CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Chemistry is a fundamental and diverse discipline that provides the building blocks for a
wide range of scientific and technological advancements. It involves the study of matter and its
properties, reactions, and transformations. Like other science disciplines, chemistry serves as a
platform for the development of scientific literacy as well as for the acquisition of fundamental
scientific knowledge and abilities that will promote socioeconomic empowerment (Holbrook,
2004). The acquired knowledge is put to use in order to address issues relating to both the
environment and man. In both natural occurrences and the processes that form the foundation of
scientific advancement, chemistry plays a key role.

Understanding chemistry is an essential component of our general education since it has

a significant impact on our daily lives, serves as the foundation for many sectors, and serves as
the basis for the creation of new technologies. Family planning, health care, public health,
agriculture, metallurgy, textiles, construction materials, and a huge variety of other disciplines of
the highest social relevance have all benefited from its scientific advancements (Holbrook,
2004). Chemistry as a science subject held a special place in the development of science and
technology in every nation on earth (Bugaje, 2013; Ibrahim, Tairo, Aminu, Isah, Muhammad,
2017). Chemistry has been acknowledged as an important subject in the framework of science
education, and its applications in the scientific and technical advancement of any country have
been widely reported (Adesoji, 2008). It was made a core subject among the natural sciences and
other science-related courses in the Nigerian Education system because of the recognition given
to it in the development of the individual and the nation. (Adesoji, 2008; Edomwonyi and Avaa,
2011; Bugaje, 2013). Chemistry is essential to economic growth and, because to its importance
in entrepreneurial programmes, will be a crucial part of Nigeria's industrial and agricultural
development.

A curriculum refers to a set of courses or a program of study offered by a school, college

or university. It is a comprehensive plan that outlines what students are expected to learn, the
methods used to teach them and the resources required to support their learning. According to

1
Coles in Igbokwe (2009), curriculum encompasses all the formal and informal, overt and covert,
acknowledged and ignored, purposeful and inadvertent actions, experiences, and learning
opportunities that institutions and teachers are accountable for. Ogunyemi (2009), sees
curriculum as the planned and unplanned experiences that students have as part of their formal or
semi-formal education with the goal of helping them develop into well-rounded individuals who
can make significant contributions to their community and the globe.

Curriculum is the act of choosing and achieving predetermined societal goals with the aid
of the educational system, curriculum is the entirety of the learning environment,
(Offorma,2007). A well-designed curriculum is crucial in promoting student learning and
helping them to achieve their academic goals. The curriculum should be designed to provide
students with the knowledge and skills they need to succeed in their chosen careers. To be
effective, the curriculum must be relevant, engaging, and updated regularly to reflect the latest
advances in each field.

Chemistry curriculum is an essential component of a comprehensive education program.

It provides students with the foundation they need to understand the properties of matter, the
behavior of chemicals, and the reactions that take place between different substances. It is
important for the chemistry curriculum to be well structured, so that students can build upon the
knowledge and skills they gain at each stage of their education. The curriculum should be
designed to foster critical thinking, problem-solving skills, and the ability to analyze data which
will help students to understand complex chemical reactions, develop a deeper understanding of
the natural world, and be better prepared for careers in the sciences. A well-structured curriculum
should include a variety of activities and assessments that challenge students to apply their
knowledge in new and different ways (Wikipedia).

Nigeria senior secondary school chemistry curriculum is the program of study for
chemistry in senior secondary schools in Nigeria. It plays a vital role in shaping the future of
Nigerian students by providing them with the necessary knowledge and skills to pursue careers
in chemistry and related fields. The curriculum covers a wide range of topics, including chemical
reactions, solutions, acids and bases, organic chemistry, chemical bonding, and electrochemistry.
The curriculum is designed to provide students with a solid foundation in chemistry and prepare
them for further studies in science and engineering. The importance of senior secondary school

2
chemistry curriculum cannot be overemphasized. It provides students with the necessary
foundation to pursue further studies in chemistry or related fields. The study of chemistry is also
essential in helping students to develop critical thinking and problem-solving skills, as well as a
better understanding of the natural world around them. Additionally, a strong foundation in
chemistry is essential for many careers in fields such as medicine, agriculture, and engineering.

