A COMPARISON BETWEEN PRACTICAL WORK AND THEORETICAL WORK AS IT AFFECT THE ACADEMIC PERFORMANCE OF CHEMISTRY STUDENT (A CASE STUDY OF LEACHATE ON THE GERMINATION OF MAIZE SEEDS)

CHAPTER TWO
2.0. Brief Definition of Chemistry
Chemistry is a scientific discipline that describes; from both an experimental and theoretical perspective, the properties and reactions of all elements and all their compounds. As such, it is of fundamental importance in the physical, biological and general sciences. A sound training in chemistry is essential for employment and advancement in scientific and allied careers in teaching, research, the professional, health and environmental regulations, commerce, and industry.
2.1.    Method of Instruction
According to Awoniyi (1979), although the school curriculum of a nation is a joint effort by many people (school administrators, policy makers, parents, teachers and various organizations), the teacher is in a key position with regards to the realization of the objectives of the curriculum. In explaining the relationship of the curriculum processes therefore, Awoniyi (1979) opine that though the aims determine the content of learning, they (aims) can only be realized through using adequate methods whose usefulness has to be evaluated. Instructional method can be taken to be the styles, manners, or way in which a teacher presents information to students in order to achieve educational objectives (Igwebuike and Ekwejunor – Etchie, 1993).

A COMPARISON BETWEEN PRACTICAL WORK AND THEORETICAL WORK AS IT AFFECT THE ACADEMIC PERFORMANCE OF CHEMISTRY STUDENT (A CASE STUDY OF LEACHATE ON THE GERMINATION OF MAIZE SEEDS)

ABSTRACT
This project aims to study the effects of practical work and the theoretical work on the academic performance of chemistry students. This is important as presently in Nigerian, the academic performance of students is decaling due to over indulgence in the oretical work i.e use of lecture methods in teaching. The sample consists of a total of twenty (20) students drawn from Chemistry Departments of College of Education Warri and College of Education, Agbor. The experimental design was employed. The  Analytical Achievement  Test (AAT) was used for data collection, it   was found that the mean score of students involved in practical work was higher (8) than for those involved in the ortical work (4) Also, 100% leach ate concentration is most favorable for the germination and growth of maize seeds. Therefore practical work leads to higher academic performance and thus should be encouraged at all level of education in Nigerian and that leach ate has effect on the germane of maize seeds.          

STUDENTS AND TEACHERS PERCEPTION OF THE CAUSES OF POOR ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS

CHAPTER ONE
INTRODUCTION
Background of the Study
    The differential scholastic achievement of students in Nigeria has been and is still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Nigeria (Adebule, 2004). Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students' low performance at both internal and external examination.
    Poor academic performance according to Aremu (2003) is a performance that is adjudged by the examinee/testee and some other significant as falling below an expected standard. Poor academic performance has been observed in school subjects especially mathematics among secondary school students (Adesemowo, 2005). Aremu (2005) stresses that academic failure is not only frustrating to the students and the parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy and politics.

the effects of practical work and the theoretical work on the academic performance of chemistry students.

CHAPTER ONE
INTRODUCTION
1.0    Introduction
In Nigerian schools, the issue of theoretical method of teaching rather than practical approach has over the years become a subject of concern to many in the educational system.
Today it is usual to see that chemistry which is a practical science subject is taught using lecture method (theoretical work) instead of applying methods such as activity method, demonstration method, etc which emphasizes "learning by doing". This practice has far reaching consequences on student's/learners academic performance, and the nation's development at large. An individual who holds a bachelors degree (BSc) in chemistry from a Nigerian university cannot operate the various analytical instruments such as Gas Chromatography (GC), Atomic Absorption Spectrophotometer (AAS), Infrared Spectrophotometer (IR), etc, let alone to interprete results from chemical analysis using these instruments. In this study, one major purpose is to carryout comparison between practical work and theoretical work as it affects chemistry student's academic performance. 
1.1    Background to the Study 

Causes of Poor Academic Performance among Secondary School Students

Aremu and Sokan (2003) submit that the search for the causations of poor academic achievement is unending and some of the factors they put forward are; motivational, orientation, self-esteem/self-efficacy, emotional problems, study habits, teacher consultation and poor interpersonal relationships.
    Bakare (1994) also made efforts to categorize factors militating against good academic performance into four principal areas which are:
i.    Causation resident in the child such as basic cognitive skills, physical and health factors, psycho-emotional factors, lack of interest in school programmes.
ii.    Causations resident in the family such as: cognitive stimulation/basic nutrition during the first two years; type of discipline at home; lack of role model and finance.
iii.    Causation resident in the school such as school location and physical building; interpersonal relationship among the school personnel.

Family Background and Poor Academic Performance of the Child

The family is the primary socializing agent of which a child is a member since it is in the family the child is born. One may rightly say that the family is the informal socializing agent since all its members are blood relations. At this junction, it must be clearly known that families differ vastly in terms of their significance in social order as some have more prestige, dignity, money and power than others. However, despite these differences in families, a child in the family remains exactly alike for the following reasons:
1.    The people surrounding the child here are generally adults full of experience.
2.    The child lives his early life in the family and equally develops his first language.
3.    Since they are of the same blood, they all work together to mould him in a way that he will perfectly fit into the society.

