Examining the Challenges of Course Content Coverage in due Time Allocation and Teaching Practices as Perceived by Students in the Subject of Chemistry

Abstract

The study was conducted to examine the challenges of content coverage of chemistry textbooks in due time allocation in the National Curriculum and the students’ perception of the teaching practices of teachers at secondary schools. Two research questions were constructed; to what extent, the curriculum of Chemistry in terms of ‘content coverage has been implemented in public schools with special attention to theoretical and practical aspects of contents distributed term wise? How teachers teach chemistry content both theoretically and practically in classrooms? To find out the answer to these questions, the survey method was applied. One questionnaire was prepared for teachers while students were interviewed to understand their perception about teaching practices. Quantitative data was collected in the first phase while students were interviewed in the second phase. The sample comprised of 97 teachers (56 male and 41 female teachers) teaching Chemistry to secondary level students and 27 students (15 boys and 12 girls). Percentage and mean score were calculated against the responses of teachers taken through the Likert scale. Open-ended responses from students were presented in paragraph form after generating themes for descriptions. Major results included; one teaching period was insufficient for content coverage of 9^th and 10^th classes to cover theoretical and practical aspects of the course of chemistry. Apart from teaching periods, extra periods for practical work should be allocated in time table to complete the theoretical and practical work at the secondary level. It was suggested that all teachers who teach chemistry must be familiarized with the use of supporting materials like audio-visual aids for practical work to enhance the learning of students