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IDENTIFICATION OF ERRORS COMMITTED BY CHEMISTRY TEACHERS IN USING TECHNICAL TERMS DURING CLASSROOM INSTRUCTION
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Effective communication is crucial in educational settings, particularly in science classrooms, where the accurate use of technical terms plays a vital role in conveying precise scientific concepts. However, teachers may occasionally make errors when employing technical terms during classroom instruction, which can lead to misconceptions and hinder students’ understanding of chemistry. This study aims to identify and analyze the errors committed by chemistry teachers in using technical terms and their potential impact on student learning.
The research utilizes a qualitative approach, employing classroom observations and interviews with chemistry teachers to gather data. A purposive sampling technique is used to select a diverse group of experienced chemistry teachers from different educational institutions. The observations focus on teachers’ use of technical terms during instruction, while interviews provide insights into their understanding of the terms and instructional strategies.
The data analysis involves a systematic examination of observed errors in technical term usage and their potential implications. The errors are categorized based on the nature of the mistake, such as semantic errors, syntactic errors, or conceptual errors. Additionally, the analysis explores the possible reasons behind these errors, including inadequate content knowledge, misconceptions, or ineffective pedagogical practices.
The findings of this study provide valuable insights into the common errors made by chemistry teachers when using technical terms in classroom instruction. It sheds light on the specific challenges faced by teachers and offers recommendations for improving instructional practices. By addressing these errors, teachers can enhance their communication skills and promote more accurate understanding of chemistry concepts among students.
This research contributes to the existing literature on science education by focusing on the language aspect of chemistry instruction. It emphasizes the importance of precise technical term usage and highlights the need for professional development opportunities for chemistry teachers to enhance their subject matter knowledge and pedagogical skills. The study also underscores the significance of ongoing support and collaboration among teachers, curriculum developers, and educational policymakers in improving science education.
Keywords: technical terms, chemistry education, teacher errors, classroom instruction, science communication.
IDENTIFICATION OF ERRORS COMMITTED BY CHEMISTRY TEACHERS IN USING TECHNICAL TERMS DURING CLASSROOM INSTRUCTION, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
