Chapter 1

Introduction

1
 A developed country (or industrialized country, high-income
country, more economically developed country (MEDC), advanced country is
a sovereign state that has a high quality of life, developed economy, and advanced
technological infrastructure relative to other less industrialized nations. Most
commonly, the criteria for evaluating the degree of economic development are
the gross domestic product (GDP), gross national product (GNP), the per capita
income, level of industrialization, amount of widespread infrastructure and general
standard of living.

There are both theoretical and empirical reasons for believing that
literacy and education are essential for economic and social development. The
education of girls has served to reduce widespread gender inequalities and has
improved the relative position of women in poor countries. The education and
empowerment of women has been associated with improvements in a range of
development outcomes, and is associated with sharp falls in infant mortality and
fertility.

The links between education, health and development are many and
varied; in many contexts “all good things” (or “bad things”) go together.
The demographic transition describes how fertility and mortality rates change over the
course of economic and social development. In the early or first phase of development
birth rates and mortality rates are high due to poor education, nutrition and healthcare.
In such circumstances, characteristic of many developing countries prior to the
Second World War, population growth remains low. As living standards, nutrition and
public health improve during the second phase of the transition, mortality rates tend to
decline. As birth rates remain high, population growth becomes increasingly rapid.
Historically, much of Africa, Asia and Latin America experienced this trend during
the second half of the twentieth century.

Those countries who know the importance of education, so they first

prefer to get education. Also, there are some countries in which all the students can’t
get education in the universities. So, they give scholarships to someone’s who are
talented and they got education on free of cost. Those countries first prefer to get
education because they know that there is nothing which helps in developing a
country more than education.

2
 Therefore, the education plays a great role in a country. They help in
every field of life. It informs us in about the everything after this is in our control that
how we use that thing. We can use them positively or negatively. If we want to
develop a country then we should be use it positively.

Education seeks us that what and how and how many one thing develop
a country. it shows all the advantages and disadvantages about that thing. Education
helps us to teach one thing first and then we can use it in developing a country.

Hence the education plays a huge and a great role in developing a

country. Due to this the Diogenes Caertius says that “The foundation of every state is
the education of its youth”.

Education means a form of learning in which knowledge, skills and

habits are transferred from on generation to the nest generation. The education of a
person starts when he born. At the early stage the most important teachers of a child
are his parents and specially his mother’s. Because one mothers can teach his child
best. As there are three levels of education primary, secondary and tertiary.

1.1 Definitions of Terms

1.1.1 Education:

The act or process of imparting or acquiring general knowledge,

developing the powers of reasoning and judgment, and generally of preparing oneself
or others intellectually for mature life.

1.1.2 Technology and Education:

Technology is all around us and is linked to our

daily lives. Using technology in education expands the possibilities for kids’ overall
growth. In addition, it makes learning more interesting and enjoyable.

In addition to providing students with access to information, new

technology can genuinely inspire and empower them. Because so many children are
already familiar with tablets and smartphones, learning through electronic methods
will likely become more exciting than frightening. Thus, integrating these
technologies causes learners’ increased participation and interest in studies.

3
1.1.3 Science:

The systematic study of the structure and behavior of the physical and natural world
through observation, experimentation, and the testing of theories against the evidence
obtained.

1.1.4 The world of science and technology:

Science and technology are important

parts of our day to day life. We get up in the morning from the ringing of our alarm
clocks and go to bed at night after switching our lights off. All these luxuries that we
are able to afford are a resultant of science and technology. Most importantly, how we
can do all this in a short time are because of the advancement of science and
technology only. It is hard to imagine our life now without science and technology.
Indeed our existence itself depends on it now. Every day new technologies are coming
up which are making human life easier and more comfortable. Thus, we live in an era
of science and technology.

Essentially, Science and Technology have introduced us to the

establishment of modern civilization. This development contributes greatly to almost
every aspect of our daily life. Hence, people get the chance to enjoy these results,
which make our lives more relaxed and pleasurable.

1.1.5 Study of Science:

Science is the pursuit and application of knowledge and

understanding of the natural and social world following a systematic methodology
based on evidence.