Socioeconomic development is made up of two words relating to social factors like

education and profession as well as economic factors such as income and resources.
Socioeconomic development is defined as the process of change or improvements in social and
economic conditions as they relate to individuals, organization or society as a whole. It is
measured with indicators, such as GDP, life expectancy, literacy and levels of employment
(Wikipedia). Changes in less-tangible factors are also considered, such as personal dignity,
freedom of association, personal safety and freedom from fear of physical harm, and the extent
of participation in civil society. Causes of socioeconomic impacts are, for example, new
technologies, changes in laws, changes in the physical environment and ecological changes.
Socioeconomic development of any region or area depends on many factors or components
which include: Per capita income which is widely accepted as a general measure of development,
level of agricultural development which is a pre-requisite of economic growth in our country,
industrialization, level of urbanization, occupational structure of a region which is known with
the distribution of its working population among different economic activities which are most
significant aspect of an economy, level of educational development which is a crucial factor of
social, economic and cultural development and it provides economic opportunities and helps to
overcome social barriers. Other components of socio-economic development include: level of
health status, transport and communication, population structure (Wikipedia).

The senior secondary school chemistry curriculum plays a significant role in shaping
students' understanding of the world around them and equipping them with the necessary
knowledge and skills to succeed in their future endeavors. From a socioeconomic perspective,
there are some key relevance of this curriculum, like career preparation i.e. by studying
chemistry, students will be better equipped to pursue these careers, leading to better job
opportunities and higher earning potential (Wikipedia). Another one is environmental awareness
in which students who study chemistry will learn about the chemical processes that occur in the

3
environment, the properties of various chemicals, and how they interact with the environment
and this knowledge will help students make informed decisions about their actions and how they
can contribute to a sustainable future. Also, chemistry plays an important role in the development
of consumer products; by studying chemistry, students will be able to understand the chemical
composition of products and make informed decisions about their purchases. Other socio-
economic relevance of chemistry curriculum include: technological advancement, making
students become global citizen by making them gain a deeper understanding of these issues and
be better equipped to contribute to solving global problems, developing problem solving skills,
promoting scientific literacy, improvement of quality of life, support for economic development,
encouragement of curiosity and creativity and preparation for higher education (Wikipedia).

An assessment is a process used to evaluate or measure the knowledge, skills, aptitudes,

or abilities of an individual or group. Assessments can take many forms and can be used for
various purposes, including determining educational progress, evaluating job performance,
identifying areas for professional development, or making decisions about hiring, promotion, or
admission. Some common types of assessments include tests, quizzes, exams, standardized tests,
aptitude tests, personality tests, and performance assessments. The results of assessments are
often used to make decisions about individuals, organizations, or programs, and can have
significant consequences (Wikipedia). Teachers use assessment to find and treat learning issues
in their pupils as well as to provide them useful input on how to enhance their work (Education
Bureau, EDB 2011). The idea of evaluation is supported by the conviction that every student is
different, has the capacity to learn, and should be given the opportunity to express their full
potential. Assessment is carried out as a crucial component of the curriculum, learning and
teaching, and feedback cycle in order to encourage greater learning. The curriculum has outlined
the learning targets and objectives that students should learn (examples: knowledge, skills,
values and attitudes.). EDB (2011) states that assessment, the activity of gathering proof of
student learning, should be planned in a way that evaluates both the learning processes that lead
to what students are expected to learn (i.e., learning targets and content). This organization took
a step further by introducing several assessment methods that can be employed as needed for a
thorough knowledge of student learning in many areas. After receiving feedback, students and
teachers can decide how to proceed in order to enhance both teaching and learning.

4
 Formative assessment is intended to support learning by giving the learner feedback that
may be utilized to pinpoint strengths and weaknesses and thus enhance future performance. The
best situations for formative assessment are ones in which the participants in the learning process
will use the results internally (students, teachers, curriculum developers). Summative
assessments are mostly used to decide on grades or assess readiness for advancement.
Summative assessment, which usually takes place at the conclusion of an educational activity
and serves to assess the learner's overall performance. Summative assessment is used to convey
students' competencies to external stakeholders, such as administrators and employers, in
addition to serving as the foundation for grade assignment (Darling-Hammond, 2006).

