Investigating the learning difficulties of chemistry students in Ada and Akatsi Science Colleges of Education

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.