Scientific methodology includes the following:

• Objective observation: Measurement and data (possibly although not necessarily

using mathematics as a tool)

• Evidence

• Experiment and/or observation as benchmarks for testing hypotheses

• Induction: reasoning to establish general rules or conclusions drawn from facts or

examples

4
• Repetition

• Critical analysis

• Verification and testing: critical exposure to scrutiny, peer review and assessmen

1.1.6 Branches of Science:

The branches of science, also referred to

as sciences, scientific fields or scientific disciplines, are commonly divided into three
major groups:

1. Formal sciences: the study of formal systems, such as those under the branches
of logic and mathematics, which use an a priori, as opposed
to empirical, methodology.

2. Natural sciences: the study of natural phenomena

(including cosmological, geological, physical, chemical, and biological factors of
the universe). Natural science can be divided into two main branches: physical
science and life science (or biology).

3. Social sciences: the study of human behavior in its social and cultural aspects.

Scientific knowledge must be based on observable phenomena and must

be capable of being verified by other researchers working under the same
conditions. This verifiability may well vary even within a scientific discipline.

Natural, social, and formal science make up the fundamental sciences,

which form the basis of interdisciplinarity- and applied sciences such
as engineering and medicine. Specialized scientific disciplines that exist in multiple
categories may include parts of other scientific disciplines but often possess their
own terminologies and expertise.

Formal Sciences:

The formal sciences are the branches of science that are concerned
with formal systems, such as logic, mathematics, theoretical computer
science, information theory, systems theory, decision theory, statistics.

Unlike other branches, the formal sciences are not concerned with the
validity of theories based on observations in the real world (empirical knowledge), but

5
rather with the properties of formal systems based on definitions and rules. Hence
there is disagreement on whether the formal sciences actually constitute as a science.
Methods of the formal sciences are, however, essential to the construction and testing
of scientific models dealing with observable reality, and major advances in formal
sciences have often enabled major advances in the empirical sciences.

Natural Sciences:

Natural science is a branch of science concerned with the

description, prediction, and understanding of natural phenomena, based on empirical
evidence from observation and experimentation. Mechanisms such as peer review and
repeatability of findings are used to try to ensure the validity of scientific advances.

Natural science can be divided into two main branches: life

science and physical science. Life science is alternatively known as biology, and
physical science is subdivided into branches: physics, chemistry, astronomy and Earth
science.

1.1.7 Chemistry:

The science that deals with the properties, composition, and

structure of substances (defined as elements and compounds), the transformations
they undergo, and the energy that is released or absorbed during these processes.

Every substance, whether naturally occurring or artificially produced,

consists of one or more of the hundred-odd species of atoms that have been identified
as elements. Although these atoms, in turn, are composed of more elementary
particles, they are the basic building blocks of chemical substances; there is no
quantity of oxygen, mercury, or gold, for example, smaller than an atom of that
substance. Chemistry, therefore, is concerned not with the subatomic domain but with
the properties of atoms and the laws governing their combinations and how the
knowledge of these properties can be used to achieve specific purposes.

1.1.8 Study of Chemistry:

Chemistry is an incredibly fascinating field of study.

Because it is so fundamental to our world, chemistry plays a role in everyone's lives

6
and touches almost every aspect of our existence in some way. Chemistry is essential
for meeting our basic needs of food, clothing, shelter, health, energy, and clean air,
water, and soil. Chemical technologies enrich our quality of life in numerous ways by
providing new solutions to problems in health, materials, and energy usage. Thus,
studying chemistry is useful in preparing us for the real world.

1.2 Statement of the Problem:

The world is developing rapidly. All this development

is due to education and vast technology. Education and technology both related to
science. As study of science is the main thing in education because all the technology
based on science. Student learn science till elementary level but at high school the
science is divided into three subjects i.e. biology, physics and chemistry. Biology and
physics is almost easy for students to learn as these relate to life and environment. But
teacher and student both face difficulty in teaching and learning chemistry
respectively. By seeing these difficulties I selected my thesis topic I.e. “Study of
problems faced by chemistry teacher in teaching chemistry in urban areas.”

