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TITLE PAGE

INFLUENCE OF STUDENTS` PERCEPTIONS OF CHEMISTRY

CLASSROOM ENVIRONMENT ON THEIR ACHIEVEMENT AND

ATTITUDES TOWARDS CHEMISTRY.

A RESEARCH PROJECT PRESENTED TO

DEPARTMENT OF SCIENCE EDUCATION,

UNIVERSITY OF NIGERIA, NSUKKA.

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE

AWARD OF THE MASTER`S DEGREE (M.ED) IN SCIENCE

EDUCATION

BY

NWORA, UZOAMAKA THERESA

PG/M.ED/05/39770

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APPROVAL PAGE

This thesis has been approved for the department of Science

Education, University of Nigeria, Nsukka.

______________________ ______________________

Prof. Z.C. Njoku Prof. E. O. Akuezuilo

Supervisor External Examiner

_______________________ _______________________

Dr. J.C Adigwe Dr. C. R. Nwagbo

Internal Examiner Head of Department

Prof. S. A. Ezeudu

Dean, Faculty of Education

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CERTIFICATION PAGE

Nwora, Uzoamka Theresa, a postgraduate student in the department of

Science Education and with registration number PG/M.ED/05/39770 has

satisfactorily completed the requirements for the course and research work

for the master’s degree in Science Education.

The work embodied in this project thesis report is original and had not

been submitted in part or full for any other Diploma or Degree of this or any

other University.

______________________ _______________________

Prof. Z. C. Njoku Dr. C. R. Nwagbo

SUPERVISOR HEAD OF DEPARTMENT

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DEDICATION

This work is dedicated to my beloved husband Dr. Nweke F.N. and

children, Nnaagozie, Chidubem, Kenechukwu, Uchechimere, Makuochukwu

and Uzonna whose patience and effort supported me till the completion of

this work

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ACKNOWLEDGEMENT

First and foremost, all thanks and praises belong to Almighty God, my

hope. The sources of my patience, endurance and perseverance throughout

the course of my studies and completion of this programme.

I am ever indebted to my beloved husband Dr. Nweke F.N. and

children for their perseverance and tolerance as I take away their time while

studying.

My immense gratitude to my diligent supervisor, Prof. Z.C. Njoku

who dedicatedly and painstakingly went through the work and made the

necessary corrections. His objectivity and clarity of thought obviously

contributed a great deal in making this work successful.

I acknowledge the immeasurable contributions of Prof. D. N. EZE,

Prof. Nwadinigwe, Dr.K.O. Usman, Dr. B.C. Madu, Dr. Mrs F. O. Ezeudu,

Dr. Mrs. L. Nworgu and Dr. Mrs. Nwosu throughout the study.

Words cannot adequately express my gratitude to my course mates

Mr. Eze Emmanuel, Mr, Agba M.U. and Mr. Nwaeze F. whom I often

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engage in some academic discussion. In fact, their words of encouragement

and advice helped me in this work.

My thanks also go to my parents Mr. Nwora B. M.(Late) and Mrs.

Nwora M.O. for her immeasurable motherly care, advice and prayer

throughout the study. I wish to thank my brothers Dr. Nwora, C.C. Mr

Nwora I. N. and my sisters Mrs. R.C. Okoro and Mrs. Aniobi C.N. for their

words of encouragement during the course of the study.

I did not forget the typist and all other numerous people who in one

way or the other contributed to the success of this work. May God bless you

all abundantly.

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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

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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

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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

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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

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LIST OF TABLES

1. Distribution of students by levels of perceptions of their Chemistry

classroom environment.

2. Students’ achievements mean scores and standard deviation scores in

Chemistry by their levels of perceptions of their Chemistry classroom

environment.

3. Students` Attitudes mean scores and standard deviation scores by their

levels of perceptions in Chemistry classroom environment.

4. Analysis of variance (ANOVA) comparing student’s levels of

perceptions of their Chemistry classroom environment and their

achievement mean scores

5. Analysis of variance (ANOVA) comparing students` levels of

perceptions of their Chemistry classroom environment and their

attitude mean scores.

6. Scheffe’s Test stepwise comparing the 3 groups.

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CHAPTER ONE

INTRODUCTION

Background to the Study

Chemistry as a science subject plays a vital role in transforming the

environment and improving the general quality of life. It is essentially

needed for a nation’s technological development. As a core science subject,

the proper teaching and learning of chemistry in secondary schools

facilitates student’s enrollment in many professional disciplines like

Nursing, Medicine, Pharmacy, Agriculture, Engineering and Geology etc.

Hence, there is the need for effective teaching and learning of Chemistry in

Nigerian secondary schools. For teaching and learning of Chemistry to be

effective, the classroom environment has to be conducive to both teachers

and students. Chemistry as an important science subject is taught in many

secondary schools in Nigeria as a single subject at senior secondary school

level. Yet, in spite of all the benefits derived from Chemistry, students’

performance in Chemistry at the senior secondary school certificate

examination in the last few decades is still low. Ogu (1995), Balogun (1995),

and Akinyele (1997), all noted poor academic achievement in Science and

Chemistry in particular. Ugwu (2004), noted that in 2000 and in 2001, of all

the candidates who sat for senior secondary school chemistry examination,

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more than half of the students performed very poor in Chemistry that they

could not use their result in Chemistry for further studies. Also WAEC

annual report (2006, 2007 and 2008), noted poor academic achievement in

Chemistry which manifested in constant poor grades and repetition of

classes. Thus, one tends to question why the general unsatisfactory academic

performance in Chemistry among the secondary school students. These poor

performances in Chemistry have made some researchers to study the

problem with the hope of finding the causes and possible solutions.

According to Ali (1998), science education at all levels is plagued by

very many kinds of problems which include, under funding of science

education; lack of adequate and appropriate instructional materials; lack of

functional equipments; poor method of teaching; inadequate trained science

teachers and laboratories that exist in dilapidated buildings. Chemistry as a

core science subject is not counted out from the under listed problems. These

problems lead to serious educational setbacks which invariably lead to low

rate of secondary schools science achievement in Nigeria.

Ukeje (1984), said that geographical location is one of the most

important differences between the educational conditions in the urban as

against the rural areas. This shows that geographical location influences

academic achievement. Onainor and Obiora (2001), maintained that gender

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is another major factor that influences the performance of students. He also

states that boys out performed their female counterparts in the different

school subjects. Haertel, Walberg and Haertel (1981), Anderson (1982), and

(Fraser 1981a, 1986a) traced the problem of poor academic achievement to

psychological, sociological, psychosocial and physical problems. Ukeje

(1984), considering what should be the environmental factors affecting the

performance of students, identified the factors as malnutrition which causes

poor physical growth and mental development, diseases, injury, home

background, culture and socio economic status of parents. It is a clear

assertion that a students` home background influences his/her behaviour and

school performance. This is because some students are from broken home

where parents are separated, while others are from home where the marriage

is stable and happy, and parents live together happily to see to their

children’s educational needs and school work.. Children develop good

learning habits and scientific thinking through practical and manipulative

approach while at home. This is because of availability of ready materials

like Newspapers, Textbook, Maps, Science journal and Toys. In such homes,

children devote more time to studies which is not done in broken homes

where quarrel are all the time. Educational psychologists recognize that

home environment is among the factors that handicap a child in school and

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in life or may be a source of strong special advantage. Skinner (1963), points

out that in order to understand and improve our standard of education,

learning is not done only in the school. It is with the co-operation of the

home and school environment that learning will be more affective. If one of

them fails there will be a gap and the child will suffer.

In educational circle, classroom environment is very important.

