SURVEY OF STUDENT’S PERCEPTION ON IMPACT OF CHEMISTRY PRACTICAL IN CHEMISTRY

Abstract

Over the years, many have argued that science cannot be meaningful to students without worthwhile practical experiences, or practical in school laboratories. Typically, practical means experiences in school settings where students interact with material to observe and understand the natural world. Practical are designed and conducted to engage students individually or in small groups. Since chemistry is a practical science, teaching and learning of chemistry should involve chemistry practical. This research study surveys the perception of the students on the impact of chemistry practical in chemistry. The study adopted a survey design. The sample population of the study is one hundred and twenty-five (125) students drawn from five selected private secondary school in Okene local government area of Kogi state. Data for the study was collected through a structured questionnaire. Simple percentage was used to analyze the data and the results were presented in tabular and descriptive form. The findings show that the use of chemistry practical in teaching and learning of chemistry at secondary school level improved performance in the subject. It was also found in the study that the nature, quality and frequency of chemistry practical all have immense impact on students’ performance in secondary school chemistry. This confirms the need for proper selection of nature of chemistry practical, good quality of practical and high frequent use of chemistry practical in teaching and learning of chemistry. The study recommended that students be given an opportunity to engage in ‘deep learning’ during chemistry practical and that there should be further study on the curriculum and learning standard for chemistry practical.