INVESTIGATING TEACHER RELATED FACTORS AFFECTING THE EFFECTIVE IMPLEMENTATION OF CHEMISTRY CURRICULUM IN SECONDARY SCHOOLS
TABLE OF CONTENTS
Title Page i
Approval Page iii
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
The effective implementation of the chemistry curriculum is crucial for promoting student learning and achievement in secondary schools. However, various factors can influence the successful delivery of the curriculum, and teachers play a vital role in this process. This study aims to investigate the teacher-related factors that affect the effective implementation of the chemistry curriculum in secondary schools.
The research will utilize a mixed-methods approach, incorporating both quantitative and qualitative data collection methods. Quantitative data will be gathered through surveys administered to chemistry teachers in selected secondary schools. The surveys will explore factors such as teachers’ content knowledge, pedagogical skills, and instructional strategies, as well as their perceptions of the curriculum’s clarity, relevance, and suitability for student needs.
Qualitative data will be collected through in-depth interviews and classroom observations. The interviews will provide an opportunity for teachers to elaborate on their experiences, challenges, and perceptions related to the implementation of the chemistry curriculum. Classroom observations will offer insights into instructional practices, classroom management, and teacher-student interactions.
The study will involve a sample of chemistry teachers from diverse secondary schools, ensuring a range of experiences and perspectives. Data analysis will involve both quantitative statistical techniques and qualitative thematic analysis to identify patterns, correlations, and themes across the data.
The findings of this research will contribute to a deeper understanding of the teacher-related factors that influence the effective implementation of the chemistry curriculum in secondary schools. The results will inform educational policymakers, curriculum developers, and teacher training programs about areas that require attention and support. Additionally, the study will provide insights and recommendations for enhancing teacher professional development initiatives to address the identified challenges and improve the quality of chemistry education in secondary schools.
Keywords: chemistry curriculum, secondary schools, teacher-related factors, effective implementation, content knowledge, pedagogical skills, instructional strategies, teacher perceptions.
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