ABSTRACT Students perform very poorly in Chemistry in the last few decades, many reasons have been induced to explain these poor performances. Attitudes of chemistry students are correlated to their achievement. Attitudes can be influenced by the learning environment. Therefore, the study examined how students’ perceptions of Chemistry classroom environment influence their achievement and attitudes in Chemistry. The population of the study comprised all the SSII Chemistry students in Senior Secondary Schools in Obollo Education Zone. The sample for the study constituted 496 SSII 2009- 2010 session of Chemistry students in twenty five Senior Secondary Schools purposively selected in the area of the study. The design of the study was expost factor. Three research questions and two hypotheses guided the study. Three instruments for data collection were developed and used for the study. Students’ perceptions of Chemistry Classroom Environment Questionnaire, Chemistry Students Attitude Scale and A Check list for tabulating students’ achievement in Chemistry for three terms. The students’ perception of Chemistry Classroom Environment Questionnaire is a 24- items questionnaire while the Chemistry Students’ Attitude Scale is a 25- items questionnaire. In addition, a Check list was used for tabulating students’ achievement in chemistry for three terms. The data were analysized using different statistics namely, Mean Scores, Standard Deviation Scores and Analysis of Variance (ANOVA) which was used to test the hypotheses. The results of the study revealed that the students have different perceptions of their chemistry classroom environment. Students’ perceptions of their Chemistry classroom environment have no significant influence on their achievement in Chemistry, but have significant influence on students’ attitudes towards Chemistry. Based on these findings in students’ attitudes in Chemistry, a Scheffe`s Test was carried out to locate the groups that indicate significant difference in their attitudes towards Chemistry. The result shows that the 3 groups were statistically significant with each other. This shows that most of the students do not have positive perceptions of their Chemistry Classroom Environment because it is not 8 conducive for teaching and learning of Chemistry. The results have significant influence on students’ Attitudes to Chemistry, though it has no significant influence on students’ Achievement but it does not give the students ability for meaningful performance in Chemistry. Finally recommendations were made.
TABLE OF CONTENT
Title page i
Approval page ii
Certification iii
Dedication iv
Acknowledgment v
Abstract vii
Table of content viii
List of tables xi
CHAPTRE: ONE
Background to the study 1
Statement of the problem 10
Purpose of the study 11
Significance of the study 12
Scope of the study 13
Research questions 14
Hypotheses 14
CHAPTER TWO: REVIEW OF LITERATURE
9
Conceptual framework
Nature of Classroom Environment and Students’
achievement and attitudes in Chemistry 15
Instructional Materials/equipment and students`
achievement and attitudes in Chemistry 18
Teachers’ quality and students’ achievement
and attitudes in Chemistry 20
Method of teaching and students’ achievement
and attitudes in Chemistry 22
Student/ students’ interaction and students’
achievement and attitudes in Chemistry 23
Theoretical Framework
Behavioural change a product of interaction
of forces in classroom environment 25
Empirical studies 27
Students’ perceptions of classroom environment
as factor of academic achievement 27
Students’ perceptions of classroom environment
as factor of attitudes to learning. 30
Summary of literature review 33
CHAPTER THREE: RESEARCH METHOD
Design of the Study 35
Area of the study 35
Population of the study 36
Sample and sampling technique 36
Instrument for data collection 36
10
Validation of the instrument 37
Reliability of the instrument 38
Technique for data collection 38
Method of data analysis 39
CHAPTER FOUR: PRESENTATION AND ANALYSES OF DATA
Research Question One 40
Research Question Two 41
Research Question Three 42
Hypothesis One 43
Hypothesis Two 44
Scheffe’s Test 45
CHAPTER FIVE DISSCUSSION, CONCLUTION AND SUMMARY
Discussion of the results 47
Conclusion/summary 49
Implication of the findings 50
Recommendations 51
Limitations of the study 52
Suggestions for further studies 52
References
Questionnaire
Appendix