1.3 Objectives of the Study:

The objectives of the research are to:

1. Investigate the problems faced by teachers in teaching of chemistry.

2. Find out the difficulties in teaching chemistry.

3. Suggest the possible solutions of difficulties while teaching chemistry.

1.4 Hypothesis:

The hypothesis of the research are:

1. Practical in the subject of chemistry are regularly conducted in all public schools.

2. Chemistry teacher always use AV aids during his/her teaching.

3. Sufficient apparatus is available in all chemistry labs of public schools.

4. Most of the teachers avoid to conduct practical due to shortage of apparatus.

5. Most of the teachers avoid to conduct practical due to large class size and short
period.

7
1.5 Importance of the Study:

Chemistry is essential for meeting our basic needs

of food, clothing, shelter, health, energy, and clean air, water, and soil. Chemical
technologies enrich our quality of life in numerous ways by providing new solutions
to problems in health, materials, and energy usage.

Chemistry is everywhere in the world around you! It's in the food you
eat, clothes you wear, water you drink, medicines, air, cleaners... you name it.
Chemistry sometimes is called the "central science" because it connects other sciences
to each other, such as biology, physics, geology, and environmental science. Here are
some of the best reasons to study chemistry.

➢ Chemistry helps you to understand the world around you. Why do leaves change
color in the fall? Why are plants green? How is cheese made? What is in soap and
how does it clean? These are all questions that can be answered by applying
chemistry.

➢ Basic knowledge of chemistry helps you to read and understand product labels.

➢ Chemistry can help you make informed decisions. Will a product work as
advertised or is it a scam? If you understand how chemistry works you'll be able
to separate reasonable expectations from pure fiction.

➢ Chemistry is at the heart of cooking. If you understand the chemical

reactions involved in making baked goods rise or neutralizing acidity or
thickening sauces, chances are you'll be a better cook.

➢ A command of chemistry can help keep you safe! You'll know which household
chemicals are dangerous to keep together or mix and which can be used safely.

➢ Chemistry teaches useful skills. Because it is a science, learning chemistry means

learning how to be objective and how to reason and solve problems.

➢ Helps you to understand current events, including news about petroleum, product
recalls, pollution, the environment and technological advances.

➢ Makes life's little mysteries a little less... mysterious. Chemistry explains how
things work.

8
➢ Chemistry opens up career options. There are many careers in chemistry, but
even if you're looking for a job in another field, the analytical skills you gained in
chemistry are helpful. Chemistry applies to the food industry, retail sales,
transportation, art, homemaking... really any type of work you can name.

➢ Chemistry is fun! There are lots of interesting chemistry projects you can do
using common everyday materials. Chemistry projects don't just go boom. They
can glow in the dark, change colors, produces bubbles and change states.

The importance of studying the problems faced by teacher in teaching

chemistry in urban areas is to find the solutions of the problem and make the subject
easy for the students. Following are some reasons of the study:

1. List the problems faced in learning or teaching chemistry.

2. Find out the reasons behind the problems.

3. Try out possible outcomes to solve these problems.

4. We can gather different solutions suggested by different people according to their

problem in learning chemistry.

5. By implementing solutions or find out fact and figures we can overcome the
problem.

1.6 Delimitations:

Nothing is perfect in this world. Exceptions are everywhere.

After studying this problem and finding out ways to solve it we may not able to fully
overcome or remove the problem from the education system because there are certain
limitations of the study that are as follows:

1. Problems are gathered from a very small population

2. It is based on random analysis.

3. It may be area specified.

4. People belonging to other part of country or world may facing other problems that
are not the part of study.

9
5. Students that are not the part of survey may not have any problem in learning
chemistry.

1.7 Research Methodology:

Both Qualitative and quantitative methods are used to completely analyze the
statement and draw conclusion and result authentic, affective and reliable.

10
 Chapter 2

Literature Review

11
 Researchers around the world have examined a wide range of issues and
practices in chemistry classrooms from various angles. The findings from this body of
research suggest ways for improving teaching chemistry at the secondary level.
However, research studies conducted in chemistry classroom at the secondary level,
both in Pakistani and international context, have predominantly focused on
identifying students’ misconceptions around a wide range of chemistry concepts
(Frailich, Kesner, & Hofstein, 2009). Typically, the studies, interested in students’
misconceptions, have used different diagnostic tools, such as test instrument, checklist,
and so on, or conducting diagnostic interviews with students or with teachers, to elicit
their misconceptions and its origin. There have been hardly any efforts on the part of
researchers interested in misconception to situate them in the social context of the
classroom (Harrison & De Jong, 2005). Studies of conceptual difficulties in chemistry
more often than not take place within an environment created by the researcher to
serve the specific purpose of his or her study (Teichert, Tien, Anthony, & Rickey,
2008).

