assessment of STAN and Longman chemistry textbooks by unqualified chemistry teachers.

Whether there was significant difference in the assessment of STAN and Longman chemistry textbooks by experienced chemistry teachers.

Whether there was significant difference in the assessment of STAN and Longman chemistry textbooks by less experienced chemistry teachers.

Research QuestionsThe following research questions were raised in this study:• Is there any significant difference in the assessment of

STAN and Longman chemistry textbooks by qualified chemistry teachers?

• Is there any significant difference in the assessment of STAN and Longman chemistry textbooks by unqualified chemistry teachers?

• Is there any significant difference in the assessment of STAN and Longman chemistry textbooks by experienced chemistry teachers?

• Is there any significant difference in the assessment of STAN and Longman chemistry textbooks by less experienced chemistry teachers?

Research HypothesesThe following hypotheses were put to text in the study:Ho1: There is no significant difference in the assessment of

STAN and Longman chemistry textbooks by qualified chemistry teachers.

Ho2: There is no significant difference in the assessment of STAN and Longman chemistry textbooks by unqualified chemistry teachers.

Ho3: There is no significant difference in the assessment of STAN and Longman chemistry textbooks by experienced chemistry teachers.

Ho4: There is no significant difference in the assessment of STAN and Longman chemistry textbooks by less experienced chemistry teachers.

Scope of the Study• The study is limited to chemistry teachers in senior secondary schools in

Kwara state.• The population for this study comprised of all senior secondary school

chemistry teachers in the state. Stratified random sampling technique was employed on the basis of experience and qualification in the selection of 141 chemistry teachers from 101 purposively selected secondary schools across the state. The schools were selected on the bases of the following criteria: being senior secondary school (public and private schools), offering chemistry, presence of chemistry teacher(s), teacher use Longman and STAN chemistry textbooks for lessons.

• The textbooks that were assessed by the selected chemistry teachers are:1. Bajah, S. T., Teibo, B. O., Onwu, G., Obikwere, A. (1997, 1990 and 1992): Senior secondary chemistry textbook 1, 2 and 3. Longman Nigeria PLC.2. STAN (2006, revised edition): Chemistry for senior secondary schools. Heinemann Education Books (Nig) PLC.

Significance of the StudyThe study would be beneficial to teachers, students, textbook writers,

curriculum planners and Ministry of Education.i. The results might sensitize teachers to see the need for assessing

textbooks and make necessary suggestions to officials from Ministry of Education as guide in selecting textbook.

ii. The findings might be significant to the students in the selection of ‘good’ textbooks that will be in line with the syllabus so as to achieve purpose of chemistry education.

iii. The study might keep the curriculum developers such as Nigeria Educational Research and Development Council (NERDC) abreast of the need for contents, materials, learning activities to be deliberately selected and organized so as to ensure the attainment of specific objectives of learning chemistry.

iv. The study might guide the educational service divisions of the Federal and State ministries of education, Local Government Area officials in charge of textbook selection in choosing more relevant chemistry textbooks so that students’ performance in chemistry could improve.

Reviewed of Related LiteratureThe literature reviewed has been carried out

using the following sub-headings:1. Objective and content of Senior Secondary School

Chemistry Curriculum in Nigeria.2. Importance of Teachers’ Qualification in Teaching.3. Teachers’ Teaching Experience in Education.4. The importance of Print and Non-Print Resources in

Education.5. The criteria for Textbooks Assessment and Selection6. Nature and Characteristics of Chemistry Textbooks.7. Appraisal of Reviewed Literature.

RESEARCH METHODOLOGYResearch Type Descriptive research of the survey method was

adopted in this study to describe and summarize the data.

Sample and Sampling Techniques The population for this study were made up of all secondary

school chemistry teachers in Kwara State. Stratified random sampling technique was used to sample

141 chemistry teachers from 101 purposively selected secondary schools across the state.

Qualification and year of teaching experience of the chemistry teachers of the selected schools were used in classifying them into: qualified, unqualified, experienced and less experienced chemistry teachers.

The selected teachers assessed the following selected chemistry textbook: (1) STAN (2006, revised edition): Chemistry for senior secondary schools. Heinemann Education Books (Nig) PLC. (2) Bajah, S. T., Teibo, B. O., Onwu, G., Obikwere, A. (1997, 1990 and 1992): Senior secndary chemistry textbook 1, 2 and 3. Longman Nigeria PLC.

Research Instrument The research instrument that was used for this research

work is a researcher-designed questionnaire prepared for teachers; it is called Chemistry Teachers’ Questionnaire (CTQ).

The questionnaire consists of three sections: A, B and C. Section ‘A’ was meant to collect the biographical data of the teachers. Section ‘B’ dealt with the textbook used in the sampled schools and section ‘C’ consists areas that will assess the readability of the two selected textbooks base on the criteria used.

Instrument validation The instrument was given to three experienced and

qualified chemistry teachers at the secondary level and lecturers (chemistry Educators) at Kwara state College of Education, Ilorin for scrutiny.

The final draft was later passed to the project supervisor for final comments and suggestions before it was produced.

The reliability of the instrument was determined through the administration of questionnaire twice on 20 chemistry teachers.