According to Oxford advanced learners` dictionary of current English (8th

ed)

Environment is seen as conditions that affect the behaviour and development

of somebody/something or is seen as the districts, surroundings,

circumstances etc that influence a place, town or people’s lives. According

to Okonkwo and Ozurumba (1989), environment implies all the classroom

conditions that facilitate teaching and learning, which include space, seat,

air, equipments and other man made situation that galvanize teaching and

learning. Environment is also seen as the sum total of all conditions that

surround man at any given time on the earth surface. Anderson (1982), view

classroom as the inter-personal relationship among pupils, relationship

between pupils and their teachers, relationship between pupils and with

subject matters studied and the method of learning and finally pupils

perception of the structure and characteristic of the classroom. Talton and

Simpson (1987), view classroom as a miniature community in which

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members interacts and influence the behaviour of others. According to

Okonkwo and Ozurumba (1989), classroom is a place where learners and

teachers meet. It could be an art gallery, museum, workshop, display center

or special room where educational plan are carried out and research finding

tried out. Classroom can be seen as the power house where the success or

failure of the learning process is generated and sustained. Giddings and

Fraser (1988), viewed classroom environment in terms of the shared

perception of students and sometimes, the teachers in that environment.

Mgodile (2005), stated that classroom environment should have the ability to

create a conducive, congenial, and peaceful climate that allows meaningful

learning in the absence of fear, stress and tension in which the teacher and

the students will be happy to stay and work.

Mgbodile (2005), further stated that learning has been known to be

influenced by the type of environment in which an individual learn. That is

to say that the school climate determines to a large extent the morale,

motivation and commitment of teachers to school work and zeal with which

students purses their studies. Appleby (1990), observed that in un-conducive

type of environment, students distract, disrupt, and interfere with teaching

and learning. They can develop the attitude of coming late to class, pinching

one another, aggression, smoking, lies, truancy, use of drugs, all kinds of

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noise, walking in and out of classroom, being passively rude or unwilling to

participate in the learning process. Nwosu (1997) and Okobia (1992),

observed that un-conducive environment leads students to sleeping in class,

vandalism, smoking and mischief. Consequently, this hinders the physical

classroom environment which hinders teachers’ effectiveness; students

learning and positive interpersonal relationship. In addition, physical

classroom environment include the type of building, furniture, equipments,

resources, materials for teaching and learning, quality of light, space for

movement and interaction. When the physical classroom environment is

poor, it makes the classroom uncomfortable for teaching and learning and

for living. Students in such environment are disorganized, in friction and

mischief. They develop poor attitude to learning and this hinders educational

process, which leads to poor achievement. Eggen, Kauchak and Jacbson

(1981), opined that the organization of the classroom affects how easily

students are managed as well as how well they achieve. Consequently, this

hinders the teacher’s effectiveness, student/students interaction and positive

interpersonal relationship. More still, student/students interaction can hinder

academic activities in classroom environment.

Thus, Okonkwo and Ozurumba (1989), observed that peer influence

has tremendous impart on classroom behaviours. This is because peer help

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to set on patterns of interaction among members. In a normal classroom, a

number of intimate groups are formed with their norms, values, and belief

system. This may create control problem in the classroom. Also, students’

inability to identify with the norms of their group may cause them

frustration, confusion and low self-confidence and actualization. Rejection

may lead to all kinds of behaviour problems and motivation to persist in the

face of a tough academic obstacle (Schmuck and Schmuck 1992). Osarenren

(1999), observed that peer rejection reflection makes students to deviate

from the norms of the school and the society at large. Often behaviours the

youth considers normal for them and their peers, are seen to be deviant and

abnormal by their parents and teachers. Also classroom politics may hinder

or enhance educational activities. Student’s leaders that are harsh and

authoritarian are disliked by students. Students are mischievous in such

environment, while they co-operate with democratic leaders. Also in

classroom environment where students experience sexual harassment from

their fellow students, such leads to immorality, which may cause drop out,

teenage pregnancy, unplanned marriage, sexually transmitted disease and

HIV/AIDS. This type of environment leads some students to change from

such class to another class, or even a change of school. Also, authoritarian

and pessimistic reproachful evaluations of students by the teacher seem to

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create friction in the class. Where as, over rigidity produces unpleasant

environment such that the majority of students become anxious, over

permissive, and may result in students enjoying themselves by doing their

own thing and not participating in the lesson. Thus, Moos (1979), states that

in a classroom, teachers who specify clear goals and encourages

participation tend to promote students moral and feeling of personal

accomplishment and tend to produce high work performance. McCraken &

Richmond (1992), and Nussbaum (1992), observed that teachers at all levels

of education are constantly and silently assessed and perceived as either

credible or not credible by students. Cooper & Simons (1999), states that

students may like or dislike the instructor and learn from the instructor they

perceive as credible as well as those they like rather than from those they

dislike (Frymier, 1994). Teacher’s personal characteristics play some vital

role in effective classroom management. For instance, Lassa (1992), opined

that when a teacher has a fundamental disrespect to students natural

behaviour and thinking, the teachers` mood to subordinate students interest

naturally makes students feel bad. Where this exists, the environment would

normally slow down learning and could affect student’s attitude towards

learning.

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According to Oxford advanced learner’s dictionary of current English

(8thed), attitude is a way of feeling, thinking or behaving towards some thing

or somebody. Ifeakor (2005), expressed the importance of attitude, stating

that feeling is as real, important and a part of nature as much as knowing. He

further noted that how a person feel is almost more important to others than

what he knows. Attitude therefore can be positive or negative towards

stimuli. Gardner (1975), Munby (1980), Ormerod and Duckworth (1975),

Shrigley (1983), Schibeci (1984), all opined that the development of a

positive attitude to science and scientific process is among the major aims of

science teaching. They are of the opinion that promotion of favorable

attitude to science is an important aim of science education. In harmony with

the above, Klopfer (1971), provide a comprehensive classification scheme

for science education aims using six different categories of attitudinal aims.

These he called Test of Science Related Attitude (TOSRA) (Fraser 1978).

TOSRA is used for examining the performance of groups or classes of

students to provide information about changes in attitude at a particular time.

However, most of these research works were done outside Nigeria.

The little one done in Nigeria, lay much emphasis on geographical location,

disease, culture, socio economic status of parents, intelligent quotient,

gender problem and home background environment problems. Among all

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these factors identified, influence of students` perception of classroom

environment seems to be absent. Hence, the need for this work.

Statement of the Problem

Students perceive the classroom environment differently because

they have different classroom experiences. Differences in perceptions are

usually more helpful than harmful. They provide the bases for great variety

of approaches to life in general and to education in particular. The question

is, do students’ perceptions of classroom environment influence their

academic achievement? Does it influence students’ attitudes towards

Chemistry subject? Thomas Poffenberger and Donald Norton (1967),

discovered that home attitude and teacher all play important roles in

determent of students attitude towards school subjects. According to Ukeje

(1984), poor academic performance could be due to home back ground, peer

group influence, intelligent quotient, gender and geographical location of the

school. Ukeje (1984), further identified some factors, which affect the

performance of students as malnutrition, disease, culture, socio-economic

status of parents and home background. Onainor and Obiora (2001),

maintained that gender is another factor that influences the performance of

students, some noted age as a big factor that can influence students

performances and attitudes to learning.

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However, most of the research works were done out side Nigeria,

hence they cannot be generalized to Nigerian classroom environment due to

differences in the social cultural and socio economic setting and levels of

education. Among all other research works done in Nigeria, influence of

students’ perceptions of classroom environment on their achievement and

attitudes towards learning is not mentioned. Could this factor be responsible

for students` low or poor Chemistry achievement in Nigeria. In other to

provide answer to this question, this work becomes necessary and important.

Purpose of the Study

The purpose of this study is to find out the influence of students’

perceptions of classroom environment on their achievement and attitudes

towards Chemistry in senior secondary schools.

It is specifically established to find out

1: Students’ perceptions of Chemistry classroom environment.

2: Influence of students’ perceptions of classroom environment on their

achievement in Chemistry.

3: Influence of students’ perceptions of classroom environment on their

attitudes towards Chemistry

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Significance of the Study

This study is significant in view that it will provide useful information

on students’ perceptions of chemistry classroom environment to educators,

teachers, students, non tutorial staff, guidance counselors and the

government. This study will help government, teachers, educators and the

guidance counselors to know the influence students’ perceptions of

classroom environment have on students’ achievement and students’

attitudes towards chemistry in secondary schools. To the government,

teachers and head of schools, it will guide them in formulating rules and

laws in school system. It will help students to know and adapt to classroom

environment variables. This will help in changing and improving teaching

and learning of Chemistry in senior secondary schools.

