Individualized Instruction: Chemistry Teachers Extent of Its Utilization and Challenges in Teaching in Secondary Schools in Anambra State, Nigeria

Abstract

The study investigated Chemistry teachers’ extent of utilization of individualized instruction and challenges they face in using it in teaching and learning in secondary schools in Awka and Aguata Education Zones of Anambra State. The study was guided by four research questions. The design for the study was a descriptive survey design. The population for the study consisted of all the Chemistry teachers in the 110 public secondary schools in the two zones. The sample consisted of 80 Chemistry teachers selected by purposive sampling from 36 (20 schools from Awka education zone that has a total of 61 schools and 16 schools from Aguata education zone that has a total of 49 schools) secondary schools in the two education zones used for the study. The instrument used for data collection was a validated 31-items questionnaire constructed by the researchers. The reliability of the instrument was estimated using Cronbach Alpha technique and the reliability coefficient was 0.77. The data were analyzed using mean and standard deviation. The findings revealed among others that different types of individualized instruction includes small group instruction, programmed instruction, self-directed learning and so on and the Chemistry teachers utilize individualized instruction to a moderate extent in their teaching. The challenges they encounter while using individualized instruction includes lack of knowledge, skills and competencies in using it, lack of enough time to plan and implement it among others. The researchers recommended that Chemistry teachers should go for training and re-training programmes to update their knowledge, skills and competencies in the use of individualized instruction and other innovative strategies in teaching and learning.