ASSESSING SECONDARY SCHOOL CHEMISTRY STUDENTS ATTITUDE TOWARDS THE 21ST CENTURY SKILLS: TOWARDS FOSTERING THE SUSTAINABLE DEVELOPMENT OF STEM EDUCATION
Abstract:
This study aims to assess the attitude of secondary school chemistry students towards the 21st century skills and its potential impact on fostering the sustainable development of Science, Technology, Engineering, and Mathematics (STEM) education. As we progress further into the 21st century, it becomes crucial to equip students with the necessary skills to thrive in an increasingly complex and technology-driven world. The 21st century skills framework encompasses a range of competencies, including critical thinking, creativity, collaboration, communication, and problem-solving, which are highly relevant to STEM disciplines.
The study employs a mixed-methods research design, combining quantitative surveys and qualitative interviews to gain comprehensive insights into students’ attitudes towards the 21st century skills in the context of chemistry education. A sample of secondary school chemistry students from diverse backgrounds will be selected to participate in the study. The quantitative survey will assess their perceptions, beliefs, and self-efficacy regarding the 21st century skills and their relevance to chemistry education. The qualitative interviews will provide an in-depth exploration of students’ experiences, motivations, and challenges related to the development and application of these skills in chemistry learning.
The findings of this study will contribute to understanding the current state of students’ attitudes towards the 21st century skills in the chemistry classroom. Additionally, it will shed light on the potential barriers and facilitators that impact the integration of these skills into chemistry education. The results will inform educators, curriculum developers, and policymakers about the strategies and interventions needed to foster the sustainable development of STEM education, particularly in the context of chemistry.
By assessing students’ attitudes towards the 21st century skills, this research aims to highlight the importance of incorporating these skills into chemistry education to foster critical thinking, problem-solving, and creativity. The study intends to provide valuable insights for educational stakeholders to design effective teaching methods, curriculum enhancements, and professional development programs that can better equip students with the skills required for success in the 21st century STEM workforce. Ultimately, this research aspires to contribute to the sustainable development of STEM education and the overall advancement of society.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 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
Biography 54
Appendix 56
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