Secondary school chemistry teachers’ attitudes towards the recommended chemistry textbooks.

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dc.contributor.authorOkafor, N
dc.date.accessioned2022-10-14T13:15:20Z
dc.date.available2022-10-14T13:15:20Z
dc.date.issued2013
dc.description.abstractThe study sought to ascertain secondary school chemistry teachers' attitudes towards the recommended chemistry textbooks. It ha,: examined, the status of the adopted chemistry textbooks for scientific literacy themes among some categories. It made use of descriptive survey and inferential design with a sample size of two hundred (200) chemistry teachers from both private and public secondary schools in Education District 1. Teachers Attitude Inventory on Recommended. Chemistry Textbooks (TAIRCT) r - 0.75 was, used in data collection Data analysis involved the use of simple percentages and two-way AN OVA. The findings showed a significant gender gap in the teaching of chemistry with the recommended chemistry textbooks, with the males (52.5 %) having more favourable attitude than the females (47.5%). Tin experienced chemistry teachers have less favourable attitude to tin recommended texts (10 %); public school chemistry teachers have more favourable attitude (52 %) than the private teachers (48 %) towards the state recommended textbooks. The recommended chemistry textbooks devoted their intents only to category 1 (the fundamental knowledge of science) and the non recommended textbook had the most balanced profile among the four categories of scientific themes. ‘The article suggested that any chosen textbook must reflect the interaction of chemistry in solving everyday problems. It has concluded that recommended chemistry textbooks should prove that their contents convey science as more than knowledge about the world and should prepare teachers and students for personal, academic growth, social relevance and general education for life. It was concluded that all the recommended texts should portray personal academic growth and social relevance for curriculum balance.en_US
dc.description.sponsorshipAuthoren_US
dc.identifier.citationOkafor, N. (2013). Secondary school chemistry teachers’ attitudes towards the recommended chemistry textbooks. Multidisciplinary Journal of Academic Excellence, 9 (1), 102-112. A Publication of National Association for Advancement of Knowledge (NAFAK), Faculty of Education, University of Nigeria, Nsukka,en_US
dc.identifier.issn2141-3215
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/11750
dc.language.isoenen_US
dc.publisherNational Association for Advancement of Knowledge (NAFAK), Faculty of Education, University of Nigeria, Nsukka,en_US
dc.subjectDifficulty levelsen_US
dc.subjectRecommended Textbooken_US
dc.subjectChemistryen_US
dc.subjectAttitudeen_US
dc.subjectCurricular Materialsen_US
dc.subjectTerminologyen_US
dc.titleSecondary school chemistry teachers’ attitudes towards the recommended chemistry textbooks.en_US
dc.typeArticleen_US
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