Investigating Barriers to Effective Chemistry Teaching in Rural Areas: A Case Study Analysis
Authors-Mwale Phillip, Dr Phiri John
Keyword-Chemistry Education, Rural Areas, Education Barriers, Socio-economic Factors, STEM Educa-tion, Case Study, And Purpose Sampling
This study explored the barriers to effective chemistry teaching and learning through a qualitative case study of selected rural secondary schools. Chemistry, as a practical and conceptually de-manding subject, requires adequate laboratory facilities, instructional resources, supportive so-cio-economic environments, and accessible school infrastructure to ensure meaningful learning. However, rural schools often experience contextual challenges that compromise the delivery of quality chemistry education. This study sought to examine how resource limitations, socio-economic factors, geographical isolation, and infrastructure challenges affect chemistry teaching and learning in the selected rural school context. A qualitative case study design was employed to obtain in-depth insights into the lived experiences of teachers and learners. The study involved a purposive sample of forty (40) participants, comprising ten (10) chemistry teachers and thirty (30) Grade 12 learners. Data were collected using semi-structured interview guides for both teachers and learners. The data were analysed using thematic analysis to identify recurring pat-terns, themes, and relationships related to the research objectives. The findings revealed that resource limitations constituted the most significant barrier to effective chemistry teaching. The absence of functional laboratories, inadequate chemicals and apparatus, and limited access to up-to-date textbooks resulted in reduced practical experimentation and an overreliance on teacher-centred instructional methods. Socio-economic challenges, including poverty, limited parental support, and learner involvement in household responsibilities, negatively affected attendance, concentration, and time allocated for homework and revision. Geographical isolation constrained teachers’ access to professional development and delayed the supply of laboratory materials, while also limiting learners’ exposure to academic enrichment opportunities. Infrastructure defi-ciencies, such as unreliable electricity and water supply, overcrowded classrooms, and poor laboratory conditions, further restricted the safe and effective implementation of practical chemis-try lessons. The study concluded that these barriers operate cumulatively within the rural school context, significantly undermining learners’ conceptual understanding, practical competence, motivation, and academic performance in chemistry. The case study highlights the urgent need for targeted policy interventions and resource allocation strategies aimed at strengthening rural science education. The study recommends increased investment in laboratory infrastructure, improved distribution of teaching materials, enhanced professional development programs for rural chemistry teachers, and community-based initiatives to address socio-economic constraints affecting learners. Addressing these barriers is critical to promoting equitable access to quality chemistry education in rural secondary schools.
Doi-[https://doi.org/10.5281/zenodo.21737630]