The complexity of classroom life is important to be considered

because students and teachers are expected to collaborate on every aspect of
classroom life involving teachers relating to students and students relating to each
other through various ways such as discussion, debating, and communicating ideas
(Tahir & Treagust, 1999). The complex interaction between teacher and students and
among students constitutes the social context of classroom environment where
teachers and students are engaged in a collective process of learning that produces
shared understanding and generates new knowledge or perspectives and helps
students take responsibility of their own learning (Brown & Campione, 1996). This
requires teachers to balance the tensions Downloaded from by guest on November 30,
2014 4 SAGE Open and discrepancies between students’ ideas and scientific
knowledge, and ensure that classroom activities are geared toward in-depth
understanding of important science ideas and practices (Crawford, Kelley, & Brown,
2000). This underscores the need for investigating students’ tensions and difficulties
by situating them in the social context of the classroom where teachers and students
are engaged in collective process of constructing knowledge of scientific phenomena
(Othman, Treagust, & Chandrasegaran, 2008).

12
 “Misconception research” has produced a great deal of knowledge about
misconceptions or alternative frameworks that hamper students’ in-depth learning of
concepts in chemistry (Krnel, Watson, & Glazar, 1998). A large number of studies in
international context as well as in Pakistan have investigated students’ misconception
around a wide range of concepts in secondary chemistry. Some of these concepts are
atoms and molecules ( Griffiths & Preston, 1992); gases and related concepts such as
temperature, pressure, kinetic molecular theory, diffusion ( Benson, Wittrock, & Baur,
1993); chemical bonding ( Coll & Taylor, 2001); solution, solubility, and solubility
equilibrium (Ebenezer & Erickson, 1996); electrochemistry and related concepts
( Coll & Treagust, 2003); structure and properties of molecular and ionic compounds
( Butts & Smith, 1987); particle theory (Johnson, 1998a, 1998b; Mursaleen, 1999);
chemical equilibrium ( Banerjee, 1991); acids and bases ( Drechsler & Schmidt, 2005;
Hand, 1989).

Chemistry is a painstaking subject for secondary school students.

Students remain curious during the process of learning. Students move away from
Chemistry understanding due to complications. The individuals show their poor
attitudes towards learning Chemistry as well (Pinarbasi & Canpolat, 2003). The
present research was framed to examine the students’ attitude towards learning
chemistry at the secondary level by gender, academic stream, locale and school type.
The nature of this study was descriptive and quantitative with a positivistic paradigm.
700 individuals were selected from 35 boy secondary schools and 35 girl secondary
schools. Individuals were selected on the basis of multi-stage random sampling
procedure (Ebenezer & Erickson, 1996). An adapted attitude scale was used for data
collection comprised of seven factors. The questionnaire was piloted tested; the first
draft was distributed to 50 male secondary schools and 50 female of 10th grade. The
reliability and validity of the instrument were tested by using the statistical operations.
The instrument was revised for the final instrumentation; two items were excluded
from the final attitude scale and was consisted of 30 items. The researcher himself
distributed and collected the data from the 700 subjects. Data were inserted in
SPSS-24 for analyzing the data. Standard Deviation (SD), Mean, and independent
sample t-test were applied for analyzing and the data. The results show that female
students having better attitude than the male students; in the context of academic
stream, biology students having better attitude than the computer students; in locale,

13
urban students possessing more positive attitude than the rural students; furthermore,
public school students possessing more positive attitude than the private school
students towards learning chemistry at secondary level (Sanger & Greenbowe, 1997).
Further research studies may conduct on the same construct in the future at primary,
elementary, higher secondary, college and university level in different subjects.
(Siddique, et al (2022).)

