PRESENTATION ON

TEACHING METHODOLOGY
IN CHEMISTRY

- Department of Chemistry
 TABLE OF CONTENTS
SN. Topics Presenter
1 Introduction Sharmila Bajracharya
(HOD)
2 Teaching Methodology in Ujeli Bajracharya
Chemistry
3 Objectives and Aims Babu Ram Parajuli
4 Syllabus Raju Bhattarai
5 Comparative Analysis of Niva Shrestha
Results of Chemistry
6 Conclusions Abiral Poudel
7 Question Answer section Prof. Sila Kanta Lal
Karna
1. INTRODUCTION
Chemistry is the integrated study of the
preparation, properties, structure & reactions of the
chemical elements & their compounds & of the
systems which they form.
1.1. BRANCHES OF CHEMISTRY
There are so many branches. But, out of these only
four branches are included in our +2 level
chemistry curriculum. These are:
 physical chemistry

 inorganic chemistry

 organic chemistry

 nuclear chemistry
1.2. DIVISION OF CHEMISTRY
CURRICULUM
Chemistry curriculum is divided in two ways:
 theoretical knowledge

 practical knowledge
1.2.1. THEORETICAL
KNOWLEDGE
It gives the knowledge:
 to develop an understanding of the nature, scope
& limitations of chemistry.
 to develop scientific attitude.

 to develop an understanding of the basic

principles & theories of chemistry.
QUESTION PATTERN FOR NEB
EXAMINATION IN THEORY
 Full marks- 75 (Result published in GPA System).
 Students should attempt 22 questions out of 31
questions. Questions are distributed in three groups.
 In groups A , students should attempt 15 questions out
of 20 questions.(2 marks for each questions)
 In groups B , students should attempt 5 questions out
of 7 questions(5 marks for each questions)
 In groups C ,students should attempt 2 questions out
of 4 questions(10 marks for each questions)
1.2.2. PRACTICAL KNOWLEDGE
It gives the knowledge to
 handle the apparatus properly.

 assembling apparatus for experiments.

 drawing diagrams & illustration of some

experiments.
 Make calculation correctly.
QUESTION PATTERNS FOR NEB
EXAMINATIONS IN PRACTICAL EXAM
 Full marks-25
(Result published in GPA System)
 Students should attempt all 4 questions

(2 experimental questions, 1 question viva-voce & 1 question

practical record file)
2. TEACHING METHODOLOGY IN
CHEMISTRY
There are various methods of teaching in
chemistry. They are:
 lecture method

 lecture demonstration method

 assignment method

 project method

 discussion method

 audio-visual method

 power point method

 2.1. LECTURE METHOD
 Existing teaching methodology is focused mainly on
lecture method. Lecture method is the most commonly
used method of teaching chemistry in higher classes (XI,
XII), where our aim is to cover the prescribed syllabus
quickly.
 In lecture method only the teacher talks and student listen.

 In each and every classes at the end home assignment is

given by taking out the questions from UA model
questions, chapter-wise question books and questions
made by teacher from own point of view and also telling
the students to highlight the important topics.
 2.1. LECTURE METHOD CONTD..
 After completion of given chapter, a class test is taken at
the end of the class period for 30 min , 15 min, or 10 min.
 If the given chapter takes long period to complete,
chapter –wise test is taken step wise. That means test is
also taken before completion of that chapter.
 Home-work given is checked in the next class.
 2.1.1. ADVANTAGES OF LECTURE METHOD
It has following advantages:
 using this method the knowledge can be imparted to the
students quickly and prescribed syllabus can be covered
within a short time.
 It is quite economical method. It is possible to handle a
large no. of students at a time and no laboratory equipment
are required.
 In this method teacher can easily maintain the logical
sequence of the subject by planning his lecture in
advance .
 2.1.2. DISADVANTAGES OF
LECTURE METHOD
 In this method students have provided with readymade
knowledge by the teacher and due to this spoon feeding
the self study of students is negligible.
 In this method we are never sure if the students are
concentrating and understanding the subject matter being
taught to them by the teacher.
 In this method student participation is negligible, due to
this students get bored and some of them sometime may
go to sleep.
 It does not provides corrective feedback and remedial
help to slow learners.
In conclusion, this method of teaching can be made
more beneficial if the teacher encourages his students to
take notes during the lesson. After the lesson, teacher
can give his students sometime for asking questions.
While delivering his lesson the teacher may see that the
lesson is deliver in good tone, loudly and clearly. We
should use only simple and understandable words for
delivering the lesson.
 3. OBJECTIVES AND AIMS
 The purpose of teaching chemistry is based on certain aims
and objectives to be achieved. To achieve those aims and
objectives teacher uses different methods and techniques of
teaching. Development of scientific attitude and interest
among students are the major objectives of teaching
chemistry:
 Creating some interesting scientific hobby