Scope of the Study

This study will be limited to senior secondary II students of chemistry

in Obollo education zone of Enugu State. It is also limited to some selected

variables such as the Nature of classroom environment, Instructional

materials/equipment, Teachers’ quality, Method of teaching and

Student/students interaction.

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Research Questions

The following research questions will guide the study

(1) What is the students’ levels of perceptions of their Chemistry

classroom environment?

(2) What is the chemistry achievement mean scores of students who

have negative, moderate, and positive perceptions of their Chemistry

classroom environment?

(3) What is the attitude mean scores of students who have negative,

moderate, and positive perceptions of their chemistry classroom

environment?

Hypotheses

The following hypotheses will be tested in this study at 0.05 level of

significance.

HO1: The students’ perceptions of their Chemistry classroom

environment have no significant influence on their achievement

mean scores in Chemistry.

HO2: The students` perceptions of their Chemistry classroom

environment have no significant influence on students’ attitude

mean scores in Chemistry.

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CHAPTER TWO

REVIEW OF LITERATURE

This chapter presents a review of literature on the influence of

students’ perceptions of classroom environment on their achievement and

their attitudes towards chemistry. The review of related literature is divided

into sections. The sections include the conceptual framework, theoretical

framework and the empirical studies.

Conceptual framework

Nature of Classroom Environment and Students’ Achievement and

Attitudes in Chemistry

The role of classroom is very vital in education circle. It is a miniature

community in which members interact and influence the behaviour of others

(Talton and Simpson 1989). According to Okonkwo and Ozurumba (1989),

classroom could be an empty space, an art gallery, museum, workshop,

display center or special room. Classroom learning environment has a

central purpose and that is to promote teaching and learning. The classroom

is a very important place in the operation of a school. It holds students

together and offers them the opportunities of achieving the purpose of

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education. It makes for group socialization through peer interaction and

pressures. Akubue (1991), described the classroom environment as a base

for all types of educational activities. Giddings and Fraser (1988), described

classroom environment in terms of the shared perception of the students and

some times the teachers in that environment.

Classroom environment can be classified into different conditions,

such as psychological, Sociological, psychosocial and physical conditions.

The psychological classroom environment refers to the level of teaching

motivation, anxieties, confusion, Cohesiveness, distraction, encouragement,

interest and the difficulties of the classroom learning activities (Haertel and

Walberg 1981). The sociological classroom refers to the inter-personal

relationship among pupils, and their teachers, relationship between pupils

and the subject matters studied and the methods of learning (Anderson

1982), Psychosocial classroom environment refers to the type which

provides an area that will help to furnish a number of ideas, techniques and

research findings that could be valuable in the school psychology (Fraser

1981a, 1986a). while physical classroom environment refers to the building,

artistically design, levels of available seat, good ventilation, quality of light,

roofing, ceiling and smooth floor (Akubue 1991). The nature of classroom

environment has found to differ according to the quality and design of the

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above mentioned. Different perceptions of these by students influence their

achievements and attitudes in science including chemistry. Fraser (1986b),

provide much consistent evidence that classroom environment is linked with

students outcome. Haertel G, Walberg and Haertel E. (1981), found out that

students learning was consistently related positively to classroom

cohesiveness, satisfaction and task orientation and related negatively to

friction and disorganization, Eggen, Kauchak and Jacobson (1981), agreed

that the organization of physical classroom environment affects how easily

students are managed as well as how they achieve. Appleby (1990),

observed that in Un-conducive type of environment, student distract, disrupt,

and interfere with teaching and learning. They can develop the attitude of

coming late to class, pinching one another, aggression, smoking, lies,

truancy, use of drugs cultism, examination malpractice, making all kinds of

noise, walking in and out of classroom, being passively rude or unwilling to

participate in the learning process. Nwosu (1997) and Okobia (1992),

observed that un-conducive environment lead students to sleeping in class,

calling teachers provocative nicknames, walking out on the teacher,

vandalism, smoking and mischief. Consequently, this hinders effective

classroom activities, which hinders teachers` effectiveness and poor

academic achievement. Fraser (1986), reported that task oriented and

28

structure classes have improved students abilities. In such classroom,

students are creative and hard working. Mgbodile (2005), found out that the

school climate determine to a large extent the moral, motivation and

commitment of teachers to school work and zeal with which students pursue

their studies. He further added that a good climate makes it possible to work

productive to important school goals such as academic learning, social

development, scientific attitude and curriculum development.

Instructional Materials/Equipment and Students’ Achievement and

Attitudes in Chemistry

Materials/equipment play a central role in chemistry education. In

chemistry classroom environment, materials/equipment refers to those

resources, chemicals, compounds, substances, gadgets, apparatus which are

used in investigative activities. According to Maduabum (1989), resources

are the instructional equipment and materials which the teacher can use to

help students to achieve lesson objectives. Equipment/Materials help to

provide learners with opportunities, skills and attitudes needed for future

work in science and to practice investigative and inquiry activities. It enables

children to be actively involved in learning. According to Azeke (1987),

inadequate instructional materials and equipment in secondary schools

29

remove the activity components of the science lesson which makes science

real and experimental.

Anih (2001), observed that materials/equipments encourage creative

instincts which is fundamental to academic achievement. Ugwuanyi (1998),

reported that many students perceive science as a difficult subject because it

involves imagination of objects and concepts when laboratory

materials/equipments are lacking. Ezeliora (1999), conducted a study aimed

at empirically determining which of the learning materials will influence

retention of chemistry concepts more among senior secondary school

students and to what extent each influence the attitude and achievement of

students. She reported that locally improvised learning materials proved

superior to the standard learning materials in engendering retention of

chemistry concepts. Oyedeji (1986), recognized the role of equipments. In

his write up, he wrote, one begins to wonder whether lack of science

equipment is not one of the factors responsible for the continuous poor

performance of science students when compared to arts students. He

therefore, concluded that science materials and equipments must be

effectively managed in other to achieve better result in science education

particularly in chemistry. Therefore, the laboratory materials/equipments

should be adequate and functional, since they are unavoidable need for

30

effective investigation activities, which affects chemistry learning. Nduanya

(1978), maintained that children learn better in an environment that is rich in

terms of quality and variety of learning materials and equipments. Students’

perceptions of learning materials/equipments that are attractive, accessible

and are easily used influenced students’ overall feelings towards the

classroom and their own capacity for learning. This is because practice

makes perfect.

Teachers’ Quality and Students’ Achievement and Attitudes in

Chemistry

Classroom environment was described by Giddings and Fraser (1988)

in terms of the shared perceptions of the students and some times the

teachers in that environment. Teachers perceived the classroom environment

more favourable than did their students in the same classroom. Cooper &

Simonds (1999), states that students may perceive the instructor as either

credible or not credible. They may also like or dislike the instructor. This

problem can be traced to teachers’ quality. Teachers’ quality has to do with

teachers’ qualification, type of leadership, neatness, effectiveness,

efficiency, communication skills, dressing style, punctuality etc. These can

be assets as well as a liability to classroom discipline Okonkwo and

31

Ozurumba (1989). They further stated that it can be an asset if students

perceive the teacher to be democratic, efficient, friendly and warm. If the

teacher prepares his lesson and confidently delivers them, if the teacher

dresses neatly, if he is firm and constant in dealing with the students. He

becomes liability, if he adopts authoritarian or lassie faire style of leadership,

if he is emotionally not stable and lacks good communication skills, if he

sexually harasses the students etc. Appleby (1990), observed that, in this

type of environment, students are passively rude or unwilling to participate

in the learning process. Nwosu and Okobia (1992), states that, this hinders

teachers effectiveness, students learning and positive inter-personal

relationship. This can disrupt and negatively impart the overall learning

environment for students who are not involved in the inappropriate

behaviours. It contributes to additional stress, discontent and eventual burn

out for teachers. Frymier (1994) & Umeano (2007) observed that students

learn more from the instructors they perceived as credible as well as those

they like rather than from those they dislike.