This study aim to determine why high secondary and higher secondary
school students are losing their interest in Chemistry. This comparative study polled
450 secondary and higher secondary school students from a private institute of
Karachi East. Descriptive analysis was done Using SPSS, result showed that
secondary school (grade 10) and higher secondary school (grade 11) students are less
interested in chemistry but grade 12 students acted inconsistently. Most students of
grade 12 were delighted with grade 11 chemistry's numerical-based themes, while
others struggled with equations and IUPAC names in second year. The study began
with interviews of first-year students (grade 11), only 10 out of 450 interviewees
named chemistry as their favorite subject. Students find chemistry to be a tough
subject and not career-related (Raviolo, 2001). Personal trait and choice decreased
pupils' interest in Chemistry. Students believe that atomic structure, electron location,
reaction mechanism, and orbital forms are hypothetical, making it harder to
understand. They find experimental chemistry more intriguing because they can see
what they are doing. The board syllabus experiments have distinct subjects from the
theory syllabus. Audio-visual tools for conceptual learning, trained chemistry teachers,
and seminars on "the professional scope of Chemistry courses" might assist improve
students' interest in chemistry. (Naeem, S., et al (2022).)

This study aimed to explore the role of resilience for developing the
self-efficacy among chemistry students in Pakistan. Self-efficacy refers to an
individual's belief in their ability to perform a specific task or achieve a particular
goal. Resilience refers to an individual's ability to bounce back from adversity and
overcome challenges. The present qualitative study directing interpretivism as
paradigm and adopted the qualitative research design. The chemistry teachers were
the population of the research study. Four (04) participants were selected from the
population on the basis of purposive sampling. Semi-structured interviews were
conducted for the collection of data; as semi-structured interviews were used for deep

14
and in-depth study (Krnel, Watson, & Glazar, 1998). The researcher used the
intelligent transcription for the purpose of the data collection. The results of the study
showed that the nature of chemistry education is predominantly theoretical, with a
lack of practical applications. This presents a challenge for students in understanding
the subject matter. The role of teachers in chemistry education is also
significant. Strategies for improving chemistry education include creating positive
change in the subject, improving student understanding of chemistry, and innovative
teaching methodologies. It is also essential to help students develop the ability to
recover from setbacks and build their confidence through positive reinforcement.
(Siddique, et al (2023).)

The basic purpose of chemistry is to know developing about the matter,

its properties and the chemical changes, which take place in it. In this regard, man
continued learning about many things in the universe (Taber, 1997). These natural and
gradual findings and discoveries added much to the knowledge of chemistry. For
example, when man burnt the wood for the first time to produce fire, he discovered
combustion. From this action, man also learnt that wood could burn but stone cannot.
Man not only learnt to use silver, copper and gold during the evolutionary stages of
the early human civilization but also discovered methods of extraction of iron,
mercury and tin from their ores. Glass was also made in that period. It became
possible to obtain medicines, oils and dyeing materials from the plants. It is true that
man was ignorant of the principles of science but he did have some practical
experience of some metals and chemical compounds. Therefore, it can rightly be said
that the beginning of the science of chemistry is the beginning of the human
civilization ( Suleman, Q. et all (2011).)

15
 Chapter 3

Methodology

16
 The research was conducted to find out the problems faced by teacher
in teaching chemistry and their possible solutions at high school level. For this 10
urban(girls/boys) schools have included in the research. 50 questionnaires were
distributed among the teachers of these schools to collect information. The
information collected through questionnaire is closed ended. The analysis of each
question is presented in tabulated form in chapter 4.

3.1 Research Design:

The research was descriptive in nature and survey approach

was considered appropriate and adopted to complete the research project.

3.2 Population and Sample

3.2.1 Population:

The population for the study comprises of 10 secondary urban public

schools of tehsil Khanpur.

3.2.2 Sample:

The random sampling technique was used for data collection. 25

questionnaires were distributed among the male teachers of secondary schools of
urban areas as 5 boy’s secondary schools were included in random sampling (5
questionnaire were distributed in each school). 25 questionnaires were distributed
among the female teachers of secondary schools in urban areas as 5 girl’s secondary
schools were included in random sampling (5 questionnaire were distributed in each
school).

Questionnaire distributed No. of questionnaire No. of questionnaire Return %

for opinion to distributed return age

Boys secondary school 25 25 100%

(male teachers)

Girls secondary school 25 25 100%

(female teachers)

Table: 3.1

17
3.3 Instrumentation of the Result:

3.3.1 Questionnaire:

The questionnaire was used as a research instrument for data

collection. The questionnaire was validated by an expert and pilot testing was done
before this was administered on the sample.

3.3.2 Test:

Means, percentage, standard deviation and variance was used for data
analysis.