 Visiting places of scientific interest

 Actively participating students in scientific debates,

contents, quiz etc.
 3. OBJECTIVES AND AIMS CONTD..
 Development of scientific attitude makes students open
minded, helps them to make critical observation, develops
in time intellectual honesty, curiosity, unbiased and
impartial thinking .
 Those objectives can be achieved only when students have
a keen interest on what types of lecture is delivered by a
teacher, whether the teaching environment is suitable for
them to adjust or not and whether they actively participate
or not during lecture classes.
 3. OBJECTIVES AND AIMS CONTD..
 Students can be attracted towards lecture classes only when
he/she can actively participate or shows their presence in class
which in modern days can be created by arising objective
questions.
 Chemistry as a part of life is closely associated with environment
and the importance of environment in daily life should be
focused while teaching in a class.
 Along with theoretical, practical knowledge is essential
among students. Handling of different apparatus, there uses
in performing practical, different ways and techniques while
carrying out practical is another important aspect of teaching
methods. Theoretical as well as practical knowledge makes
clarity, free of superstitions and prejudices.
 3. OBJECTIVES AND AIMS CONTD..
 Abilities in students to use scientific method, problem
solving method, processing information, report things in a
technical language, collecting scientific data from suitable
source, organizing science fair, science exhibition, science
club etc.
 To improve teaching methodology in chemistry a friendly
environment among teacher and students must be
developed.
 During lecture class teacher should not only focus on
teaching rather he/she should focus on drawing attention of
students in a class.
 3. OBJECTIVES AND AIMS CONTD..
 These could be possible only through arising question
during classes on the basis of related topics which creates
active participation of every students and allowing them
solving related problems.
 Practical as well as theoretical aspect of individual topics
should be focused and different question which may arise
related to topics must be discussed.
 3. OBJECTIVES AND AIMS CONTD..
 Subjective as well as objective questions should be provided
among students both in terms of class work and home
work.
 To achieve better grade among students teacher should
focus on solving NEB questions that had been repeatedly
asked.
 Smart class can be one of the important methodology to
increase the efficiency of students with active participation
to the topics/chapter which student feel difficult to
understand.
 For eg. In class XII, conversion of one organic compound to
another organic compound and vice versa can be presented
providing hints of each and every steps.
 3. OBJECTIVES AND AIMS CONTD..

 Due to huge mass of the students in each class it is

necessary to install speaker so that each and every students
can listen lecture and pays attention.
 Problematic students should not be included in ICC
classes.
4. SYLLABUS
 Term wise Yearly Lesson Plan of Chemistry-XI

 Term wise Yearly Lesson Plan of Chemistry-

XII
 5. COMPARATIVE ANALYSIS OF
RESULT OF CHEMISTRY
100 Passed % of students in
90 1st term in Chemistry
80 Passed % of students in
70 2nd term in Chemistry
60 Passed % of students in
50 3rd term in Chemistry
40
30
20
10
0
B cC E F I J K cL M cN cP cQ
cA c c D c c c G cH c
Se e c c c
Se Se Se Se Se Se Se Se S Se Se Se Se Se Se
Passed % of Students in Chemistry Sec A
Sec B
Sec C
Sec D
Sec E
Sec F
Sec G
Sec H
Sec I
Sec J
Sec K
Sec L
Sec M
Sec N
Sec P
Sec Q
PASSED % OF STUDENTS IN CHEMISTRY
OF CLASS 12

Sec
A
Sec B
Sec C
Sec
D
Sec E
Sec F
Sec
G
Sec
H
Sec I
Sec J
Sec
K
Sec L
5.1. JUSTIFICATION OF FAILURE OF
STUDENTS
1)No vision:
Some students do not have a clear articulated picture
of the future they intend to create for themselves.
Thus they may take programs of study without a clear
career goal or objective. In essence they choose the
wrong major.
2)Lack of passion:
Successful students work out of passion, a love for
what they want to do and recognize the importance of
the benefit it will bring others as well as themselves.
5.1 JUSTIFICATION OF FAILURE OF
STUDENTS CONTD..
3) Failing for time management:
Even due to much homework provided by the college,
students are not being able manage time for study. Most of
the students complains that even by staying late night,
they are not being able to complete their home
assignments.
4) Short cut methods and exam oriented study:
Nowadays students do not prefer to be hardworking.
Rather they prefer short cut method and only exam
oriented study. These short cut methods can lead to their
failure in exam.
5.1 JUSTIFICATION OF FAILURE OF
STUDENTS CONTD..
5)Lack of balance between study and personal life:
Whatever is going in a student’s personal life will
inevitably affect their study. However, there must be time
for family and friends. The key is keeping proper balance.
6) Lack of problem solving skills:
Memorization might have worked upto grade ten but
won’t work in 11 and 12 Chemistry. Students need a
strategy, the concepts and the ability to solve problems.
7) Lack of reading and writing methods:
Memorizing the answers and writing them on the copies
should be done for effective learning but students become
quite lazy for writing the thing that they memorize.
 5.2 TEACHERS RESPONSIBILITY FOR THE FAILURE
NUMBER OF STUDENTS

