Abstract

The ability to relate school and home science as a way of enhancing students’ performance in chemistry prompted this investigation. 200 high school chemistry students drawn from an urban center in Ondo State, Nigeria constituted the sample. They were made to respond to validated structured questionnaire that sought to discover the ability of students to relate chemistry concepts they learned in school with those that could be observed or inferred from the activities they carry out daily at home and the effect of socio-economic background of the parents on students’ ability to relate the two experiences. The results presented in tables as well as hypotheses tested with chi-square revealed that the students could not establish a helpful relationship between school and home science in spite of daily exposure to both experiences.  Students from low socio-economic background, where there are no house helpers, and are involved in regular household chores struck a better relationship than their counterparts from high socio-economic background. Also, chemistry teachers do not cite these home experiences in their teaching. The study is useful for the science teachers, authors of textbooks, teachers’ trainers and curriculum planners in improving the learning environment of chemistry students.

Key words: Chemistry concepts, home activities, socio-economic status and achievement