3.4 Techniques for Data Analysis:

To analyze the data, the researchers used following

statistics for the purpose of description and findings:

1. Percentage of respondents to each item was calculated.

2. Mean score of each item was calculated.

The data was analyzed date descriptive and inferential statistics as used.

18
Chapter # 4

Data Analysis

19
4.1 Data Analysis
1. Sufficient apparatus available for conducting practical.

S.A A U.D D.A S.DA

10% 30% 10% 25% 25%

Table#4.1

Interpretation:

30% teachers agreed that sufficient apparatus is available for conducting practicals
while 10% strongly agreed that apparatus is available for practicals.

Apparatus availability
35%

30%

25%

20%

15%

10%

5%

0%
S.A A U.D D.A S.DA

2. If sufficient apparatus is not available, teacher use demonstration

method.
S.A A U.D D.A S.DA

40% 20% 10% 20% 10%

Table#4.2

Interpretation:

40% teachers strongly agreed that they use demonstration method if

sufficient apparatus is not available, 10% strongly disagreed that teachers use
demonstration method.

20
 Demonstration Method
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
S.A A U.D D.A S.DA

3. Students have interest in performing practical.

S.A A U.D D.A S.DA

30% 40% 05% 10% 15%

Table#4.3

Interpretation:

40% students have interest in performing practical, 10% students

don’t have interest in performing practical.

Student's interest in performing practicals

45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
S.A A U.D D.A S.DA

21
 4. Effective learning through demonstration method.

S.A A U.D D.A S.DA

40% 30% 10% 10% 10%

Table#4.4

Interpretation:

40% teachers strongly agreed that demonstration method is the

effective method for learning, 10% teachers strongly disagreed that demonstration is
effective method for learning.

Effective learning method

45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
S.A A U.D D.A S.DA

5. Funds are regularly provided to buy apparatus for labs.

S.A A U.D D.A S.DA

10% 15% 15% 40% 20%

Table#4.5

Interpretation:

40% teachers disagreed with provision of fund to buy apparatus for

labs, 10% strongly agreed that funds are regularly provided to buy apparatus for labs.

22
 Funds for labs
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
S.A A U.D D.A S.DA

6. Proper labs are available for conducting practicals.

S.A A U.D D.A S.DA

30% 40% 05% 10% 15%

Table#4.6

Interpretation:

40% teachers agreed with the provision of proper lab for practicals,
10% teachers disagreed with proper lab for conducting practicals.

Provision of proper labs

45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
S.A A U.D D.A S.DA

23
 7. Supporting staff is available to conduct the practical.

S.A A U.D D.A S.DA

40% 30% 10% 10% 10%

Table#4.7

Interpretation:

40% teachers agreed for supporting staff available for practical, 10%
strongly disagreed that supporting staff is available for practical.

Supporting staff for practicals

45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
S.A A U.D D.A S.DA

8. Separate periods are placed to conduct the practical.

S.A A U.D D.A S.DA

10% 15% 15% 40% 20%

Table#4.8

Interpretation:

40% teachers strongly disagreed that separate period is placed for lab,
10% teachers strongly agreed for separate period placed for lab.

24
 Separate period for lab
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
S.A A U.D D.A S.DA

9. Administration take interest in the maintenance of lab.

S.A A U.D D.A S.DA

30% 40% 05% 10% 15%

Table#4.9

Interpretation:

40% teachers agreed that administration take interest in maintenance of

lab, 10% teachers disagreed that administration take interest in maintenance of lab.

Administration's interest in lab maintenance

45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
S.A A U.D D.A S.DA

25
 10. Large chemistry class can be managed through demonstration.

S.A A U.D D.A S.DA

40% 20% 10% 20% 10%

Table#4.10

Interpretation:

40% teachers strongly agreed to manage class through demonstration

method, 10% strongly disagreed to manage class through demonstration.

Large class management

45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
S.A A U.D D.A S.DA

11. Teacher manages to conduct practical with available apparatus.

S.A A U.D D.A S.DA

20% 20% 10% 10% 30%

Table#4.11

Interpretation:

30% teachers strongly disagreed to manage to conduct practicals with

available apparatus, 10% disagreed to manage practicals with available apparatus.

