Presentation Date: Feb 14, 2026
AGSA Abstract
Abstract: Background/Purpose: The case study is on teachers’ competence in teaching chemistry qualitative analysis practicals in secondary schools. Method: Four research questions guided the study. A mixed-methods research design was adopted with a sample size of 42 (2 teachers and 40 students) from two secondary schools in Education District 1, Lagos State, Nigeria. Three research instruments (COS, TCQ, and CTSIQ) guided the study, and their validity and reliability were adequately determined. Data were analyzed using mean and standard deviation. Results: This case study revealed that the two chemistry teachers planned adequately for the chemistry qualitative analysis practical, as evidenced by the COS and TCQ with a moderate weighted mean (x=3.25). However, the chemistry teacher from Dairy Farm Secondary School prepared better than the chemistry teacher from Sango Senior Secondary School. The teachers as well structured their lesson notes for qualitative analysis at a moderate level, with a moderate weighted mean (3.88) obtained from the analysis. Also, the implementation of chemistry qualitative analysis practical was found to be moderate, but students' ratings indicated a high level of competence, with the chemistry teacher from Dairy Farm showing a higher level of competency than the chemistry teacher from Sango Senior Secondary School. Factors hindering the implementation of competency include inadequate periods for chemistry practicals, inadequate or non-availability of apparatus, and inadequate or non-availability of chemicals and reagents. Conclusion: These findings support the view that most chemistry teachers are not qualified to teach the subject, give low priorities to practical work in chemistry, and rarely adopt the most effective strategies for practical work. This case study concludes that there is a need for improved teachers’ competence in planning and implementing chemistry qualitative analysis practicals.
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