Research Paper
Year: 2018 | Month: May | Volume: 5 | Issue: 5 | Pages: 179-186
Assessment of Chemistry Teachers’ Competence in Practical Chemistry in Secondary Schools in Makurdi, Benue State, Nigeria
Odihi Adikwu1, Sunday EsmondAtamonokhai2, Joseph OlaiyaFatoki3
1Department of Educational Foundations and General Studies, University of Agriculture, Makurdi, Nigeria
2Department of Science Education, University of Agriculture, Makurdi, Nigeria
3Benue State University Science and Technical College, Makurdi, Nigeria
Corresponding Author: Odihi Adikwu
ABSTRACT
This study was aimed at assessing the competence of chemistry teachers in the teaching of practical chemistry in secondary schools in Makurdi, Benue State, Nigeria. Areas of competence included teachers’ knowledge, attitude and skill. Method of assessment of teachers’ competence included use of a questionnaire (titled Teachers’ Competence Questionnaire (TCQ)) for teachers’ self-assessment ratings as well as students’ and school authorities’ ratings of the teachers. TCQ was validated and its reliability was 0.87 using Cronbach Coefficient Alpha. Survey research design was adopted for this study. Data were collected, collated and analyzed to answer three research questions. 360 students, 18 teachers and 12 principals from a sample of 12 schools participated in the study, out of the population of 110 government approved schools in Makurdi metropolis. Descriptive statistics of percentages was used to analyze the data. Findings indicated that the teachers’ knowledge and skill were above average, but their affection was below average, in practical chemistry. Their overall competence was moderate. It was recommended that government and school proprietors should encourage and motivate chemistry teachers, through appropriate and prompt remunerations and provision of adequate laboratory materials, to improve their affection for practical chemistry.
Key words: Assessment; teacher’s competence; teaching; practical chemistry; secondary schools; Makurdi Nigeria
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