Impact of Factors Affecting Teachers’ Utilization of Practical Periods on Achievement in Qualitative Analysis among Secondary Schools Students in Dawakin-Kudu Educational Zone, Kano-Nigeria

Abstract

This study investigated the factors affecting teachers’ utilization of practical period and its impact on achievement in qualitative analysis among secondary schools Students in Dawakin-kudu Educational zone of Kano-Nigeria. The study adopted an ex-post facto research design. The population of this study comprised the entire science senior secondary schools offering chemistry under Dawakin Kudu Educational zone of Kano state, with total number of thirty-two (32) schools, with 7607 SS III students. The sample of the study comprised of 370 students selected using stratified sampling and simple random techniques method. The instrument used for data collection was Students practical chemistry qualitative analysis achievement test (SPCQAAT) with reliability coefficient of 0.606 determined using Pearson Product Moment-Correlation Coefficient (PPMCC). ANOVA F-test and Scheffe test at 0.05 levels of significance where used to test hypotheses using Statistical Package for Social Sciences (SPSS) version 23. It was found that there was significant impact between each of the predictor variables and the outcome variable. The predictor variables considered in this study include Time allocated for chemistry practical (TAP) and Class size for chemistry practical (CSP). Each of these variables has significant impact on the outcome variable. Based on the findings it was recommended that enough time should be given for practical in qualitative analysis. It’s also recommended that more classes should be constructed, and more science teachers be employed to take care of the teaming population in qualitative analysis practical chemistry.