Lassa (1992), observed that teacher characteristics play some vital

role in effective classroom management. He opines that when a teacher has a

fundamental disrespect to students’ natural behaviour and thinking, his

subordinate interests naturally slow down learning. Hence, Moos (1979),

32

states that teachers who specify clear goals and encourage students

participation tend to promote students morals and feelings of personal

accomplishment and produce high work performance. Furthermore, Lainer

and little (1986), revealed that some programmers on teachers education

provide too superficial a general education in science and technology for

their teachers to be anything more than movies, that most super-secondary

school teacher education programmers do not provide experiences needed to

effectively teach all components of an integrated science, technology and

society programmers. As a result, teachers can readily apply their knowledge

to solution of community problems and perception difficulties. Thus, Ali

(1989), points out that how well a teacher performs in science teaching

depends on what he was taught during the course. In addition, that progress

is only made when what to teach and how to teach becomes part of the

teacher. Ogbuanya (1990), opined that effective teaching leads to good

academic performance and positive attitude of students in all subjects.

Meaning that teachers` competency might be a factor which influence

students academic achievement and attitude towards chemistry.

33

Method of Teaching and Students’ Achievement and Attitudes in

Chemistry

In classroom environment, there is every need to vary instructional

method in different classroom situation to ensure overall effectiveness. Ani

(2001), grouped the various method of teaching science into three vises:

practically-base teaching method (laboratory, demonstration, inquiry, and

investigation methods etc) theoretically-base method (lecture, executions

and seminar method etc) method that are combination of activities and

theory include (field trips, play activities method etc). Some research

findings are in favor of the laboratory method of teaching, while others are

in favor of other method in terms of enhancing students achievements in

chemistry (Ugwu 2004). But Ani (2001), reported that no one method can be

regarded as the best for every teaching situation. Okorie (1976), suggested

that a combination of teaching method should be adopted for teaching

chemistry. According to Okorie a carefully designated teaching method can

work wonders in making learning effective.

34

Student/Students Interaction and Students’ Achievement and Attitudes

in Chemistry

In classroom environment, a number of intimate groups are formed

with their norms, values and belief system. This may create control problem

in the classroom. Okonkwo & Ozurumba (1989), observed that peer

influence has tremendous impart on classroom behaviours. This is because

peers help to set on patterns of interaction among members. They further

stated that students` inability to identify with the norms of their group may

cause frustration, and low self confidence and self actualization. Rejection

by peer group may lead to all kinds of behaviour problem and motivation to

persist in the face of a tough academic obstacle. Ogu (1995), Schmuck and

Schmuck (1992), observed that students tend to be mischievous,

disobedience, smoking drinking, truancy, unpunctual, examination

malpractice, cultism etc as a result of different perception pattern of

interaction among students. Onyechi and Okere (2007), observed that over

dependence of the adolescents on peer group has been linked to poor

performance in school examination which leads to increasing rate of failure

among adolescent in secondary schools. Akubue (1991), observed that when

pupils come into contact with others in the classroom, there is bound to be

patterns of social interaction in which children depend on others or becomes

influential over others. In general, they act not only as individual but also as

35

members of a group. To varying degree, the behaviour of one individual in a

class affects the behaviour of other individual in that class which they

consistently associate. This sub group can become powerful shapers of

behaviour for their members. Moos (1979), reported that those whose social

environment was affiliation oriented were characterized by more students

initiation and participation and interaction between students than was the

case for control classrooms. Schmuck and Schmuck (1992), maintained that

a students perceived socio-metric position within the classroom peer group

has definite implication for the accomplishment of the students academic

work. They opined that for many students being attractive to peer can be a

very variable within the matrix of forces facilitating or inhibiting

achievement. Students who receive unfavorable and negative feed back from

their peer are put in threatening environment for many hours each day. Thus,

affect self-actualization and academic achievement.

Theoretical Frame work

Behavioural change a product of interaction of forces in an environment

Anderson (1982), refers classroom environment as the inter-personal

relationship among pupils, relationship between pupils and their teacher,

36

relationship between pupils and the subject matter studied and the method of

learning. This shows that learning involves the environment and every thing

within the environment. This agrees with Lewin’s field theory of learning

which states that every one lives in a “live space” which is subject to

different kinds of stimuli from within the individual and also from the

individual’s immediate environment. All these have effects on the

individual’s behaviour. Behaviour is therefore, a product of the interaction

of these forces in the environment. A change in the behaviour of the

individual occurs as a result of a change in the environment. As a matter of

fact, these ideas show that students’ perceptions of classroom environment

have influence on students’ learning. Since a change in behaviour of an

individual occurs as a result of interaction of forces in an environment, it

implies that students’ perception of classroom environment influences

students’ achievement and attitudes towards school subjects.

In alliance with the above is social learning theory which views

learning in terms of the learning’s cultures and environment of the learner

which is relevant in his learning activities. The social learning theory holds

that new behaviour patterns can be acquired either by direct experience or by

observations. This supports the idea that environment influences learning. In

37

addition, Mgbodile (2005), stated that learning has been known to be

influenced by the type of environment in which an individual learns.

Fraser (1986), reported that task oriented and structured classes have

improved students abilities and makes students creative.

Getzels and Thelen (1960), presented a frame work for the analysis of

a school classroom as unique social system, suggesting that classroom

environment, personality needs and role expectation interact as well as

predict group behaviour including class learning. Based on these theoretical

frame work, Moos (1979), Walberg (1979), Fraser (1982a), went into work

on the assessment and investigation of students perception of psychosocial

aspects of their classroom learning environment, which involves science

classes specifically. These reviews show that the most frequently used

classroom environment instruments have been the Learning Environment

Inventory (Fraser, 1982), the Classroom Environment Scale (Fishers and

Fraser, 1983b) and the Individualized Classroom Environment

Questionnaire (Fraser, 1987). These instruments can be used to tap

perceptions of either actual or preferred classroom climate among either

students or teachers.

38

Review of Empirical Studies:

Students’ Perceptions of Classroom Environment as factor of academic

Achievement.

A large number of related empirical studies have been conducted on

classroom environment. For instance, Fraser (1979, 1982) and Anderson et

al (1969), in their studies using the Individualized Classroom Environment

Questionnaire (ICEQ) scale on a sample of 116 grades 8 and 9 classes in

thirty three schools in Tasmania; Australian science education project,

revealed that there were difference between alternative curricula in terms of

classroom climate while cognitive outcome measures showed no differences.

However, Fraser and fisher (1983), carried out studies which involved

compares of students and teachers perceptions of actual and preferred

classroom environment; they found out that students preferred a more

favourable classroom environment than the one that was actually present.

Again that teacher perceived the classroom environment more favorably

than their students in the same classroom. These findings show that students’

perceptions of the classroom environment differ from those of the teachers

highlights the merit of teachers collecting perception data from the students.

Fraser (1980), provided much consistent evidence that students perceptions

39

of classroom environment is linked with students’ attitudes and their

outcome. Again, Anderson and Walberg (1967), investigation on the

relationship between emotional climate and learning. They studied twelfth

grade classes and found that classes where high gains in science

understanding occurred were perceived by students as being well organized

and controlled by the teacher yet allowed freedom to question and learning

in a relatively informal atmosphere. In addition, Haertel, Walberg and

Haertel W. (1981), in a comprehensive meta-analysis found that students’

learning was consistently related negatively to friction and disorganization.

