ABSTRACT
This research work evaluates the
impact of non-formal system of coaching classes on the performance of
Senior Secondary chemistry students in examinations. Four research
questions guided the study. The study adopted the Ex-Post Facto and
descriptive survey research designs. The sample comprised Senior
Secondary Chemistry graduates in four coaching colleges in Mushin Local
Government Area in Lagos state. Data were generated using the open form
questionnaire instrument. The data were analyzed using descriptive
statistics, frequencies and percentages. The results showed that there
is major significant difference between the performance of Senior
Secondary Chemistry students that attended coaching classes and those
that didn’t in the Senior Secondary Certificate Examination of West
African Examination Council(WAEC) and National Examinations
Council(NECO). The results also showed that majority of chemistry
students who did well in the examination attended coaching classes. The
results further showed that coaching classes enhanced the performance of
chemistry students generally in their science subjects (Physics,
Chemistry and Biology) including English Language and Mathematics. In
order to improve the performance of Senior secondary chemistry students
in examinations, it was recommended that science educators and
stakeholders should begin to employ the non-formal system of coaching
classes as tool in improving their achievements in chemistry. The study
concludes that the non-formal system of coaching classes should be
encouraged to substantiate the learning experience in the formal system.
TABLE OF CONTENTS
Page
Title
page
i
Certification
ii
Dedication
iii
Acknowledgement iv
Abstract
v
Table of contents vi
CHAPTER ONE: INTRODUCTION
1.1 BACKGROUND OF STUDY 1
1.2 STATEMENT OF PROBLEMS 4
1.3 PURPOSE OF THE STUDY 5
1.4 RESEARCH QUESTIONS 5
1.5 SCOPE OF THE STUDY 6
1.6 SIGNIFICANCE OF STUDY 6
1.7 DEFINITION OF TERMS 7
CHAPTER TWO: LITERATURE REVIEW
2.0 INTRODUCTION 9
2.1 HISTORICAL DEVELOPMENT OF THE COACHING PROCESS 11
2.2 HISTORICAL SUMMARY 17
2.3 THE COACHING CLASS 21
2.4 THE NATURE OF COACHING 22
2.5 RELATIONSHIP BETWEEN LEARNING TYPES AND COACHING 26
2.6
SUMMARY
30
CHAPTER THREE: RESEARCH METHODOLOGY AND DESIGN
3.0 INTRODUCTION 32
3.1 RESEARCH DESIGN 32
3.2 POPULATION 33
3.3 SAMPLE PROCEDURE AND SAMPLE TECHNIQUE 33
3.4 INSTRUMENTATION 33
3.5 DATA COLLECTION 34
3.6 DATA ANALYSIS 34
CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION OF RESULTS
4.0 INTRODUCTION 35
4.1 DISCUSSIONS OF FINDINGS 41
CHAPTER FIVE: SUMMARY
5.0 INTRODUCTION 42
5.1 SUMMARY OF FINDINGS 42
5.2 EDUCATIONAL IMPLICATIONS 43
5.3 RECOMMENDATIONS 44
5.4 CONCLUSION 46
REFERENCES
47
APPENDIX I 51
APPENDIX
II
52
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
In recent time there has been a decline
in the performance of science students in science subjects such as
physics, Chemistry and Biology. This is due to so many factors such as
lack of laboratory facilities in most of our secondary schools,
incompetent science teachers, and lack of instructional materials for
learning and so on. The government has made several efforts within the
formal system of learning to salvage the situation but all proved
abortive. However, research reveals the non-formal system can proffer
solution to this lingering situation if it is properly harnessed and
structured. There are various coaching colleges that have been making
tremendous impact in grooming students for success in examinations.
Formal education has been widely recognized as dynamic instrument of
change socially, politically, economically, scientifically and
technologically. Until late sixties, formal secondary education was the
general terminal point in Nigerian education system and secondary school
was therefore the major source of man power. Today despite an increase
in the number of universities, secondary education remains the terminal
point for many who are unable to secure admission to pursue a degree
course in and of pure sciences especially chemistry due to poor
performance at ordinary level. Academic performance as a terminology
remains the main determinant of an individual student success in formal
education measured directly through reports, examination ratings, and it
is also predictable.
The importance of chemistry cannot be
overemphasized as it is the base of all environmental professions, all
science students must learn and pass it at secondary school level before
they can advance into the university (Kolawole and Ilugbusi 2007).
Before any science student could be admitted to study chemistry in any
Nigerian university, he/she must satisfy a minimum entry grade.