Using Pearson Product Correlation Coefficient of the two administration, a reliability of 0.80 was obtained

Procedure for Data Collection The researcher sought the official permission and

the cooperation of the school management where teachers were involved.

The researcher personally administered the questionnaire.

A two week was given and this made respondents had enough time to respond correctly to the statements contained in questionnaire.

The completed questionnaires were collected from respondents for analysis after two weeks.

Data Analysis TechniqueThe data collected for this study were

analyzed using frequency count, percentages and t-test to test the four hypotheses.

ResultsHypotheses testing • Hypothesis 1: there is no significant difference in the assessment of STAN and

Longman chemistry textbooks by qualified chemistry teachers. The corresponding research question to this hypothesis is research question 1.

• Research question 1: is there any significant difference in the assessment of STAN and Longman chemistry textbooks by qualified chemistry teachers.

Table 3:Summary of the t-test analysis of the assessment of STAN and Longman chemistry textbooks by qualified chemistry teachers

__________________________________________________________________Textbook N Mean SD df t.cal. t.crit. Decision__________________________________________________________________STAN 78 72.18 1.67 154 15.80 1.96 Reject Ho Longman 78 66.41 1.79

__________________________________________________________________

• Hypothesis 2: there is no significant difference in the assessment of STAN and Longman chemistry textbooks by unqualified chemistry teachers. The corresponding research question to this hypothesis is research question 2.

• Research question 2: is there any significant difference in the assessment of STAN and Longman chemistry textbooks by unqualified chemistry teachers.

Table 4:Summary of the t-test analysis of the assessment of STAN and Longman chemistry textbooks by unqualified chemistry teachers

__________________________________________________________Textbook N Mean SD df t.cal t-crit. Decision__________________________________________________________STAN 63 72.22 3.50 124 6.23 1.96 Reject Ho Longman 63 63.33 1.96__________________________________________________________

• Hypothesis 3: there is no significant difference in the assessment of STAN and Longman chemistry textbooks by experienced chemistry teachers. The corresponding research question to this hypothesis is research question 3.

• Research question 3: is there any significant difference in the assessment of STAN and Longman chemistry textbooks by experienced chemistry teachers.

Table 5:Summary of the t-test analysis of the assessment of STAN and Longman chemistry textbooks by experienced chemistry teachers

__________________________________________________________Textbook N Mean SD df t.cal. t.crit. Decision __________________________________________________________STAN 78 69.56 2.82

154 2.96 1.96 Reject HoLongman 78 64.92 3.40__________________________________________________________

• Hypothesis 4: there is no significant difference in the assessment of STAN and Longman chemistry textbooks by less experienced chemistry teachers. The corresponding research question to this hypothesis is research question 4.

• Research question 4: is there any significant difference in the assessment of STAN and Longman chemistry textbooks by less experienced chemistry teachers.

Table 6:Summary of the t-test analysis of the assessment of STAN and Longman chemistry textbooks by less experienced chemistry teachers

___________________________________________________________Textbook N Mean SD df cal.t t.crit Decision___________________________________________________________STAN 63 64.71 3.68 124 0.61 1.96 Do not Reject HoLongman 63 63.24 3.70___________________________________________________________

Summary of FindingsThe research findings of this study as obtained from the

analysis of t-test based on the hypotheses are summarized as follows:

1. There was significant difference in the assessment of STAN and Longman chemistry textbooks by qualified chemistry teachers. However, the STAN chemistry textbook was found to be more effective in enhancing the teaching and learning processes than Longman chemistry textbooks.

2. There was significant difference in the assessment of STAN and Longman chemistry textbooks by unqualified chemistry teachers.

3. There was significant difference in the assessment of STAN and Longman chemistry textbooks experienced chemistry teachers.

4. There was no significant difference in the assessment of STAN and Longman chemistry textbook by less experienced chemistry teachers.

DiscussionThe findings of this research work according to results of analysis

presented in table 3, 4 , 5 and 6 are as follow: It is revealed from the results that there is a significant difference in the

assessment of STAN and Longman chemistry textbooks by qualified chemistry teachers.

It was also revealed in this study that a significant difference existed in the assessment of STAN and Longman chemistry textbooks by unqualified chemistry teachers.

It was found in this study that there is a significant difference in the assessment of STAN and Longman chemistry textbooks by experienced chemistry teachers.

A finding of this study revealed that no significant difference existed in the assessment of STAN and Longman chemistry textbooks by less experienced chemistry teachers.

Despite the findings difference on the assessment of the textbooks by the teachers, finding analysis showed that the two textbooks are good chemistry textbooks.

Conclusion • The study was to determine whether one or

both of the selected textbooks are appropriate as instructional material. Looking at the mean score of the assessment, both textbooks were actually found to be appropriate as instructional material for chemistry, however, STAN chemistry textbook was found to be better.

RecommendationsThe following recommendations are made based on the findings of this study:1. Since both textbooks were found to be appropriate as

instructional material for senior school chemistry, they should be made available to teachers and students by the school authorities.

2. The authors of the Longman chemistry textbook should revise the book to make it measure up to the STAN textbook so that it can be more accepted by teachers and students.

3. The Science Teachers Association of Nigeria should revise the STAN chemistry textbook from time to time to enable it retains its high quality and acceptability.

4. Parents are encouraged to make both textbooks available for their wards

THANKS FOR LISTENING