Nigeria faces many socio-economic challenges, including poverty, unemployment, and

income inequality. Education, including chemistry education, has the potential to play a
significant role in promoting socio-economic development. Investing in education can lead to
improved job opportunities, higher wages, and increased productivity. This, in turn, can help to
reduce poverty and promote sustainable development. Assessing the socio-economic relevance
of the senior secondary school chemistry curriculum is crucial in ensuring that the education
system is meeting the needs of society. A curriculum that is relevant to the socio-economic needs
of a country is more likely to contribute to the development of its citizens. This study will
provide insights into the extent to which the senior secondary school chemistry curriculum in
Nigeria is aligned with the socio-economic needs of the country and will inform efforts to
improve the curriculum to better meet the needs of its students and the country.

1.2. Statement of the Problem

Despite the importance of chemistry education for the development of critical thinking
skills and the promotion of technological innovation, there is limited research on the impact of
the senior secondary school chemistry curriculum on socio-economic development in Nigeria.
The majority of secondary school students studying chemistry are unable to put the ideas they
have learned into practice, relate theoretical concepts to real-world situations, or see chemical
knowledge as a means of generating income. The skills obtained at the conclusion of secondary
school don't seem to be sufficient to make graduates competent and independent, so they can't
help improve the country. The purpose of this study is to assess the socio-economic relevance of
the current senior secondary school chemistry curriculum in terms of its contribution to the

5
socioeconomic development of the country. This study aims to determine whether the curriculum
is aligned with the needs of the Nigerian society and if it is adequate in terms of content,
instructional methods, and assessment strategies to support the socioeconomic development of
the country.

1.3. Research Questions

1. What are the perspectives of the teachers and students on the relevance of the chemistry
curriculum to the socioeconomic needs of the country?
2. How do students perceive the relevance of the chemistry curriculum to their future
careers, and how does this impact their motivation and performance in the subject?
3. How can the senior secondary school chemistry curriculum be better aligned with the
needs of the Nigerian economy, and what are the potential benefits of such alignment?
4. How can the impact of the chemistry curriculum on students' future career prospects be
measured, and what are the best methods for evaluating the curriculum's socio-economic
relevance?
5. What are the potential challenges and obstacles to improving the socioeconomic
relevance of the senior secondary school chemistry curriculum in Nigeria, and how can
these be overcome?

1.4 Significance of the Study

The results of this study will have important implications for the future of education and
economic policies in Nigeria. The findings will provide a clearer understanding of the current
state of the senior secondary school chemistry curriculum, its strengths and weaknesses, and the
areas where it needs to be improved. This information will be valuable for policymakers,
educators, and employers, as it will help to inform decisions about the best ways to promote the
socio-economic relevance of the chemistry curriculum in Nigeria. Additionally, the study will
contribute to the wider academic literature on the relationship between education and economic
development, and will provide insights into the challenges and opportunities of promoting the
socio-economic relevance of science education in low- and middle-income countries.

1.5 Scope of the Study

6
 The scope of this study is limited to the senior secondary school chemistry curriculum in
Nigeria, and does not consider other subjects or levels of education. The study will focus on the
content and objectives of the curriculum, the perspectives of teachers and students. The study
will also consider the socio-economic importance of the curriculum, but will not delve into a
comprehensive analysis of the entire Nigerian economy. The limitations of the study include the
availability of data, and the limited sample size of teachers and students that can be surveyed.

1.6. Operational Definition of Terms

Chemistry: Chemistry is that aspect of science that deals with the nature of matter, its
properties, and its change in condition.

Curriculum: Curriculum is the total package of what is to be taught or learnt, it as a process of

translating national educational objectives into ‘within-school do-ables’.

Senior Secondary School Chemistry Curriculum - refers to the formal instruction and
learning activities that students receive in chemistry classes in the final years of secondary
education in Nigeria. The curriculum will be considered in terms of its content, objectives, and
alignment with the needs of the job market.

Socio-economic Relevance - refers to the extent to which the senior secondary school chemistry
curriculum prepares students for meaningful and economically beneficial careers, and
contributes to the overall development of the Nigerian economy

Employment outcomes - refers to the employment status, job characteristics, and earnings of
graduates who have studied chemistry in senior secondary school.

Student- a student is a person who is studying at a school, college, or university, typically to

acquire knowledge and obtain a degree or certification.

Teacher- a teacher is a person who provides instruction or education to others, typically in a

school or academic setting. A teacher’s role is to guide students in their learning, assess their
progress, and help them to develop the skills and knowledge they need to succeed.

Assessment- This entails compiling and analyzing data regarding the degree of learning
objectives achievement by students.

7
8