CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

In a globalized and complex world, the detrimental effects of chemical practices on the environment have come to the forefront of the problems and dangers to the society especially students and teachers learning science and its practices. These problems are such that a single scientific approach or even science alone can no longer cope with the ensemble of ramifications that come with each problem (Karpudewan, Roth & Ismail, 2013). Over the past few decades, there has been a growing awareness among the scientific community about the detrimental effects of chemical practices on the environment and quality of life. This concern has extended to the field of chemistry and this heightened consciousness has spurred an active pursuit of alternative solutions and strategies to promote environmentally friendly chemical practices.

Chemistry as a central science which deals with the study of matter, its structure, composition, properties and the changes in which matter undergoes is closely related to human life (Aniodoh & Eze 2014). The role of chemistry is so great in improving the quality of human life, mainly in the social, industry, economy and education (Udoh, 2012). Chemistry can be a tool of natural resources utilization in order to satisfy human needs. Yet, the process, production and use of chemicals itself has caused some environmental problems, such as pollution and health problems (Umanah & Udo, 2021). Therefore, there is a need to ensure that chemistry do not cause harm but should be practiced in a manner that is conducive to the environment, students and teachers (O’Neil, Scott, Relph & Ponnusamy, 2020).

Chemistry is regarded as a difficult subject by many students probably due to the abstract nature of the subject. Concepts such as particulate nature of matter, dissolution, balancing of equations, chemical bonding, periodicity of element and Le chateliers principle are some of the concepts perceived by students as being difficult yet these concepts are fundamental to effective learning and understanding of chemistry (Ogbanje, 2014). Le Chatelier's principle state that if an external constraint (change in temperature, pressure or concentration) is imposed on a chemical system in equilibrium, the equilibrium will shift so as to annul or neutralize the constraint. It is a useful tool to predict what happens when the conditions are change in a chemical reaction in dynamic equilibrium (Peris, 2021). Every reversible reaction reaches its equilibrium under a given set of condition. This equilibrium state is dependent on the temperature, pressure and concentration of the reacting system.

Le Chateliers principle is one of the very important concepts in chemistry as it is one of the foundations in which chemistry learning is built. Learning about Le chateliers principle allows us to increase the yields of certain products formed in reversible reactions. As such, Le chateliers principle needs to be presented in such a way that is clearly understood by the learners (Joki & Aksela, 2018). Despite the importance of Le Chateliers Principle, report from WAEC Chief Examiner (2019) indicated that students’ do not understand and fail to answer questions set on Le Chateliers principle which led to poor academic achievement in Chemistry. However, since the importance of this concept in chemistry cannot be overemphasized, effective approaches need to be employed in the teaching of the concepts to avoid poor academic achievement by students. Such innovative approaches include scaffolding, brainstorming, traditional laboratory and green chemistry approaches to mention a few.

Green Chemistry also known as the sustainable Chemistry is one of the new approach and scientific development in the field of Chemistry engineered towards the development of more environmentally friendly products and processes that both reduce waste and prevent toxic substances from entering the environment (Umanah & Udo, 2021). Green Chemistry approach is an approach to the design of chemical products and processes that reduce or eliminate the use and production of substances that are hazardous to human health or the environment (Karpudewan, Roth & Ismail 2015). It is a fundamentally new approach to environmental protection, transitioning away from managing materials containing toxic chemicals at the end of a products’ chemicals life cycle, reducing or eliminating the use of toxic chemicals altogether. It involves promoting the design of environmentally benign processes that minimize or eliminate the use of toxic substances (feedstock, reagents and solvents) and minimize unwanted by-products, especially toxic materials.

Green chemistry has become an important approach for educating and equipping the students with skills and knowledge that will enable them to contribute to a sustainable future through chemistry. The use of green chemistry approach in teaching in secondary schools is a one way of showing the importance of chemistry for sustainable development and improving student academic achievement (Umanah & Udo, 2021). This gives the student the opportunity to learn that Chemistry is evolving in such a way that is becoming more environmentally friendly by focusing on the development of harmless and non-polluting chemicals and chemicals processes (Caruana, 2015). Green Chemistry approach is a platform to discuss sustainable development in the classroom. This is as a result of the connection green chemistry provides between the subject matter of Chemistry and students’ everyday lives and creates room for students to address the environmental problems faced by the local and global community. Furthermore, the knowledge and practice of Green Chemistry can enhance students’ critical thinking, problem solving and communicative skills equipping the next generation of students to ensure a sustainable future.

Traditional laboratory approach is an approach of teaching by demonstration of theoretical phenomenon into practical terms (Hamidu, Ibrahim & Mohammed, 2014). Traditional Laboratory approach is a process where the students are in direct contact with the concept or processes, they are learning (Chibabi, Umoru, Onah & Itodo, 2018). This includes; any activity involving students in real situations using genuine materials and properly working equipment. According to Ali and Lykknes (2022), traditional laboratory approach is a unique way of instruction and it forms an integral part of effective science teaching. It helps the students to understand complex abstract ideas and gives students an opportunity to participate in the process and have an appreciation for the methods of science. Consequently, a positive attitude towards traditional laboratory approach affects student academic achievement (Hinneh, 2017). It plays a significant role in understanding chemistry concept through the development of visual, perceptual and manipulative skills and also makes learning permanent among students.