STUDENTS AND TEACHERS PERCEPTION OF THE CAUSES OF POOR ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS

ABSTRACT
The study was designed to investigate students' and teachers' perception of the causes of poor academic performance in secondary schools in Warri Urban of Delta State. To direct the study, six research questions were stated. The population of the study comprised all senior secondary school students and teachers in government owned secondary schools in Warri Urban of Delta State. The study adopted the descriptive survey research design and the sample size was three hundred respondents randomly sampled for the study. Data for the study were collected using researcher's developed questionnaire. In analyzing the data collected, the researcher used frequency count and chi-square statistical analysis in order to answer the research questions raised. The data analyzed showed that teachers perceive that teachers' qualification does not affect poor academic performance among secondary school students, students' perceive teachers' qualification as having impact on their academic performance, teachers perceive that their method of teaching and learning materials influence students' academic performance, students perceive that teachers' method of teaching and learning materials do not influence students' academic performance. Finally, it was revealed that teachers do not perceive students environment as influencing their academic performance and students perceive that environment affect their academic performance. Based on these findings some recommendations were made at the end of the study.

Concept of Continuous Assessment:

Denga (2003) defined continuous assessment as a method of determining the final grade for a given period of time through series of periodic assessment comprising of test and non-test measure.
Ezewu and Okoye, (1981) stated that to assess is to determine the extent of performance of students in a unit of instruction or the overall progress of student in school up to a particular point in time. The Federal Ministry of Education (1980) also state that continuous assessment is a mechanism whereby the final grading of student in the cognitive, affective and psychomotor domains of behaviour take account in a systematic way of all his performance during a given period of school. From the above definitions we can understand that continuous assessment is a systematic and objective process of determining the extent of a student’s performances in all expected changes in his behavior from the day he/she enters upon a course of study in continuous and progressive manner to the end of such course of study. It is a judicious accumulation of piece s of information derived for this purpose with a view to use them to guide and shape the student in learning from time to time which serve as bases for important decision about him. In the study on continuous

Characteristics of Continuous Assessment

The general characteristics of continuous assessment identified by many authors are:
i.    Continuous Assessment is Systematic: This implies that it is planned periodically using the cycle of the three term school year. Turton (1983) Ojerinde, Falayajo (984), Okpala (1993) Okonwo, Achinine and Anukam (1991) Ugoduluwa and Ugwuanyi (1991) all agreed that continuous assessment is systematic in the sense that it involves an operational plan, and this plan involves.
a.    What modes of assessment to be adopted by the teachers, the interval measurement should be made from time to time during school year.
b.    What measurements are to be made of the learners performances and the weight to be given to the different kinds of assessments?
ii.    Continuous Assessment is Comprehensive: According to Abiola (2000) along side with Okpala Ugoduluwa and Ugwuanyi (1999), Okonkwo, Achunine and Anukam (1984) stated that the comprehensiveness of continuous assessment implies application of a variety of measuring instruments to determine the activities and performance of the students which includes class tests, assignment individual or group projects, observation methods, interview/oral tests, relating scales and socio-metric measures. This in other words, means that continuous assessment focuses on the cognitive, affective and psychomotor domains of behavior and makes use of a variety instruments.

Findings on why people dress indecently

The following are the findings revealed by the study:
1.    The society, parents and their parenting, wrong usage of the internet, pressure from friends and the sinking values of our culture are factors that influence indecent dressing in higher institutions of learning.
2.    Sexual harassment, campus prostitution, poor performance, lying, stealing and ritual killings are implications of indecent dressing in higher institutions of learning.
3.    Parents acting as role models, dress codes, mass media, religious institutions and formation of campus brigades are possible solutions to indecent dressing in higher institutions of learning.
Conclusion

What are the possible solutions to indecent dressing in higher institutions of learning?

Research Question 3

What are the possible solutions to indecent dressing in higher institutions of learning?

Table 4.3: Responses on possible solutions to indecent dressing in higher institutions of learning

S/N	Items	Yes (%)	No (%)
1.	Parents should dress decently and act as role models to their children.	130 (65)	70 (35)
2.	Dress codes should be introduced in higher institutions and given to all students.	120 (60)	80 (40)
3.	The mass media should do more to promote decency in dressing among students.	160 (80)	40 (20)
4.	Religious institutions should always promote the culture of decent dressing.	140 (70)	60 (30)
5.	There should be formation of campus brigades to check the dressing pattern of students.	155 (77.5)	45 (22.5)

        Table 4.3 above show the response of the respondents on the possible solutions to indecent dressing in higher institutions of

Classroom Management and it's effect on poor students accademic performance

The classroom is that space bounded by the wall and roof, which a teacher houses his pupils/students for the purpose of giving instruction to such pupils/students. In other words, it is a shelter for both teachers and learners so as to engage in educative activities. Management on the other hand, can be seen as the process of designing and maintaining any setting in which people work in groups for the purpose of accomplishing pre-determined goals. The idea of ‘any setting’ equally indicates that management is applicable to all establishments which do not exonerate educational setting.

Family Background and Poor Academic Performance of a Child

The family is the primary socializing agent of which a child is a member since it is in the family the child is born. One may rightly say that the family is the informal socializing agent since all its members are blood relations. At this junction, it must be clearly known that families differ vastly in terms of their significance in social order as some have more prestige, dignity, money and power than others. However, despite these differences in families, a child in the family remains exactly alike for the following reasons:
1. The people surrounding the child here are generally adults full of experience.
2. The child lives his early life in the family and equally develops his first language.
3. Since they are of the same blood, they all work together to mould him in a way that he will perfectly fit into the society.

POOR ACADEMIC PERFORMANCE IN SCHOOLS

Poor academic performance according to Aremu (2003) is a performance that is adjudged by the examinee/testee and some other significant as falling below an expected standard. Poor academic performance has been observed in school subjects especially mathematics among secondary school students (Adesemowo, 2005). Aremu (2005) stresses that academic failure is not only frustrating to the students and the parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy and politics.

THE CAUSES OF POOR ACADEMIC PERFORMANCE

INTRODUCTION

Background of the Study

The differential scholastic achievement of students in Nigeria has been and is still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Nigeria (Adebule, 2004). Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students’ low performance at both internal and external examination.