This research work was conducted to identify difficult topics in teaching and learning topic in senior secondary schools curricula in Enugu  urban of Enugu state,  Nigeria. (A case study of SS3 curricula of chemistry, physics and English language). Two research questions and one hypothesis guided the study. A survey design was adopted for the study. A sample of 16 teachers in the subject areas and 200 students were drawn from the 16 senior secondary schools of SS3 in the Enugu South and Enugu North Local Government Areas. A structured questionnaire was used to collect data and the data collected were analyzed using percentages, mean deviation and t-test for hypothesis. The finding of the study showed that, most of the teachers did not cover those areas when they were students, which made them to shy away from teaching those difficult topics in physics, chemistry and English language. The following recommendations were made:

The teachers should attend workshops, seminars and conferences. Resource personnel should be used to teach difficult topics, and they should be provided with adequate instructional materials for the teaching and learning of the difficult topics. The strategies identified by the study should also be used to stimulate the teaching and learning of physics, chemistry and English language and other science subjects in senior secondary schools.

TITLE PAGE

APPROVAL PAGE

CERTIFICATION

DEDICATION PAGE

ACKNOWLEDGEMENT

TABLE OF CONTENT

ABSTRACT

CHAPTER ONE:

INTRODUCTION

1.1 Background of the study

1.2 Statement of problem

1.3 Purpose of the study

1.4 Significance of the study

1.5 Research Question

1.6 Hypotheses

CHAPTER TWO: 

Literature Review

2.1 Introduction

2.2 Concept of difficult topics

2.3 Strategies for enhancing effective teaching and learning difficult topics in chemistry, physics and English language curricular in SS 3

2.4 Related Empirical studies

CHAPTER THREE:

3.1 Method of Research

3.2 Design of the study

3.3 Area of the study

3.4 Population for the study

3.5 Sample and sampling technique

3.6 Instrument for data collection

3.7 Validation of the instrument

3.8 Method of data collection

3.9 Method of data analysis

3.10Design Rule

3.11 Hypothesis

CHAPTER FIVE

4.1 Presentation and Analysis of Data

4.2 Research Question I

4.3 Research Question II

4.4 Hypothesis

4.5 Discussion

4.6 Strategies for effective teaching and learning of difficult topics of chemistry, physics and English language in SS3

CHAPTER FIVE

5.1 Summary, Conclusion and Recommendations

5.2 Re-statement of the problem

5.3 Purpose of study

5.4 Description of procedure used

5.5 Principal finding

5.6 Implication of the study

5.7 Conclusion

5.8 Limitation of study

5.9 Recommendations

5.10Suggestions for further research

    References

    Appendix I

    Appendix II