CHAPTER FIVE

DISCUSSION, CONCLUSION, AND RECOMMENDATIONS

This chapter contains a discussion of the findings of the study and conclusion
from the findings that emerged from the study. Other issues discussed in the
chapter are implications of finding, recommendations, limitations and suggestions
for further study.

1.3 DISCUSSION OF THE STUDY

The findings of this study are discussed under the following headings

i. The qualification of chemistry teachers in senior secondary schools in

Ohimini Local Government Area of Benue state;
ii. Investigation of the extent of the availability of instructional materials and
the uses of the available instructional materials by chemistry teachers in
senior secondary schools in Ohimini Local Government area;
iii. Improvisation of the unavailable instructional materials in teaching of
chemistry by chemistry teachers in Ohimini Local government area.
iv. Effect of instructional materials on the performance of students in chemistry,
and challenges of improvisation of instructional materials in secondary
schools within Ohimini Local Government Area.
Qualification Of Chemistry Teachers in Senior Secondary Schools in Ohimini
Local Government Area of Benue State.

The results in Table 1.1 shows that the majority of teachers (respondents)
teaching chemistry in senior secondary schools in Ohimini local Governmnent area
are NCE holders with a population of 42.22% and the finding of this study agrees
with the opinion expressed by Sule (2002) that most teachers teaching chemistry
are unqualified and inexperienced and most of them are either OND or NCE
holders as only a few are degree holders.

In this result, it indicates that the majority of the teacher s teaching

chemistry in Ohimini Local Government area taught below 5 years which amount
to a total of 53.3%of the total populace of teachers. This implies that some teachers
in Ohimini Local Government area do not have teaching experience

Investigation of The Extent of The Availability of Instructional Materials

Chemistry Teachers in Senior Secondary Schools in Ohimini Local
Government Area.

The findings revealed that only few instructional materials are available for
teaching chemistry at the secondary schools in Ohimini Local Government area.
Specifically, the teachers indicated that only 7 out of the 20 listed items were
available in the schools. The remaining 13 items were either unavailable or
insufficient. Those available include: Test tube, Beaker, Retort stand, Conical
flask, Weighing balance, Measuring cylinder and Burette.

In these respects, the chemistry teachers have shown that there is gross
inadequacy of instructional materials for teaching chemistry in the schools. This
finding is in line with Okorie (2001) noted that instructional facilities in the
country are grossly inadequate and not only that they are few in number, but most
of those installed are out of date and need replacement. Olaitan et al (1990)
lamented that without the provision of adequate teaching materials in schools for
teaching chemistry, the achievement of the chemistry curriculum objectives might
be quite impossible. Inadequate learning resources will place serious limitations on
what the teacher can achieve. This finding is likely to continue in the future this
issue of inadequate instructional materials for home Economics has lingered for
quite some time. Amoo (2003) observed that very few in schools in Nigeria have
sufficient instructional materials e.g computers, laboratory equipments, textbooks,
journals etc. This lack of adequate instructional materials prevails, despite
government’s emphasis on practical education as a tool for national development.
One of the reasons for lack of instructional materials might, therefore, be due to
government failure to match the rhetoric on practical education with adequate
instructional materials in schools.

Improvisation Of The Unavailable Instructional Materials In Teaching Of

Chemistry By Chemistry Teachers In Ohimini Local Government Area.

Another finding of the study is that the secondary school teachers improvised some
instructional materials for teaching. The various instructional materials improvised
by chemistry teachers are as follows: Test tube tack, Spatula, Telescope,
Evaporating dish, Reagent bottle, Manual, Pipette, Tripod stand, Bunsen burner,
journals etc. The teachers ought to be commended for their modest effort in
improvising instructional materials, but more efforts are needed with respect to
those that are unavailable and at the same time, not improvised. This is because, in
his cognitive load theory, Sweller (1988) contented since students have difficulty
learning sophisticated material, improvisation of such materials, might demystify
the sophistication and make it easier for learners to learn using them. In other
words where teachers improvise most of the instructional materials needed for
teaching, they might succeed in keeping the cognitive loads of learners at a
minimum during the learning process. Many instructional materials do not
necessarily have to be bought or factory produced. I believe that teachers can
improvise materials, or rather exploit objects and situations in the classroom and
laboratory such as nature corner and illustrations for teaching different aspects of
chemistry