CHAPTER ONE

INTRODUCTION

1.1       Background to the study

Chemistry is the branch of science that deals with the study of the composition and properties of  matter, changes in matter, the laws and principles that govern these changes (Ebbing, 1996).According to Kauffman and Szmant (1987),Chemistry is characterized as the most utilitarian of all experimental sciences. For example, in Nigeria, a good secondary school education credit grade in Chemistry is a prerequisite for joining medical and agricultural professional courses.

Since Chemistry is the science that has the most direct and dramatic impact on our lives, and the science that shapes the world we will live in tomorrow, the performance of students in the subject is a major concern to any developing country (Khan, Hussein, Ali, Majoka,and Ramzan,2011). Nevertheless, students’ performance in Chemistry in Nigeria has been poor and unimpressive (Anaso,2010).

Over the years, many have argued that science cannot be meaningful to students without worthwhile practical experiences or practicals in the school laboratory (Hofstein and Mamlok -Naaman, 2007).Typically, the term practicals means experiences in school setting where students interact with materials to observe and understand the natural world.

Chemistry practicals are an essential part of effective science education and science educators have suggested that there are rich benefits in learning from using laboratory activities (Millar, 2009).Anaso (2010),reports that researchers had observed that lack of chemistry practicals by Chemistry students results in poor communication as well as observational skills; this gives rise to students’ poor understanding of scientific processes and concepts (Dillon, 2008), hence the heavy investment made in the provision and equipping of chemistry laboratories in secondary schools. The House of Common Science and Technology Committee (THCS&TC), report argued that science practicals are vital part of science education. They help the students to develop their understanding of science, appreciate that science is based on evidence and acquire hands-on skills that are essential if students are to improve in science performance and progress in science. The (THCS&TC) report highlights the frequency of school science practicals and laboratory as key concerns.  The report argued that science practicals are a vital part of students’ learning experiences and should play an important role in improving students’ performance in science.

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2. 2. As a source for additional understanding of the subject.
3. 3. As a source for ideas for your own research work (if properly referenced).
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5. 5. Direct citing (if referenced properly)
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