Attitudes and achievement of Chemistry students in Junior Lyceums

Abstract

This study focuses on the attitudes and achievement of Junior Lyceum chemistry students. The total population of form 3 and form 4 chemistry students attending Junior Lyceums during the scholastic year 1995/96 was considered in the study. The data collected for both attitudes and achievement were used to search for possible differences between form 3 and form 4 students and between males and females. The research carried out is essentially a quantitative one. The data was collected with the use of questionnaire. Results show that students have an overall positive attitude towards chemistry. Form 3 students have a more positive attitude towards chemistry than form 4 students (p=0.015). This difference is attributed to the relatively more interesting and easier form 3 syllabus. Males have a more positive attitude towards chemistry than females (p=0.029). Here the difference is attributed to gender stereotypic ideas. Achievement scores revealed that the students have obtained an average mark in chemistry. Form 3 students have outperformed form 4 students (p<0.001). An explanation for this difference is the relatively easy basic form 3 chemistry. Females have outperformed males (p=0.004) in this particular examination session. This difference is attributed to the more diligent female students in Junior Lyceums. A low to moderate correlation between students' attitudes and achievement was recorded. Factor analysis statistical computations were also performed. The two most important factors affecting students' attitudes were found to be 'interest in the subject' and 'subject difficulty'. Overall, the students like chemistry. Form 3 students like chemistry more than form 4 students (p=0.042) whilst males like chemistry more than females (p=0.004). Generally, the students find the subject difficult. Form 3 students find it less difficult than form 4 students (p=0.001) whilst males find it less difficult than females (p=0.001). Some of the recommendations set forth in the final chapter include i) ways of increasing interest in chemistry, ii) adopting a topic approach to chemistry teaching, iii) teachers becoming reflective practitioners, iv) stressing on practical work, v) working towards the development of student portfolios.