Abstract:
This study explored some of the difficulties students face when learning Chemistry in the
Science Colleges of Education. The study was prompted by the students‟ poor performance in
their first and second semester examinations. The main purpose of the study therefore, was to
identify some of the difficulties the students face when studying Chemistry and also look at
the practices that would enhance their study of the subject. The study was also aimed at
finding out whether the Science Colleges had adequate facilities and equipment that would
help to promote effective learning of the subject. Another target was finding out whether e chem had any impact on the study of molecular structure of compounds. Not only that but
also the study sought to identify whether the use of practical activities by students to learn
Chemistry assisted them to understand concepts which were complex.
The descriptive survey was used to conduct this study. Two sets of questionnaires were
developed by the researcher. These instruments were used to collect data from both tutors and
students to determine some of the difficulties students face when studying Chemistry. Data
was collected from two (2) out of the fifteen (15) colleges designated to pursue the quasi specialist science programme. The study involved one hundred (100) students made up of
seventy (70) males and thirty (30) females, and four (4) of their male tutors.
The responses to the questions were coded and analyzed using Statistical Package for Social
Sciences (SPSS) version 12. The findings were computed into percentages, categorized and
used to describe some of the difficulties the students faced in the Colleges. The findings were
also represented in bar charts for easy pictorial view. The study showed that students really
perceived Chemistry to be difficult. They learnt and memorized concepts without
understanding them even though their tutors used practical activities to teach them. The study
also found out that the students were hardly motivated and their prior knowledge was not
considered when a new lesson was to be taught.
Description:
A Dissertation in the Department of Science Education, Faculty of Science Education,
Submitted to the School of Research and Graduate Studies, University of Education,
Winneba, in partial fulfilment of the requirements for award of the Master of Education in
Science Degree.
AUGUST, 2012