Practical Strategies to Improve Leaner performance in Chemistry Topics Perceived as Difficult to Learn in Secondary Schools of Northern Province of Zambia

Abstract

Senior secondary school pupils have, for some time now, exhibited unsatisfactory performance in some chemistry topics that are perceived as difficult to learn in their school certificate and General Certificate of Education (GCE) Examinations. This study aimed, firstly, at establishing the effect of gender on the perception of learning difficulties in secondary school chemistry, and, secondly, identifying possible practical teaching and learning strategies that would address pupils’ learning difficulties in secondary school chemistry with a view to improving their performance. The study was conducted in 8 secondary schools in Kasama, Luwingu, Mbala and Mungwi districts. Eight heads of departments, 16 chemistry teachers and 221 secondary school pupils constituted the sample. Data were collected through questionnaires and semi-structured interviews. Heads of departments, chemistry teachers and pupils completed questionnaires. Sixteen (16) chemistry teachers and 68 pupils attended follow-up oral interviews. Results of the study revealed that gender difference had an impact on the pupils’ perception of learning difficulties. Teachers of chemistry acknowledged this fact but they were not agreed on which gender, per se, had a better or a more positive perception of learning difficulties. It further established that pupils’ learning difficulties could greatly lessen by conducting practical work, revising difficult topics and providing remedial lessons, strengthening formative assessment through additional assignments or research work or homework, integrating Information ,Communication and Technology (ICT), Virtual Instrumentations (VIs) , motivating pupils , using a variety of active teaching techniques, allocating enough time to difficult topics and providing learners with study resources such as tailor-made handouts so that they have the information they need for their study, conducting school-based Continuing Professional Development (CPD) when used for the first time it is important to write it in full and put the acronyms in brackets) and attending subject associations such as Zambia Association for Science Educators ( ZASE) meetings ,upgrading teachers, procuring necessary equipment, apparatus and chemicals and setting up a chemistry- specific laboratory.