EFFECTS OF TIME ALLOCATION ON THE ACADEMIC PERFORMANCES OF STUDENT IN SENIOR SECONDARY SCHOOL LEVEL IN CHEMISTRY IN SELECTED SECONDARY SCHOOLS

EFFECTS OF TIME ALLOCATION ON THE ACADEMIC
PERFORMANCES OF STUDENT IN SENIOR SECONDARY SCHOOL LEVEL IN CHEMISTRY IN
SELECTED SECONDARY SCHOOLS

TABLE OF CONTENTS
Title page                                                                              
Certification                                                                         
Dedication                                                                           
Acknowledgement                                                             
Table of content                                                                   
CHAPTER ONE
1.1    Background of
the study                                           
1.2    Statement of
the Problem                                          
1.3    Purpose of
the study                                                  
1.4    Significance
of the study                                           
1.5    Research
Question                                                    
1.6    Hypothesis                                                                 
1.7    Scope of the
study                                                   
1.8    Limitation of
the study                                                
1.9    Definition of
Terms                                                     



CHAPTER TWO
REVIEW OF RELATED LITERATURE                             
2.1       The Performance of Students in Chemistry at
SSS III Level                                                               
2.2       Laboratory Facilities for Teaching Chemistry          
2.3       Number of teachers teaching chemistry at SSS III 
2.4       Time Factor on the Time Table                                 
2.5       Numbers of periods allocated for chemistry at SSS
III Level                                                                        
2.6       Summary of Literature Review                                 
CHAPTER THREE
3.0    RESEARCH
METHODOLOGY                                 
3.1    Research
Designs                                                     
3.2    Population of
the study                                                       
3.3    Sampling
Procedure                                                  
3.4    Instrument of
Administration                                               
3.5    Data
Collection                                                           
3.6    Data Analysis                                                              
CHAPTER FOUR
ANALYSIS OF DATA AND DISCUSSION OF FINDINGS        
4.1    Hypothesis
Testing                                                    
4.2    Discussion of
findings                                               
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1       Summary                                                                     
5.2       Conclusion                                                                            
5.3       Recommendation                                                       
5.4       Suggestions for further Research                            
5.5       Calculation of finding teal                                          
REFERENCES                                                                   
APPENDIX                                                                           