26
 Manage practicals with available apparatus
35%

30%

25%

20%

15%

10%

5%

0%
S.A A U.D D.A S.DA

12. Most of the teachers avoid to conduct practical due to shortage of

apparatus.
S.A A U.D D.A S.DA

40% 20% 10% 20% 10%

Table#4.12

Interpretation:

40% teachers strongly agreed that practical are not conducted due to
shortage of apparatus, 10% strongly disagreed that teachers avoid practical due to
shortage of apparatus.

Shortage of apparatus
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
S.A A U.D D.A S.DA

27
 13. Most of the teachers avoid to conduct practical due to large class size.
S.A A U.D D.A S.DA

30% 20% 10% 15% 25%

Table#4.13

Interpretation:

30% teachers agreed that they avoid practical due to large class size,
10% teachers disagreed that they avoid practicals dua to large class size.

Large class size

35%

30%

25%

20%

15%

10%

5%

0%
S.A A U.D D.A S.DA

14. Students maintain their chemistry practical book regularly.

S.A A U.D D.A S.DA

40% 30% 10% 10% 10%

Table#4.14

Interpretation:

40% teachers strongly agreed that students maintain their practical

notebooks regularly but 10% teachers strongly disagreed that students maintain their
practical notebooks regularly.

28
 Chemistry practical notebooks
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
S.A A U.D D.A S.DA

15. Teachers feel uncomfortable in chemistry lab due to lack of safety.

S.A A U.D D.A S.DA

10% 15% 15% 40% 20%

Table#4.15

Interpretation:

40% teachers disagree to feel uncomfortable due to lack of lab safety,

10% teachers strongly agreed to become uncomfortable due to lack of lab safety.

Lack of lab safety

45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
S.A A U.D D.A S.DA

29
4.2 Findings

1. 30% teachers agreed that sufficient apparatus is available for conducting

practical while 10% strongly agreed that apparatus is available for practical.
2. 40% teachers strongly agreed that they use demonstration method if sufficient
apparatus is not available, 10% strongly disagreed that teachers use
demonstration method.
3. 40% students have interest in performing practical, 10% students don’t have
interest in performing practical.
4. 40% teachers strongly agreed with effective leaning through demonstration
method, 10% strongly disagreed with effective learning through demonstration
method.
5. 40% teachers disagreed with provision of fund to buy apparatus for labs, 10%
strongly agreed that funds are regularly provided to buy apparatus for labs.
6. 40% teachers agreed with the provision of proper lab for practical, 10%
teachers disagreed with proper lab for conducting practical.
7. 40% teachers agreed for supporting staff available for practical, 10% strongly
disagreed that supporting staff is available for practical.
8. 40% teachers strongly disagreed that separate period is placed for lab, 10%
teachers strongly agreed for separate period placed for lab.
9. 40% teachers agreed that administration take interest in maintenance of lab,
10% teachers disagreed that administration take interest in maintenance of lab.
10. 40% teachers strongly agreed to manage class through demonstration method,
10% strongly disagreed to manage class through demonstration.
11. 30% teachers strongly disagreed to manage to conduct practical with available
apparatus, 10% disagreed to manage practical with available apparatus.
12. 40% teachers strongly agreed that practical is not conducted due to shortage of
apparatus, 10% strongly disagreed that teachers avoid practical due to shortage
of apparatus.
13. 30% teachers agreed that they avoid practical due to large class size, 10%
teachers disagreed that they avoid practical dua to large class size.
14. 40% teachers strongly agreed that students maintain their practical notebooks
regularly but 10% teachers strongly disagreed that students maintain their
practical notebooks regularly.

30
15. 40% teachers disagree to feel uncomfortable due to lack of lab safety, 10%
teachers strongly agreed to become uncomfortable due to lack of lab safety.

31
 Chapter 5

Summary, Conclusion and Recommendations

32
5.1 Summary:

The result showed that there is lack of apparatus in

the lab because of not provision of sufficient funds to buy apparatus for labs. Hence
practical are not conducted regularly, due to shortage of apparatus. Therefore,
students show lack of interest in performing practical hence they don’t regularly
maintain their chemistry practical notebooks. The demonstration method is considered
effective method for learning chemistry when apparatus is not available. Teachers
used to teach through demonstration when sufficient apparatus is not available.