The study involved 734 correlations of 10 data sets from a collection of 12

studies of 10 data sets from 823 classes in eight subject areas containing

17,805 students in four nations. The implication from this research is that

students’ attitude might be improved by creating classroom environments

found empirically to be conducive to learning. Schmuck and Schmuck

(1992), observed that students perceived socio-metric position within the

classroom peer group has definite implications for the accomplishment of

the student academic work. Also that many students being attractive to peers

can be a very important variables with the matrix of forces facilitating or

inhibiting attitudes to science and their achievements. Students who receive

unfavorable and negative feedback from their peers are put in a threatening

40

environment for many hours each day. A lack of peer acceptance under

mines student self actualization and hinders his/her motivation to persist in

the face of tough academic obstacles. They maintained that the feelings of

inter-personal support and help fullness along with actual interdependent

with others could enhance a student’s attitude, efforts and subsequent

academic performance. Furthermore, Rutter et al (1979), carried out

assessment of classroom environment to conceptualizing, assessing and

investigation what happens to students during their school. In the study, he

observed that students spend up to 15,000 hours at school by the end of

senior high school. It shows that students certainly have a stake in what

happens to them at school and their reaction to and perceptions of social and

psychological assets of the learning environment of school science

classroom are important. In a research conducted by Fraser (1981c) &

Lawrenz (1977), to compare the perception of actual and they preferred

learning environment in Chemistry and Biology, the result showed that both

Chemistry and Biology students perceived that they would like to have a

more positive learning environment that will be more goal oriented,

competitive, more organized and less difficulty. In view of the above

information, this study is to find out if students’ perception of classroom

41

environment is a factor of attitude to learning of chemistry in our senior

secondary schools.

Students’ Perceptions of Classroom Environment as a factor of attitude

to learning.

Klofer (1971), examined relationship between classroom environment

to attitude towards science and achievement in science using Test of Science

Related Scale (TOSRA) based on the sample of 1,337 science students in

grade 7-10 from eleven different schools in Sydney, Australia. The result

measure (H-1) distinction between attitude to science and scientist, (H-2)

attitude to inquiry, (H-3) adoption of scientific attitude such as curiosity and

open mindedness (H-4) enjoyment of science learning experience, (H-5)

interest in science apart from learning experience (H-6) and interest in a

career in science. The result showed an appreciation that (1) scientists are

normal people rather than the eccentrics often depict in the mass media. (11)

Students’ attitude towards scientific experimentation and inquiry is a way of

obtaining information about the natural world. It shows science attitude as

open mindedness, willingness to revise opinion etc. this is used in assessing

the progress of individual students and for examining the performance of

groups or class of students or as pre-test and a post-test about changes in

42

attitude. In addition, Thomas and Donald (1967), studied the attitude of 390

high school students towards mathematics, they discovered that home

attitude, success in the subjects and the teacher all play important role in

determining attitude to school subjects. Talton and Simpson (1987),

examined the relationship between classroom environment to attitude

towards science and achievement in science among tenth grade Biology

students. Attitude instrument was used to measure students’ attitudes

towards science and classroom. The test was administered 3 times during the

school year to measure six areas emotional climates of the science

classroom, science curriculum, physical environment of the science

classroom, science teacher, students in the science classroom and friends

attitude towards science. Students’ achievement in science was measured by

teacher reported semester graders. They used 1560 students and 23 tenth

grade science teachers who taught a total of 70 Biology classes in four senior

high schools were used and elected from Central North Carline by stratified

random sampling, the result indicates that: 56 to 61% of the variance in

attitude towards science was explained by students’ attitudes towards the

class environment. Students’ attitudes towards the classroom environment

accounted between 5-14% of the variance in achievement in science.

Students’ attitude towards science and attitudes towards the classroom

43

environment explain between 16 and 18% of the variance in achievement in

science.

Lawrenz (1977), in his study indicated that the perceived classroom

environment varies with science taught. Investigating how well Biology,

Chemistry and Physics students’ attitudes towards science can predicted

from their perception of classroom learning environment, found that students

attitude towards science correlate to students perception of score on science

attitude inventory. The perceived learning environment appears higher and

correlate to science attitude in Chemistry and Biology than in Physics. The

above studies indicate that students attitude to learning varies with the

science subject taught. Chemistry as a science subject is not ruled out. This

implies that students’ attitudes towards chemistry can be predicted from

students perception of classroom learning environment which can influence

their achievement in chemistry. Therefore in this work, it will be found out if

student’s perception of classroom environment influences their achievement

and attitude towards chemistry.

44

Summary of Related Literature Review

In educational circle, classroom environment is very important. It can

be seen as the powerhouse where the success or failure of the learning

process is generated and sustained. The physical classroom environment

deals with the infrastructural facilities, material, equipment, seating

arrangement, organization and quality of light. These consist in creating a

conducive classroom environment. These can be classified into different

conditions such as psychological and psychosocial conditions, different

perceptions of these by students influence their achievements and attitudes

in science including chemistry. Hence a large number of past studies provide

much consistent evidence that classroom environment is linked with students

outcome. However, in contrary to the above, empirical studies Anderson et

al (1969), and Fraser (1979, 1982), revealed that there were differences

between alternative curricula in terms of classroom climate, while cognitive

outcome measures show no differences. Teachers` quality deals with the

teachers’ qualification, type of leadership, effectiveness, communication

skills etc, this can be assets and liability to classroom discipline. It was

observed that students learn more from the instructor they perceive as

credible as will as those they like rather than from those they dislike. The

meaning is that teachers’ competency might be a factor which influences

45

students’ academic achievements and attitude towards chemistry.

Student/students interaction has been observed to have tremendous impact in

classroom behaviours. Peers influence help to set on pattern of interaction

among members. Inability of the students to identify with the norms of their

group may lead to low self confidence and self actualization in the face of

tough academic obstacles. It was observed that students perceptions on

learning materials that are attractive, accessible and easily used influence

students` overall feelings towards the classroom and their own capacity for

learning. In addition, the methods the teacher use go a long way in creating

conducive classroom learning environment. Empirical evidence shows, that

these classroom environment variables are related to students’ achievements

in and attitude towards learning. Hence, this study is to find out if the above

mentioned classroom environment variables have influence on students

achievement and attitude towards learning.

46

CHAPTER THREE

RESEARCH METHOD

This chapter deals with procedures the researcher used in the study. It

includes the research design, area of the study, population of the study,

sample and sampling techniques, instruments for data collection, validation

of instruments and method of data analyses.

Design of the Study

This study is an ex-post facto research. According to Kerlinger (1979), an

ex-post facto research design is used when the researcher has no direct

control over the independent variables and therefore cannot manipulate

them. For the purpose of this study, the independent variable is the students’

perceptions of classroom environment, while the dependent variables are

students’ achievement in and attitude towards chemistry.

Area of the Study

This study is conducted within Obollo Education Zone of Enugu

State. This Zone consisted of Udenu, Igboeze North and Igboeze South

Local Government Area. The researcher chose Obollo Education Zone out

of the six Education Zone in Enugu State because the researcher have been a

47

Chemistry teacher in this Education Zone for quit a long time and is familiar

with some of the problems chemistry students encounter in this Education

Zone.

Population of the Study

The population of the study was all the SSII Chemistry students of

secondary schools in Obollo Education Zone of Enugu State. There were 56

senior secondary schools in Obollo Education Zone. The SSII were selected

for the reason that they have sufficiently experienced enough chemistry

classroom environment variables. The choice is to maintain homogeneity

without biased mind.

Sample and Sampling Techniques

The sample for the study consists of 496 SSII students who registered

for Chemistry as one of the science subjects. Purposive sampling technique

was used to select 25 senior secondary schools that have chemistry teachers

for the year 2009/2010 session in Obollo Education Zone of Enugu State.

Instrument for Data Collection

The following instruments were used in the collection of data for the

study.

Students’ perceptions of Chemistry Classroom Environment Questionnaire

(SPCCEQ)

48

Chemistry Students’ Attitude Scale (CSAS) And

A Checklist: For tabulating Students’ Achievement Scores in chemistry for

three terms.

The Students’ perceptions of Chemistry Classroom Environment

Questionnaire (SPCCEQ), was developed by the researcher to find out

students’ perceptions of the Chemistry Classroom Environment. This

instrument contains 24 items which measures the following components of

the classroom variables such as the Nature of classroom environment,

Instructural materials/equipment, Chemistry Teachers’ quality, Method of

teaching and Student/students interaction. The questionnaire is a four point

Likert-type scale with alternatives of strongly Agree, Agree, Disagree, and

strongly Disagree. Checklist: This was used for tabulating Students’

Achievement in Chemistry using three terms grades for the year under study.

This was collected from the Dean of studies to measure students’

achievement in Chemistry classroom setting.

The Chemistry Students` Attitude Scale (CSAS) instrument is a four point

Likert-type questionnaire with 25 items designed by the researcher which

was to measure students’ attitudes towards Chemistry.