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CHAPTER ONE
INTRODUCTION
1.1       Background of the study
Science is the empirical study of nature which involves
many activities from which observations are made.
From observations, certain things are found to be true
and generalization are made which involves laws and theories through inductive
and deductive processes, the result of which is predictions and explanations.
Chemistry is one of the most important science subjects
and it can be studied under two main headings: namely: the theoretical aspects,
which deals with principles laws, hypothesis and formula and the practical
aspect which is called experimental learning of chemistry, deals with the
observable and measurable aspects of chemistry.
Therefore, chemistry as a branch of natural sciences
enables us to understand the composition and properties of matter both living
and non – living around us.  One becomes
capable of explaining the behaviour of matter and also studies the chance of
regulating certain enhances that can better his environment for a happier
living.
The aim of teaching chemistry therefore, would be to
bring this body of knowledge to our pupils in such way that the would not only
appreciable it, but also want to bite deeper into it.
From the definition and general scope of chemistry as
stated above, it will be seen that chemistry student is frequently involved in
experimental investigating and companying the behaviour of different substances
under different sets of condition.  The
investigations require measurements frequently made in chemistry include mass,
molarity molar mass, amount of particles etc.
Thus the student of chemistry even in its most element
any stage cannot do without mathematics.
The Federal Government is committed to make huge
investments in education especially science education as indicated in the
National Policy on Education (1981) that “……….. A – greater proportion of expenditure
on education will be devoted to science and technology at all levels of the
educational system.  It is hoped that
such financial investments will lead to better performance and hence increase
the scientific orientation of the society.
The National curriculum on chemistry for senior secondary
schools in Nigeria
places emphasis on laboratory experiments. 
It is activity oriented.  The aim
of the curriculum planner is to satisfy the chemistry requirement of the senior
secondary school programme in the new national policy on education.  It provides guided discovery method in teaching
students.  This method of teaching is
recommended to ensure that learners are provided with continuous experiences in
skills of defining problems, recognizing assumptions, critical thinking,
observing, collecting and recording, data, testing and evaluating evidence,
manipulating variables, generalizing and applying generalizations.  The publics are encouraged to carry out their
experiments.  Thus practical chemistry
has great value.
To many students, chemistry is the most difficult among
the science subjects because of its chemical equations, equation derivations,
substitution and calculations and also the new system of running compound
(JUPAC) in comparism to Biology and Agricultural Sciences students choice of
chemistry at the West African School Certificate level is based on many factors
like future career prospect of the students parental and peer – group
influence, teachers altitudinal dispositions, availability of laboratory
equipment in the school and school location.
In view of the above, this research work is concerned
with the belief that there are some underlying factors which are responsible
for students poor performance in chemistry. 
The researcher believes that if these factors are identified and taken care
of, the learning and teaching of chemistry will be enhanced.
1.2       Statement of the Problem
Time is a major factor in assessing the performance of
students in chemistry while in adequate time can affect the performance of
students due to insufficient time for lecturer periods, laboratory studies and
so on.  It should be provided for
teaching and learning of chemistry to enhance better performance of students.
The teaching of sciences of which chemistry is one cannot
be over emphasis to attain nation technological growth this study in designed
to find out “The effect of time allocation on academic performance of students
in chemistry at SSS III level in Akure South Local Government Area of Ondo
State.
1.3       Purpose of the Study
The major purpose of this study is to identify the “the
effect of time allocated as a function to test the academic performance of
student in chemistry at SSS III in Akure South Local Government Area of Ondo
State. Specifically the study seek to:
i.            
Number of periods allocated for chemistry at
SSS III level.
ii.           
Laboratory facilities for teaching chemistry
iii.          
Time factor in the time table
iv.         
Identify the performance of students in
chemistry at SSS III level.
1.4       Significance of the study
The findings of this project will be very useful to
students and teachers of chemistry in many ways.  First of all it will help to improve the
standard of student performance in the West African School Certificate
Examination in chemistry.
Secondly, the findings will enable teachers of chemistry
to improve on the teaching of the subject.
Thirdly, the roles of government and parent teacher
Association in improving the teaching and learning of the subject will be
clearly stated.
In addition, the findings could help in increasing the
number of chemistry periods in secondary schools.  It is also hoped that the various policy
makers and educational administrations in the area of education would see
reason for allocating more financial resources to school for teaching of
chemistry, furthermore, adequate time allocating and financial resource on the
part of the policy makers would be more effective in teaching and learning of
chemistry which increase the technological growth of the nation.
1.5       Research Questions
The research questions for the study whose specific
purposes were given earlier on could be these.
i.            
What are the numbers of periods allocated for
chemistry at SSS III level?
ii.           
What are the numbers of teachers teaching
chemistry at SSS III level?
iii.          
What are the available laboratory facilities
for teaching chemistry?
iv.         
What are the time factors in relation to the
timetable?
v.          
What are the performances of students in
chemistry at SSS III level?
1.6       Hypothesis
This study seek to test the null hypothesis stated below:
i.            
There is no significant different between the
number of periods allocation to chemistry and the performance of student in achievement
test.
ii.           
There is no significant difference between
the number of chemistry teachers and Art teacher.
iii.          
There is no significant difference between
time allocation of chemistry period and other science subjects.
iv.         
There is no significant difference between
the performance of chemistry student and mathematic student.
1.7       Scope of the study
The scope of this study is one of the effect of time
allocation to test the academic performance of student in chemistry at SSS III
level.
1.8       Limitation of the study
Some problem were encountered in the course of finding
out this research work.
A lot of time were spent on the educational
administration of the schools concerned in the local government.
Due to fuel scarcity, transportation fare were also
high.  Moreover, the administrative
protocol and office problem have follow made collection of relevant information
difficult in the local education district.
1.9       Definition of Terms
Time:
This is a period of duration regarded as belonging to accomplishing a
particular task.
Timetable: This
is a schedule of time of classes lectures and so on in a school or university.
Student:
Student are the learners engaged in a course of study and instruction, at a
college, university or professional of technical school.
Iupac:
This is international union of pure and applied chemistry.  This is a system of naming new compound.  They are group of scientists like that CO2
is formally known as carbon dioxide but now called carbon iv oxide.
Education
Administrator
: These are the people entrusted with decision
making on issues affecting policies and programme of matters affecting
education.
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