Some Nigeria Students’ Performance in Practical and Theoretical Chemistry Tests as Predictors of Their Performance in MOCK-SSCE Chemistry Examinations

Some Nigeria Students’ Performance in Practical and Theoretical Chemistry Tests as Predictors of Their Performance in MOCK-SSCE Chemistry Examinations

This study adopted the ex post facto design in which the results of some Nigeria students’ practical knowledge of Chemistry and their tests of theoretical knowledge of Chemistry were used to predict their performance in MOCK-SSCE Chemistry. The Senior School Certificate Examination (SSCE) is a terminal examination while the internal or State qualifying examination set after the pattern of SSCE is called MOCK-SSCE. Out of 33 schools in Ogbadibo LGA of Benue State, Nigeria, only 15 schools met the requirements for selection as a science secondary school. Eight of these schools with a science student population of 128 were randomly selected and used as the sample for this study. The instruments used were the students’ alternative to test of practical knowledge of Chemistry (SATPKC) and the students’ tests of theoretical knowledge of Chemistry (STTKC). These instruments, developed by the researchers, had reliabilities of 0.94 using Kuder–Richardson (K-R21) for SATPKC and .89 for STTKC. Using multiple regression analysis, the result shows that students’ performance in a test of theoretical knowledge in Chemistry does not significantly predict their performance in the MOCK-SSCE Chemistry theory examination. SATPKC could not significantly predict MOCK-SSCE mean practical scores. The overall relationship between SATPKC, MOCK-SSCE practical and MOCK-SSCE theory was not significant (F2,127 = 1.644, p > .05). STTKC could not significantly predict mean MOCK-SSCE practical examination scores. Similarly, the overall relationship between STTKC, MOCK-SSCE practical and MOCK-SSCE theory mean scores was not significant (F2,127 = .177, p > .05). It was recommended that principals of schools should ensure that science students carry out their practical lessons weekly while relating them to theory, as this will go a long way to enhance their performance during practical tests. Similarly, school principals and science teachers should ensure that the theoretical aspect of Chemistry is handled with all seriousness, since it is as important as the practical aspect.

Scientists and researchers like Oyekan (1999) saw science and technology as basic tools for industrial and national development. These, if properly harnessed, could bring about economic and social happiness by providing and improving the welfare of the citizenry. Consequently, the teaching and learning of science has become a great concern to scientists and researchers.

As people think about the teaching and learning of science in our schools, the picture of the state of science and technology in a country like Nigeria becomes glaring. This was expressed in the annual conference proceedings of the Science Teachers Association of Nigeria (STAN) in 1998 on the theme “Winning More Students for Science and Technology.” This theme came as a result of poor performance by students in science examinations. This poor performance often resulted in poor enrolment of students in science at the secondary and tertiary institutions.

The poor performance of students could be attributed to a number of reasons, including poor participation of students and poor level of exposure in the practical aspect of science, especially Chemistry. Agbo and Mankilik (1999) quoted the then Minister of Education in Nigeria as saying that the performance of students in the sciences was not encouraging in spite of the huge amount of money expended on the purchase of science materials and equipment. Dajili (2001) also expressed his concern about the poor performance of students in science examinations. This concern arose from the increasing realization that the nation could not develop as rapidly as she aspired to without adequate scientific and technological manpower at all levels in her working populace.