49

Validation of Instrument

The Students` Perceptions of Chemistry Classroom Environment

Questionnaire (SPCCEQ) and Chemistry Students` Attitude Scale (CSAS)

were face validated to determine adequacy, appropriateness and for their

proper wordings. This was done by presenting them to experts in science

education department and experts in measurement and evaluation for proper

validation. While check list was not subjected to further validation, since it

was copied direct from dean of studies record.

Reliability of Instrument

To test for the reliability of the instruments, the students’ perceptions

of Chemistry Classroom Environment Questionnaire (SPCCEQ) and

Chemistry Students` Attitude Scale (CSAS) were both administered to 30

SS2 chemistry students selected from three schools out side the main schools

used for the study. The results obtained after trial testing were subjected to

test of internal consistency using Cronbach Alpha procedure to measure

their reliability before they were used for the study. The tests yielded a

coefficient of 0.92, for (SPCCEQ) while 0.90 is for (CSAS) indicating that

instruments were quite reliable for the study.

50

Technique for Data Collection

Data were collected from the students after administering the

Students’ Perceptions Chemistry Classroom Environment Questionnaires

(SPCCEQ), which the researcher administered to the students after obtaining

permission from the principal of the school. The result was used to

determine students` perceptions of Chemistry Classroom Environment. Data

on students’ Attitudes to Chemistry Classroom Environment were obtained

by administering the Chemistry Students attitude Scale (CSAS). This was

collected form students on completion by the researcher. Also data were

obtained from the results of chemistry students’ three terms grades copied

from the Dean of studies; this was used to determine students’ achievement

in chemistry.

Method of Data Analyses

Frequency and percentage were used to classified Students` perceptions

scores of their chemistry classroom environment into those with negative

perception (0-49), moderately positive perception (50-69) and positive

perception (70- and above). In order to answer the research questions, mean

scores and standard deviation scores were used to analyze their achievement

and attitudes in chemistry. While one- way Analysis of Variance (ANOVA)

was used to test for the hypotheses to determine the significance of the

51

differences between the mean scores of students` with different levels of

perceptions of their classroom environment.

52

CHAPTER FOUR

PRESENTATION AND ANALYSES OF DATA

This chapter presents the data analyses of the study. The results were

presented according to the research questions and hypothesis formulated to

guide the study.

Research Question 1

What is the students’ level of perceptions of their chemistry classroom

environment?

Table: 1 Distribution of students by levels of perceptions of their chemistry

classroom environment.

levels of perceptions Frequency percentage

Negative perception (0-49) 109 21.98

Moderately positive perception (50-69) 369 74.40

Positive perception (70 and above) 18 3.63

Total 496 100.0

The result on Table 1 shows proportion of students by their levels of

perceptions of their chemistry classroom environment. The Table shows that

21.98% of the students have negative perception of their chemistry

classroom environment. While 74.40% have moderately positive perception

53

of their chemistry classroom environment and only 3.63% of the students

have positive perception of their chemistry classroom environment. The

table shows that majority of the students have negative perceptions of their

chemistry classroom environment. It is only on the basis of this

categorization of students by their levels of perceptions of the chemistry

classroom environment that the researcher indicates that majority of the

students have negative perceptions of their chemistry classroom

environment.

Research Question 2

What is the achievement mean scores of students who have negative,

moderate positive and positive perception of their chemistry classroom

environment

2: Students’ achievement mean scores and standard deviation in

chemistry by their levels of perceptions of chemistry classroom

environment.

Students’ levels of perceptions N Mean Std. deviation (SD)

Negative perception 109 58.17 15.71

Moderately positive perception 369 58.28 16.63

Positive perception 18 58.50 10.62

Total 496 58.32 10.16

54

The result shows achievement mean score of 58.17 and standard

deviation score of 15.71 for the group of students that have negative

perception of their chemistry classroom environment. Also the data shows

achievement mean score of 58.28 and standard deviation score of 16.63 for

the group of students that have moderate positive perception of their

chemistry classroom environment, while achievement mean score of 58.50

and standard deviation score of 10.62 for the group of students that have

positive perception of their chemistry classroom environment. This shows

that there is no significant influence among the students` achievement mean

scores in chemistry.

Research Question 3

What is the attitude mean scores of students who have negative,

moderate positive and positive perceptions of their chemistry classroom

environment?

Table 3: Students’ attitudes mean scores and standard deviation scores by

their levels of perceptions of chemistry classroom environment.

Students` levels of perceptions N Mean Standard deviation (SD)

Negative perception 109 57.33 9.71

Moderately positive perception 369 60.62 7.49

Positive perception 18 72.89 9.44

Total 496 60.36 8.55

55

The result on table 3 shows student’s attitude mean score and standard

deviation score by their levels of perceptions of chemistry classroom

environment. The table shows attitude mean score of 57.33 and standard

deviation of 9.71 for the group of students that have negative perception of

chemistry classroom environment, while attitude mean score of 60.62 and

standard deviation of 7.49 for the group of students that have moderately

positive perception of their chemistry classroom environment and attitude

mean score of 72.89 and standard deviation of 9.44 for the group of students

that have positive perception of their chemistry classroom environment. The

table shows that there is significant influence among the students attitude

mean scores in chemistry

56

Hypothesis 1

The students’ perception of chemistry classroom environment has no

significant influence on their achievement mean scores in chemistry.

Table 4: Analysis of variance (ANOVA) comparing students’ levels of

perceptions of chemistry classroom environment and their achievement

mean scores.

Sum of square df Mean

squares

F Sig of F decision

Between groups 1.703 2 .852 .003 .997 NS

Within groups 130364.746 493 264.432

Total 130366.450 495

Table 4: The result shows that the calculated F value is 0.003 at 2 degree of

freedom, while F critical is 4.66. This means that at 5% level of significance

and 2 degree of freedom, the calculated F value is less than the table of f

critical value. Therefore the null hypothesis is upheld. There is no significant

influence among the achievement mean scores of students of different levels

of perceptions of their chemistry classroom environment. It can therefore, be

concluded that students’ achievement in chemistry do not depend on

students perceptions of their chemistry classroom environment.

57

Hypothesis 2

The students’ perception of chemistry classroom environment has no

significant influence on students’ attitude mean scores in chemistry.

Table 5: Analysis of variance (ANOVA) comparing students’ different level

of perceptions of chemistry classroom environment and their attitude mean

scores.

Sum of squares df Mean

squares

F Sig of F decision

Between groups 2870.988 2 1435.494 21.866 .000

Within groups 32365.494 493 65.650 S

Total 35236.482 495

The result shows, that the calculated F value is 21.87 at 2 degree of

freedom, while the F critical value is 4.66. This implies that at 5% level of

significance and 2 degree of freedom, the calculated F value is greater than F

critical value.

Therefore, the null hypothesis is rejected. This shows that there is

significant influence on the student’s attitude mean scores of their different

levels of perceptions of their chemistry classroom environment. This implies

that students attitude towards chemistry is influenced by their levels of

perceptions of their chemistry classroom environment.

58

Scheffe’s Test

The students’ perception of their chemistry classroom environment

has statistical influence on student’s attitudes towards chemistry.

Table 6: Scheffe’s Test stepwise comparing the 3 groups of different levels

of perceptions.

Post Hoc Tests

Scheffe (I) Attitude (J) Attitude Mean difference

(I-J)

Std. Error Sig

Negative perception Moderately positive perception -3.20129*

.88389 .002

Positive perception -15.46687*

2.06282 .000

Moderately positive perception Negative perception 3.20129*

.88389 .002

Positive perception -12.26558*

1.95711 .000

Positive perception Negative perception 15.46687*

2.06282 .000

Moderately positive perception 12.26558*

1.95711 .000

The mean difference is significant at the 0.05 level.

Table 6 shows Scheffe`s Test stepwise comparing the 3 groups of different

levels of perceptions of chemistry classroom environment. The table shows

that moderately positive perceptions and positive perceptions are statistically

significant, negative perceptions and positive perceptions are statistically

significant, and the negative perceptions and moderately positive perceptions

are significant. This shows that the 3 groups are homogenous Subsets. Each

of the group’s mean difference is statistically significant at the 0.05 level.

