Challenges in Chemistry Teaching: A Case Study of Academic Issues and Student Behavior

Abstract

This case study was conducted to identify the challenges faced by chemistry teachers in the academic and behavioural aspects of students during the teaching and learning process. The studies used a mixed-methods approach by combining quantitative questionnaires and semi-structured interviews as the primary instruments. A total of 12 chemistry teachers were respondents to the questionnaire, while two of them were involved in in-depth interviews. The validity of the instrument is determined through a percentage of expert agreement that reaches 89%, while the reliability of the questionnaire obtains an Alpha Cronbach coefficient value of 0.962. Quantitative data were analysed using SPSS to obtain mean and standard deviations, while qualitative data were analysed thematically. The findings of the study showed that the academic problems of chemistry teachers were at a low level (M=1.23, SP=0.19), as well as students' behavioural issues (M=1.32, SP=0.15). The analysis of the interviews, however, highlighted critical challenges such as curriculum changes, assessment workloads, low student motivation, and classroom discipline issues. This study provides the implication that chemistry teachers need ongoing support through professional training, reduction of administrative workload, as well as strategic interventions to increase pupil motivation. The results of the study are expected to serve as a reference for policymakers, school administrators, and the education community to strengthen chemistry teaching practices more effectively.