Administration’s interest is also necessary for the maintenance

of labs. Fund provided should be properly used for the maintenance of lab and
providing sufficient apparatus in the labs. Supporting staff is provided by the
administration in lab to conduct practical regularly. Supporting staff assist teacher to
conduct practical in large class. Managing practical performance in large class size is
much difficult without supporting staff. Hence teachers used to teach chemistry
through demonstration method that is much effective for learning.

Besides practical performances, maintenance of practical

notebooks regularly is also necessary. Due to insufficient apparatus, practical are not
conducted on regular basis. Students show lack of interest and didn’t prepare their
practical notebooks regularly. Hence chemistry practical notebooks are not prepared.

It is not easy to conduct practical with large class size.

Managing large class by demonstration method is much easier and effective method
for learning. In one lecture both demonstration and practical is not possible with large
class size. Separate period is placed to conduct practical with large class. In that
separate period teacher perform practical and ask the students to do it like that for
practical.

5.2 Conclusion:

In most of the public schools practical are not

conducted due to lack of apparatus. Funds are not used properly to buy sufficient
apparatus. Administration don’t take interest in maintenance of labs. Practical are not
conducted regularly that show lack of interest of students in the subject of chemistry.

33
Student don’t maintain their practical notebooks regularly. When labs are not
conducted, demonstration method is considered most effective learning method.
Teachers teach large class size by demonstration method.

5.3 Recommendation:

5.3.1. For Students:

• Maintain chemistry note regularly.

• In case of lack of apparatus, focus on demonstration of the teacher.
• Take help of media as an alternate of lab practical.

5.3.2. For Teachers:

• Head teacher should be convinced to provide funds for the

purchase of science apparatus.
• Weekly practical schedule should be for students, so that must visit
labs.
• In case of shortage of apparatus, rely on demonstration method.
• The practical concepts may be assigned in groups, so that students
learning may be ensured through interdependence.

5.3.3. New Researcher:

• The new researchers are suggested to conduct research on the

comparison of chemistry Lab facilities in public and private
schools of tehsil khanpur.

34
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3. Siddique, M., Hassan, K. H. U., & Akmal, F. (2023). The Role of Resilience
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9. Roth, W. M., Tobin, K., Carambo, C., & Dalland, C. (2004). Coteaching:
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E., ... & Blonder, R. (2020). An applied research-based approach to support
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36
 QUESTIONAIRE

Assalam-o-Alaikum

I am the student of B.Ed (1.5) at Quaid-E-Azam Academy for

Educational Development, Khanpur. I am working on thesis project titled “Study of
problems faced by chemistry teacher in teaching chemistry in urban areas.” For
conducting this study some information are required from you. I assured that your
information will be used only for research purpose.

Thanks for your cooperation.

Ayesha Javed

134270

Your Name (Optional)_______________________ Qualification________________

Designation______________ School_______________________________________

Sr Statements S.A A U.D D.A S D.A

#

1 Sufficient apparatus available for conducting

practical.

2 If sufficient apparatus is not available,

teacher use demonstration method.

3 Students have interest in performing

practical.

4 Effective learning through demonstration

method.

5 Funds are regularly provided to buy

apparatus for labs.

6 Proper labs are available for conducting

practical.

37
7 Supporting staff is available to conduct the
practical.

8 Separate periods are placed to conduct the

practical.

9 Administration take interest in the

maintenance of lab.

10 Large chemistry class can be managed

through demonstration.

11 Teacher manages to conduct practical with

available apparatus.

12 Most of the teachers avoid to conduct

practical due to shortage of apparatus.

13 Most of the teachers avoid to conduct

practical due to large class size.

14 Students maintain their chemistry practical

book regularly.

15 Teachers feel uncomfortable in chemistry lab

due to lack of safety.

S. A Strongly Agree

A Agree

U.D Undecided

S D. A Strongly disagree

D. A Disagree

38
 List of schools

Sr # Names of Schools
1 Govt. Girls model H/S school Khanpur
2 Govt. Low-income school Khanpur
3 Govt. Rahim-abad school Khanpur
4 Govt. Railway school Khanpur
5 Govt. Ghareeb-Abad school Khanpur
6 Govt. school for girls model town Khanpur
7 Govt. Model high school for boys Khanpur
8 Govt. Lab School for boys Khanpur
9 Govt. TT H/S school for boys Khanpur
10 Govt. Colony high school for boys Khanpur

39