Survey of Difficult Concepts in Chemistry Among Secondary School Students in Zaria Local Government Area, Kaduna State, Nigeria

Abstract

This study investigated the difficult concepts in chemistry among secondary school students in Zaria Local Government Area, Kaduna State, Nigeria. Using a descriptive survey design, data were collected from 120 Senior Secondary School (SS1 and SS2) students selected through stratified random sampling. A structured questionnaire was used to assess students’ perceptions of difficult chemistry concepts, contributing factors, gender influence, and preferred instructional strategies. The results revealed that students identified the mole concept (Mean = 4.14, p = 0.000), periodic trends (Mean = 4.04, p = 0.000), and thermochemistry (Mean = 4.01, p = 0.000) as the most difficult topics. Key factors contributing to these difficulties included lack of laboratory experiments (Mean = 4.51, p = 0.000), insufficient instructional time (Mean = 4.37, p = 0.000), and limited access to learning materials (Mean = 4.08, p = 0.000). Gender was not found to be a significant factor, with both male and female students sharing similar perceptions (e.g., “There is no difference in how boys and girls understand chemistry,” Mean = 3.81). Students strongly agreed that remedial classes (Mean ≈ 4.75), frequent assessments (Mean ≈ 4.70), and practical-based teaching (Mean ≈ 4.65) would enhance understanding. The study concludes that difficulties in learning chemistry are largely pedagogical and systemic, not gender-related. It recommends improving laboratory infrastructure, using visual and real-life instructional aids, increasing lesson time, and adopting student-centered teaching approaches to enhance learning outcomes in chemistry