Effect of Existing Teaching of Chemistry on Ninth Graders’Achievement in Sindh, Pakistan

Oct 15, 2026

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Investigates whether existing chemistry teaching fails to develop required knowledge and comprehension of the curriculum among ninth graders in Pakistan, using learners’ perspectives and B.Ed. criteria for professional teaching quality. Assesses professional aspects including teaching skills, lesson planning, methods, audio-visual aids, classroom activities, formative assessment, and course coverage of theory and practice. Collects quantitative data via a stratified sample of 350 students and analyses reliability, descriptive statistics, regression predictors, and group differences to identify gaps and propose realistic recommendations.

LanguageEnglish

CategoryExam

FormatPDF

Pages30

Reading Time1 h 16 min

AccessFree to download

Abstract

Introduction

Literature Review and Teaching Evaluation Context

Study Design and Data Collection

Results: Reliability and Descriptive Findings

Results: Regression, t-test and ANOVA

Recommendations

Effect of Existing Teaching of Chemistry on Ninth Graders’Achievement in Sindh, Pakistan Muhammad Ilyas Bhutto *, Wasim Qazi** and Khalid Jamil Rawat** Abstract Multiple studies have studied and hinted towards different flaws in teaching and learning: limited resources (Dahar & Faize, 2011; EdQual, 2007; Naseer-ul-Din, Iqbal, Khaleeq, & Rehman, 2010; Soomro, 2009); low/poor quality teaching and teachers and lack of proper professional teaching standards/accreditation (Government of Pakistan, 2009a, 2009b), corporal punishment (Government of Pakistan, 2007; Sarwar, & Hussain, 2010; The Express Tribune, January 14th, 2012), ineffective professional trainings (Ahmed, Azeem, Khalid, Farrukh, Ahmed, & Ahmed, 2012; Gujjar, Bajwa, Shaheen, & Rehman, 2011; Mehrunnisa,1998; Saeed, 2007; UNESCO, 2011- 12), uncompetitive traditional teaching (Hussain, Ahmed, Muben, & Tariq, 2011; Nazir & Naqvi, 2012), erroneous examination system (Hoodbhoy as cited in Christie & Afzaal, 2005), no difference between trained and untrained teachers (Khurshid, 2008) etc. Therefore, we empirically investigated the assumption whether existing teaching fails to inculcate the required knowledge and comprehension of the curricula among learners. This study, from learners’ perspective, assessed the effects of professional teaching of chemistry on students’ learning outcomes against the criteria [of B.Ed. at](of B.Ed. at) public secondary schools in Pakistan. They professional teaching aspects were: general professional teaching skills, lesson planning, teaching methods, audio-visual aids, students’ classroom activities and formative assessment, and course coverage of theory and practice. We collected quantitative data through self-developed questionnaire of 70 items using stratified sampling of 350 students from boys-only, girls only, boys in co-education, and girls in co-education across rural and urban schools. A panel of experts and pilot testing refined the tools. The overall Cronbach alpha value was 0.9 and 0.8 for professional teaching and test-items respectively. Descriptive statistics revealed the failure of existing professional teaching of chemistry because chemistry teachers mostly used dictation of questions and answers and somewhat lecture method; they did not plan for their lessons; they used only black-board as audio- *PhD Student, Faculty of Education and Learning Sciences, Gulshan Campus, Iqra University, Karachi. [Email: muhammadilyasbhutto@hotmail.com](Email: muhammadilyasbhutto@hotmail.com) **Faculty of Education and Learning Sciences, Iqra University, Karachi. visual aid; copying or writing questions and answers remained dominated as students’ classroom activity; seldom question-answer remained formative assessment tool; and practical component remained untouched mostly. Multiple linear regression analyses revealed that the laboratory experimentation, audio-visual aids, chemistry theory, and teaching methods strongly predicted students’ test-scores (R= .645) with 41.7% surety. however, demographic variables: students’favorite subject, home study, parents’ income and students’ gender weakly predicted learners’ testscores. Independent samples t-test and ANOVA analyses revealed that students devoting more time to home-study and tuition especially in natural sciences, students from separate boys-only and girls-only schools, and from parents with higher earning and rank got significantly different and better test-scores; however, gender and parents’ education had no significant differences. We presented feasible and realistic recommendations. Keywords: Evaluation, Teaching of chemistry, B.Ed., Professional training, Secondary schools Introduction Because chemistry is the backbone of many manufacturing/processing industries and one of the fundamental disciplines of many professional degrees related to the health sciences and pharmaceuticals, it is necessary to evaluate periodically the quality of teaching and learning of chemistry

FAQs

What is the main research question of the study?

Whether existing chemistry teaching fails to inculcate required knowledge and comprehension of the curriculum among learners, based on B.Ed.-related professional teaching criteria.

Which professional teaching aspects are assessed in the study?

General professional teaching skills, lesson planning, teaching methods, audio-visual aids, students’ classroom activities, formative assessment, and coverage of theory and practice.

What factors were found to strongly predict students’ test scores?

Laboratory experimentation, audio-visual aids, chemistry theory, and teaching methods strongly predicted test scores, while some demographic variables had weak or no significant effects.

Oct 15, 2026

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