Before transition into this higher
institute of learning, the students will be evaluated. Evaluation is the
passing of decision or judgement on a particular trait in accordance
with a test which validly and reliably measures the presence of that
trait.(Kpolovie, 2002, Ololube, 2008). Evaluation involves both
quantitative and qualitative description of a pupils’ behavior, and the
passing of value judgement concerning the desirability of that behavior
(Harbor-Peters 1991). Since evaluation remains indispensable in any
academic programme, teaching and instructional duty are rendered
incomplete or lacking until an evaluation of the outcome of instruction
has been performed. Evaluation agencies which also act as examining
bodies are tasked with maintaining a common standard in the development
and administration of public examinations.
According to Nworgu (1992) evaluation
agencies were set up to promote education, to coordinate educational
programmes, and to control and monitor the quality of education in
educational institutions, the essence of which is the organization of
public examinations so as to provide uniform standards to all test
takers, irrespective of the type or method of instruction they have
received. Some of these examination bodies in Nigeria include the West
African Examinations Council (WAEC), the National Examination Council
(NECO), the Joint Admission and Matriculation Board (JAMB), and the
National business and Technical Examination Board (NABTEB). The
assemblage of subject examinations conducted by these examining bodies
is known as the Senior Secondary Certificate Examination(SSCE) and
serves as an end –of- course evaluation for all secondary school
graduates. The purpose of this examination is to ascertain to what
degree students in a particular course have achieved the course or
educational objectives (Offor 2001).
The purpose of this work is to examine
the impact of coaching colleges on the performance of Chemistry students
during the May/June Internal Exams.
1.2 STATEMENT OF PROBLEMS
The decline in the performance of
students in science subjects especially Chemistry in the May/June Senior
Secondary Certificate Examination (SSCE) is a major concern in the
Nigeria educational system. The performance of candidates in chemistry
examinations in recent years has been a great concern to the society. In
fact, the low level of chemistry attainment of students at every
segment of educational system in the country has given chemistry
teachers, parents and the government a high level of worry as it is
reflected in the work of ( Umoinyang 1997; Yoloye, 1999; David-Osuagwu,
Anemelu and Onyeozili, 2000; Okpala and Umoinyang, 2001 and okafor,
2002).
Therefore this research work focuses on
how the performance of chemistry students has been improved in the
May/June Examinations through the non-formal system of coaching classes.
1.3 PURPOSE OF THE STUDY
The purpose of this study is to assess
the impact of coaching classes on the performance of chemistry students
in internal examinations (SSCE).The objectives of the study include:
- identify senior Secondary chemistry graduate students that attended coaching classes before their examinations
- identify Senior secondary School graduates that did not attend coaching classes before their examinations
- compare the performance of the above two groups
- describe if there is a any statistical difference in their performance in May/June examination
1.4 RESEARCH QUESTIONS
The following research questions were generated for the purpose of this study:
- What are the performances of Senior Secondary School graduate chemistry students that attended coaching classes?
- What are the performances of Senior Secondary graduate chemistry students that did not attend coaching classes
- Is there any statistical significant relationship between secondary
school graduate chemistry students that attended coaching classes and
those that did not?
- To what extent will exposure to coaching classes improve the performance of senior Secondary students in Chemistry?
1.5 SCOPE OF THE STUDY
The hypothesis of this research design
is that coaching classes help in improving the performance of chemistry
students in examinations. The goal of the study is to find out if a
relationship exists between the performance of students in chemistry and
coaching. The population for this study will be limited to only Senior
Secondary school graduates in four coaching centres in Lagos State.
Fifty questionnaires were generated and distributed through random
selection to students in this four coaching centres to evaluate their
performances and draw necessary conclusions on the study.
1.6 SIGNIFICANCE OF STUDY
This research work will help to
ascertain through concrete facts the impact of coaching classes in the
achievement of chemistry students in internal and external examinations
and thereby promoting the value and acceptability of coaching classes in
the Nigeria educational system. It will open the eyes of students and
parents to the importance of being exposed to different learning
experiences and tutelage. It will also help stakeholders in the
educational system to organize after school programs that will help the
performance of Secondary school students in their examinations. Some
local governments in Lagos are already adopting this system as part of
their agenda to contribute to the development of learning and
achievement in the educational system. An example is the Mushin Local
government.
The study will also science educators to
begin to see the need to consider the non-formal educational as a tool
for enhancing students’ achievement in Chemistry.
1.7 DEFINITION OF TERMS
EVALUATION: Evaluation
in an educational setting is the process whereby we seek evidence that
the learning experiences we have designed for students are effective. It
is a tool for ascertaining if learning has taken place.
COACHINGCLASSES: This
is a non-formal system of education which involves teaching, training,
instructing, solution-focused, result-oriented and systematic process
that facilitates the enhancement of academic performance of students.
PERFORMANCE: This is a
measure of the achievement of the students’ learning experience through
evaluation to ascertain if learning as truly taking place
CHEMISTRY: This is a branch of science that studies the nature, properties and composition of matter.