59

CHAPTER FIVE

DISCUSSION, CONCLUSION, AND SUMMARY

This chapter discussed the results, conclusion, implication,

recommendations as well as suggestions for further studies. The presentation

is made in the other of research questions and hypotheses.

Discussion of the results

The results are discussed according to the formulated research

questions and the hypotheses that guided the study.

Table 1: Result from table 1 shows that greater number of students’ have

negative perception of chemistry classroom environment, meaning that

chemistry classroom environment is not all that conducive for teaching and

learning of chemistry in senior secondary schools. The implication is that

few students offer chemistry. This might be the reason while Mgbodile

(2005), stated that classroom environment should have the ability to create a

conducive, congenial, peaceful climate that allows meaningful learning in

the absence of fear, stress and tension in which the teacher and the students

will be happy to stay and work. However, table 2 shows that students’

60

perceptions of chemistry classroom environment do not have significant

influence on students’ achievement in chemistry. This is in support with

Fraser (1979, 1982) project, which revealed that there were differences

between alternative curriculums in terms of classroom deviant, while

cognitive out come measures show no differences. But this is not in support

with Appleby (1990), who observed that in un conducive type of

environment, students distract, disrupt and interfere with teaching and

learning. Also, it is not in support with Nwosu (1997), and Okobia (1992),

who observed that un conducive environment, leads students to sleeping in

class, calling teacher provocative nicknames, walking out on the teacher,

vandalism, smoking and mischief. This is because this type of classroom

environment thwarts teaching and learning. The result also differs from the

findings of Heartel W. (1981), who found that students’ learning was

consistently related negatively to friction and disorganization. More, so the

result on table 3 shows that student’s perceptions of chemistry classroom

environment have significant influence on students` attitude towards

chemistry. The data is in support with Fraser (1980), who provided much

evidence that students’ perception of classroom environment is linked with

student’s attitude towards teaching and learning. Also in support with

Lawrenz (1977), who indicates that the perceived learning environment

61

appears higher and correlates to science attitude in Chemistry and Biology

than in Physics.

This result is in harmony with Gardner (1975), Ormerod and

Duckworth (1975), Munby (1980), Shrigley (1983) and Schibeci (1984),

who all opined that development and promotion of science education

promotes positive attitude to science and scientific enterprise.

Table 6, Scheffe test. The result shows that the 3 groups of students of

different levels of perception of chemistry classroom environment when

compared with each other is significant at 0.05 level. The implication of this

research is that students attitude to science might be improved by creating

classroom environment found empirically to be conducive to learning

Heartel, Walberge and Haertel W (1981).

Conclusion/Summary

The research work has been an effort to find out the influence of

student’s perceptions of Chemistry Classroom Environment on their

achievement and attitudes towards Chemistry. In the study, SSII senior

secondary school students in Obollo Education Zone were used. From the

data collected and analyzed, including the subsequent discussion on the

findings, it has been observed that students have different perceptions of

62

Chemistry Classroom Environment, majority of the students’ have negative

perceptions of Chemistry classroom environment, while very few students

perceive Chemistry classroom environment to be positive. The result shows

that the chemistry classroom environment is not conducive and favourable

for teaching and learning of chemistry in senior secondary schools. This

implies that chemistry classroom environment in senior secondary schools

do not have the ability to create a conducive, congenial and peaceful climate

that allows meaningful teaching and learning of chemistry. Therefore, the

researcher’s conclusion was on the bases of the findings and the discussions

above. That student’s perception of Chemistry Classroom Environment

correlates with students’ attitudes. This, have significant influence on

students attitudes in Chemistry but do not have significant influence on

students’ achievement in Chemistry. Thus that Chemistry Classroom

Environment should be improved. This will go a long way to create a

congenial, peaceful Classroom Environment that is conducive and

favourable for teaching and learning of Chemistry, which will promote

positive influence on students’ attitude to Chemistry.

63

Implication of the Findings

The student’s perception of Chemistry classroom environment has

significant influence on Student’s attitudes to chemistry. The implication is

that students are likely to develop emotional stress since the classroom

environment do not create a conducive, congenial and peaceful climate that

allows meaningful learning. This means that the students will live in fear,

stress and tension which may lead them not to be happy to work hard. The

students may deviate from the norms of the school and the society at large

which hinders both students and teacher’s effectiveness. Thus, this may lead

to poor or negative attitude to teaching and learning of chemistry which will

lead to poor academic achievement in chemistry.

Recommendations

1. Appropriate and functional materials and equipment should be

introduced into senior secondary school laboratories by our

philanthropist, government and ministry of education to make

chemistry education more practical and conducive.

2. Adequate laboratory technicians and chemistry teachers should be

employed into secondary schools by the government to reduce role

64

conflict and role overload among our chemistry teachers. To promote

positive attitude and effective teaching and learning of chemistry.

3. Teachers, principals and laboratory technicians should play their roles

to motivate students to have peaceful congenial environment which

promote positive perception and attitude towards chemistry.

4. Principals and teachers should organize science clubs, seminars and

Quiz to help widen the mind of students in science.

Limitation of the Study

This work was carried out in a rural area. The result of the study may

be different when it is done in an urban area. So location may be one of the

hitches to the study.

Again, lack of time and money are other problems encountered in the

course of this study because they make it difficult for the researcher to cover

a wide area and to involve more schools.

Suggestions for Further Studies

1. A similar study should be conducted using other classes or different

levels of education like tertiary institution.

65

2. A similar study should be conducted using private schools as school

type, special science schools urban schools and educational

disadvantaged schools location.

66

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74

APPENDIX 1A

QUESTIONNAIRE FOR SS2 CHEMISTRY STUDENTS

Dear Students,

I am a post graduate student from University of Nigeria Nsukka

(UNN). I am researching to find out how students` perceptions of Chemistry

Classroom Environment influence their achievement and attitudes towards

chemistry, so that we can find ways of improving them. Kindly respond

appropriately and honestly to the questions or statements in these

instruments. Your response will be for only research use and will be in

confidence.

Thanks for your kindness

75

Personnel Information of Respondent (Students)

School _____________________________________ Class_____________

Sex: Male/Female _____________________________ Age _____________

SECTION A

Student’s Perception of Chemistry Classroom Environment

Below are statements which represent your feelings towards chemistry

classroom environment. You are please requested to tick (√) against the

options that best represents the way you feel based on the following

response options. Strongly agree, agree, disagree, and strongly disagree.

Nature of the chemistry classroom Environment SA A D SD

1 Our chemistry classroom is well designed for practical

2 Our chemistry classroom is comfortable for learning

3 Our chemistry laboratory is dull for effective learning

4 Our chemistry classroom do not have enough seats/tables

5 Our chemistry laboratory is too dark for effective

observation of experiment.

INSTRUCTIONAL MATERIALS / EQUIPMENT

6 The equipment for classroom activities are readily available

7 Materials students need for class activities are readily

available

8 Chemistry materials are not easily handled by students

9 Chemistry equipment are easily used by students for class

activities

76

10 Chemistry equipment are mostly not good

CHEMISTRY TEACHERS’ QUALITY

11 Our chemistry teacher is friendly to us

12 Our chemistry teacher uses abusive words on students

13 Our chemistry teacher shows encouragement and agreement

with students while teaching

14 Our chemistry teacher is unfriendly to students

15 Our chemistry teacher is competent in the subject matter

METHOD OF TEACHING

16 Our chemistry teacher does not allow students to ask

questions in the class.

17 We are not allow to carry out experiment in chemistry class

18 Chemistry students do not go to excursion

19 Our chemistry teacher direct students to carry out

experiment as he teaches.

20 Students some time teach them selves while our teacher

watches us.