Despite the important use of traditional laboratory as an approach of teaching, it effects on human health and its environment has been treated with negligence. This is because the utilization and production of chemicals, feedstock, reagents and solvents to mention just a view do not take into cognizance its harmful effects on the environment resulting in increased risk of accident for student and teachers. The facilities, space, lightening, ventilation, workbenches, chemicals, reagents and solvents used in traditional laboratory influences the safety and comfort of students and its environment (Odutuyi, 2015). Studies have revealed, however, that traditional laboratory approach is not very effective in achieving a range of learning objectives, such as: science process skills, attitudes and students’ academic achievement towards the subject matter and the environment (Hakkikadayifci & Ayseyalcin-celik, 2016). Gender is another variable considered in this study.

Generally, there is an existence of gender inequality in student academic achievement in Chemistry and science generally (Ogbanje, 2014). Gender is a socio-cultural construct that gives the differentiated roles and responsibility of men and women in a particular society. This implies that gender determines the role, which one plays in a society. Researchers have reported gender difference in students’ academic achievement in science and have contradicting findings (Mwiigi, 2014). Some studies observed gender disparity in favour of females (Parajuli & Thapa, 2017). Gambari, Shittu, Daramole and James, (2016) reported male superiority, while some other researchers reported no disparity in the achievement of male and female students. Based on these, this study therefore sought to investigate the influence of gender on students’ academic achievement in chemistry using green Chemistry and traditional laboratory approaches in teaching Le Chateliers principle in Chemistry.

1.2 Statement of the Problem

The indispensability of Chemistry in the development of our society has been universally acknowledge. Unfortunately, the teaching of chemistry over the years has no connection with environmental issues and has not raised students’ capabilities for coping with sustainable development issues and understanding for different solutions to societal challenges. With increasing concerns about environmental sustainability and the adverse effects of chemical waste, there has been a growing interest in incorporating Green Chemistry principles into educational curricula. Green Chemistry aims to design chemical processes and products that are environmentally friendly, reducing or eliminating hazardous substances and waste. However, the traditional laboratory approach in chemistry education has long been the conventional method of teaching and learning. This approach often involves the use of hazardous chemicals, generating substantial waste, and poses potential risks to students' safety. While the traditional laboratory approach provides hands-on experience and practical skills, it may not align with the principles of sustainability and safety that Green Chemistry promotes. Therefore, the problem at hand is to investigate the impact of Green Chemistry and Traditional Laboratory Approaches, on students' academic achievement in Chemistry. Are students who are exposed to Green Chemistry principles more likely to demonstrate higher academic achievement in Chemistry compared to those who follow traditional laboratory practices? Conversely, does the traditional laboratory approach have any advantages in terms of academic achievement when compared to Green Chemistry? Hence this present study is therefore designed to investigate green chemistry and traditional laboratory approaches on students' academic achievement in chemistry in Onna Local Government Area of Akwa Ibom State.

1.3 Purpose of the Study

The purpose of this study is to investigate the effects of green chemistry and traditional laboratory approaches on students’ academic achievement in the concept of Le Chatelier's principle in Chemistry in Onna local Government Area.

Specifically, this study seeks to:

1. Determine the difference in the mean achievement scores of students taught Le Chatelier's principle using green chemistry and traditional laboratory approaches.

2. Determine the difference in the mean achievement scores between male and female students' when taught Le Chatelier's principle using green chemistry approach.

3. Ascertain the difference in the mean achievement scores between male and female students' when taught Le Chatelier's principle using traditional laboratory approach.

1.4 Research Questions

1. What is the difference in the mean achievement scores of students taught Le Chatelier's principle using green chemistry and traditional laboratory approaches?

2. What difference exists in the mean achievement scores between male and female students taught the concept Le Chatelier's principle using green chemistry approach?

3. What difference exists in the mean achievement scores between male and female students taught the concept Le Chatelier's principle using traditional laboratory approach?

1.5 Hypotheses

1. There is no significant difference in the mean achievement scores of students taught the concept of Le chatelier's principle using green chemistry and traditional laboratory approaches.

2. There is no significant difference in the mean achievement scores between male and female students taught the concept of Le Chatelier's principle using green chemistry approach.

3. There is no significant difference in the mean achievement scores between male and female students taught the concept of Le Chatelier's principle using traditional laboratory approach.

1.6 Significance of the Study

The findings of this study are expected to be of benefit to chemistry teachers, students, curriculum planners and other researchers.

1. The findings of this study will aid in the development of chemistry teacher training programs aimed at producing teachers who are competent in the use of traditional laboratory and green chemistry approaches.

2. The findings of this study will provide insights on the use of appropriate teaching approach in order to improve students’ academic achievement in chemistry.

3. This finding will also help to inform chemistry teachers on the use of appropriate teaching approaches that will minimize gender disparity observed in chemistry students’ achievement in internal and external examinations such as the Senior School Certificate Examination (SSCE).

4. To the curriculum planners, findings from this study will help them include green chemistry and traditional laboratory approaches that will enhance students' achievement in chemistry.

Generally, it will add to the existing body of literature for further studies by other researchers.

1.7 Scope of the Study

This research work focused on the green chemistry and traditional laboratory approaches on student's academic achievement in chemistry in Onna Local Government Area of Akwa Ibom State. Only Senior Secondary two (SS2) Chemistry students were used in the study because Le Chatelier's principle is a topic in S.S.2 Chemistry curriculum. This study is delimited to two (2) public senior secondary schools in Onna Local Government Area.

1.8 Definition of Terms

Green Chemistry Approach: Green chemistry approach is an approach to the design of chemical products and processes that reduce or eliminate the use and production of substances that are hazardous to human health or the environment.

Traditional Laboratory Approach: Traditional laboratory approach refers to the approach of teaching by demonstration of theoretical phenomenon into practical terms without references to the effect of the chemistry practical on the environment.

Gender: Gender is a socio-cultural construct that connotes the differentiated roles and responsibilities of men and women in a particular society.