No doubt teachers are the one who help students improve their
study so that they can have better future. Actually teachers
alone cannot be blamed for the failure of the students. There
are different factors responsible for the failure of students.
However, some duties and responsibilities of teachers for the
failure students are as follows:
1. Extra Classes are to be conducted for the weak students.
Those classes should be conducted in the interesting and
innovative manners. So, they can understand properly.
Like: to make them do conversion of organic chemistry in
chart papers and make them prepare presentation on
certain topic.
 5.2. TEACHERS RESPONSIBILITY
FOR THE FAILURE NUMBER OF
STUDENTS CONTD..
2. Motivation classes are to be provided for the weak
students at least once a month. Good motivation produces
good learning. Students need to feel the joy and purpose of
learning.
3. Weak and bright students shouldn’t be mixed in same
class. They should be separated. So, more focus can be
provided for weak students and assignments can be given
accordingly.
 5.3 MOTIVATIONAL FACTORS FOR
THE STUDENTS
Some students seem naturally enthusiastic about learning but
many need or expect their teacher to inspire and stimulate
them. Not all students are motivated by same values, needs
and desires. Some of the students will be motivated by the
approval of others, some by overcoming challenges.
To encourage students to become self-motivated learners,
teachers can do the following:
1. Giving frequent positive feedback that supports students
belief that they can do well.
 5.3. MOTIVATIONAL FACTORS FOR
THE STUDENTS CONTD..

2. Comparison between students should be stopped.

Comparison brings anxiety which can interfere with
learning.

3. If a students’ performance is weak, let the student know

that you (teacher) believe he or she can improve and success
over time.

4. Students are to be praised even for small and independent

steps.
5.3 MOTIVATIONAL FACTORS FOR
THE STUDENTS CONTD..
5. Teaching methods is to varied. Variety reawakens
students’ involvement in the course and their motivation.
Variety of teaching activities are to incorporated like:
audiovisual presentations, guest lectures, discussions,
demonstrations or small group works.

6. Rewarding the students for their achievements. Some

sorts of rewards are to be provided even for their small
achievements and good performance which motivate them
to study well.
 6. CONCLUSIONS
 To sum up, the teaching methodology that we are employing in
chemistry at UA now is best method. Many methods like lecture
method, doing practical in the topics that we need to learn in
Chemistry is the better way of making good understanding and
to ameliorate the knowledge of students ,moreover, it can be
improved if practical of same topic will be run out instantly
after the theory will be taught.

 The outcome of our teaching is analyzed from the result of

students and it seems quit disturbed but i do not think it is
better to generalize students by their results of first , second
terms and etc. because many of the students are improving
their understanding as compared to their SEE level.
 6. CONCLUSION CONTD..
 Furthermore, many students are joining science faculty not by their
own will but by force of their parents and it is really hard to make
them feel easy in subjects like Chemistry where, tedious reactions are
the basis of scoring in exam.
 Actually, the teaching methodology that we employ is the right one
for the syllabus that we follow and congested system of scoring in
exams of Chemistry.
However, there are some things that we must consider to make a slight
improvement.
 6. CONCLUSION CONTD..
For instance, we are drawing some conventional diagrams in
the white boards which is really very difficult to visualize for
the students and make them learn, for this we can display the
commercial version of many diagrams which are plotted in
3- dimensional way in a large paper so that understanding
increases as well as time can be utilized for further
clarification of it.
As an example , in chemistry we are drawing the traditional
diagram of Haber's process for the manufacture of Ammonia
gas but if we display the commercial diagram available in
big prints we really find it very easy to understand.
 6. CONCLUSION CONTD..
 The last thing, I found to improve is, we really need to take
care of our talented minds ,who were just in shadow of
weekly chapter wise test and noisy students who does not
try to listen the lecture properly in class. We need to give
them special care so that these minds can compete in
competitive entrance exams like IOM, IOE and many
Embassy exams.
 To make name in merit list of IOM, IOE and many
Embassy exams is a dream of general parents but we never
think of them . So,
 CONCLUSION CONTD..
So, I would like to suggest that at least we can make twice a
week discussion class for these talented minds as we do extra
classes for weak students, so that they can compete
tomorrow. For this we can select nearly 30 to 40 students
who perform better in our terminal exams.
7. QUESTION ANSWER SECTION
Prof. Sila Kanta Lal Karna

Thank you.