Abstract

This study investigated the problems encountered by first-year undergraduate chemistry students In learning chemistry in South - east Nigerian Universities. Foure research questions and four hypotheses guided the study. The study was a descriptive survey which was conducted in three selected universities of South-East Nigeria. The universities are Nnamdi AZikwe University, Awka, lmo State University, Owerri, and the University of Nigeria, Nsukka. Simple random sampling was used to select the sample size used in the study. Three'hundredfirStyear chemistry students were sampled. Two instruments were . used for data collection: The first : instrument was Focus· Group Discussion Guide (FGDG) which was· used to ·genert:ite the . information used in building· lip the se(:~nd instrument, titled Student Problems inChemistry . Questionnaire (SPcQi The 'instruments were validated and their reliabilities established; An internal consistency of 0,'85 was obtained using Cronbach Alpha Tech n iqee. :. file dDta . generated from the study were analyzed using means and standard derivation. Z - test:was' used to test the null hypotheses at a significant level of 0.05. The results from the analyzed data showed that the students' level/state of readiness from secondary schootcnemistry were not adequate forthem to comprehend fir t year chemistry course 'materiats. lfwas foli~'it' .; Chat the instructional activities of their lecturers are poor ana this factor ·coiTtrlfJtJus .... 'to students' poor performance in. chemistry." The studetus, h<M~~~'do :not>.'jind' theft':""'it~ .... environment conducive for learning chemistry. It was also found out that good relations1Jip exists between the students and their lecturers. Male and female chemistry students' do not: diller in their mean opinion scores on 'their readiness for learning first year chemistry coarse. Based on thefindinqs, it was concluded that first year undergraduate clJ.~misqy students .o.rp infested with problems 'in teaming: chemistry. This [rliplies' that lect.utetls ·orftnc yi!ar .. , underqrutluute chemistry students should 'adju it. their teaching methods to be a follow-up oJ the tudent's background knowledqe to enable them comprehend first year chemistry' course materials and also their environment should he enhanced by making available cJkm1istl". equipment and teachinq tnuterial for the student to have enough working tools.