STUDENT/STUDENTS INTERACTION

21 Chemistry students in our school hardly help one another in

the subject

22 Chemistry students quarrel a lot while in chemistry class

23 Some members of the chemistry class are harassed by other

students

24 Members of chemistry class communicate together as friends

77

SECTION 1 B

CHEMISTRY STUDENTS ATTITUDE SCALE (CSAS)

ENJOYMENT OF CHEMISTRY LESSON SA A D SD

1 Chemistry lesson bore me

2 I feel happy in chemistry class

3 I get ready early when the time for chemistry approaches

4 I feel happy in chemistry class than in any other subject class

5 Chemistry assignment is always difficult

ENJOYMENT OF CHEMISTRY LEARNING EXPERIENCE

6 Knowledge of chemistry is important for solving everyday

problem

7 I am studying chemistry because my friends are doing so

8 Chemistry is not an interesting subject

9 I will like to have more periods of chemistry than other

subjects

10 I do chemistry to satisfy my parents

ADOPTION OF CHEMISTRY ATTITUDE

11 I get worried when I remember I have chemistry lesson the

following day

12 I am studying chemistry for I have no other choice

13 I admire chemistry students more than those who study other

subjects

14 Some times I do not feel like doing chemistry assignments

78

15 I dislike reading text books on chemistry

STUDENTS’ ATTITUDE TOWARDS CHEMISTRY

EXPERIMENTATION

16 I prefer to find out why something happen by doing an

experiment than being told

17 I like to listen to people that obtain different experimental

result in other to know where I went wrong

18 Chemistry discoveries are doing more harm than good

19 I prefer to go to chemistry laboratory when I have a free

period to carry out practical

20 I dislike reading articles about chemistry.

CAREER INTEREST IN CHEMISTRY

21 Chemistry help one to discover the world around us

22 Chemistry products have affected our life adversely

23 Chemistry knowledge help one to be a scientist

24 I like to be a chemistry teacher

25 I will be happy to become a biochemist

79

APPENDIX 11

Student’s perception of chemistry classroom environment

Levels of perception Frequency Percentage

Negative perception (0-49) 109 21.98

Moderately positive perception (50-69) 369 74.40

Positive perception (70 and above) 18 3.63

Total 496 100.0

MEAN AND STANDARD DEVIATION FOR ACHIEVEMENT

N Mean Std. Deviation

Negative perception

Moderately positive perception

Positive perception

Valid N (list wise)

109

369

18

18

58.1743

58.2791

58.5000

15.7120

16.6311

10.6176

MEAN AND STANDARD DEVIATION FOR ATTITUDE

N Mean Std. Deviation

Negative perception

Moderately positive perception

Positive perception

Valid N (list wise)

109

369

18

18

57.3303

60.6206

72.8888

9.71354

7.4947

9.4364

80

ONE WAY ANOVA

Sum of square Df Mean square F

Sig

Attitude Between Groups

Within Groups

Total

2870.988

32365.494

35236.482

2

493

495

1435.494

65.650

21.866 .000

Achievement Between Groups

Within Groups

Total

1.703

130364.746

130366.450

2

493

495

.852

264.432

.003 .997

81

APPENDIX III

Post Hoc Tests

Scheffe (I) Attitude (J) Attitude Mean difference

(I-J)

Std. Error Sig

Negative perception Moderately positive perception -3.20129*

.88389 .002

Positive perception -15.46687*

2.06282 .000

Moderately positive perception Negative perception 3.20129*

.88389 .002

Positive perception -12.26558*

1.95711 .000

Positive perception Negative perception 15.46687*

2.06282 .000

Moderately positive perception 12.26558*

1.95711 .000

* The mean difference is significant at the 0.05 level.

82

APPENDIX IV

Dept. of Science Education

University of Nigeria, Nsukka

13/10/2009

Faculty of Education,

Dept. of Science Education,

University of Nigeria, Nsukka.

Dear Sir,

AN APPLICATION FOR VALIDATION OF INSTRUMENTS

I, Nwora Uzoamaka T. with Reg No. PG/M.ED/05/39770 is a post

graduate student from Dept. of Science Education University of Nigeria,

Nsukka (UNN). I humbly apply for proper validation of instruments to

determine the adequacy, appropriateness and for proper wordings for the

study.

Please, kindly attend to my request.

Thanks for your co-operation.

Yours’ faithfully,

Nwora Uzoamaka T.

83

84

APPENDIX IV

SECTION A

CORRECTIONS MADE ON FACE VALIDATION

Students Perception of Chemistry Classroom Environment (SPCCE)

INITIAL STATEMENT. CORRECTIONS RECOMMENDED

Physical nature of chemistry Nature of chemistry classroom

classroom environment environment

1 Our chemistry classroom is

attractive

1 Our chemistry classroom is well designed

for practical.

2 Our chemistry classroom is

comfortable

2 Our chemistry classroom is comfortable for

learning

3 Our chemistry laboratory is dull

for effective learning

3 No correction

4 Our chemistry classroom do not

have seats/ tables

4 No correction

5 Our chemistry laboratory is too

dark for effective observation of

experiment.

5 No correction

Equipment /Materials Instructional materials / equipment

6 The equipment for classroom

activities are readily available

6 No correction

7 Materials students need for class

activities are readily available

7 No correction

8 Our chemistry materials are not

Handled by students

8 Chemistry materials are not easily

handled by students

9 Our chemistry equipment are

Used by we students for class

Activities

9 Chemistry equipments are not easily used

by students for class activities.

10 Our chemistry equipment are

Not good

10 Chemistry equipments are mostly not

good

Chemistry teacher’s quality Teachers’ quality

11 Our chemistry teacher smiles and

moves round the class while

teaching

11 Our chemistry teacher is friendly to us.

12 Our chemistry teacher uses

abusive words on students

12 No correction

85

13 Our chemistry teacher shows

encouragement and agreement

with students while teaching

13 No correction

14 Our chemistry teacher is un

friendly to students

14 No correction

15 Our chemistry teacher is competent

to the knowledge of subject matter. 15 Our chemistry teacher is competent in the

subject matter.

Method of teaching

16 Our chemistry teacher does not

allow students to ask questions

16 Our chemistry teacher does not allow

students to ask questions in the class

17 We do not carry experiment in

chemistry class

17 We are not allowed to carryout

experiment in chemistry class.

18 Chemistry students do not go to

excursion

18 No correction

19 Our chemistry teacher allow we

student to carry experiment in the

class

19 Our chemistry teacher direct students to

carryout out experiment as he teach

20 We students some times teach our

selves while our teacher watches

us.

20 Students sometimes teach themselves

while our teacher watches us.

Student/students interaction

21 Students do not work co-operatively

during the class activities 21 Chemistry students in our school hardly

help one another in the subject

22 Chemistry students quarrel a lot

while in receiving chemistry lesson 22 Chemistry students quarrel a lot while in

chemistry class.

23 Some members of the chemistry

students are harassed by other

students

23 Some members of the chemistry class are

harassed by other students.

24 Members of the chemistry class

are personal friends

24 Members of chemistry class

communicate together as friends

86

SECTION B

CHEMISTRY STUDENTS ATTITUDE SCALE (CSAS)

ENJOYMENT OF CHEMISTRY LESSON

1 Chemistry lesson bore me 1 No correction

2 I feel happy in chemistry class 2 No correction

3 I feel happy when time for

chemistry approaches

3 I get ready early when the time for

chemistry approaches

4 I feel happy in chemistry class

than any other subject class

4 No correction

5 Chemistry assignment is always

difficult

5 No correction

Enjoyment of chemistry learning experience

6 Knowledge of chemistry is

important for solving everyday

problems

6 No correction

7 I am studying chemistry because

my friends are doing so

7 No correction

8 Chemistry is not an interesting

subject

8 No correction

9 I will like to have more periods of

chemistry than other subjects

9 No correction

10 I do chemistry because my

parents want me to do it.

10 I do chemistry to satisfy my parents

Adoption of chemistry attitude

11 I get worried when I remember I

have chemistry lesson the

following day

11 No correction

12 I am studying chemistry for I

have no other choice

12 No correction

13 I admire chemistry students more

than those who study other

subjects

13 No correction

14 Some times I do not feel like

doing chemistry assignments

14 No correction

15 I dislike reading text books about

chemistry

15 I dislike reading text books on

chemistry.

87

Students’ attitudes towards chemistry experimentation

16 I prefer to find out why something

happen by doing an experiment

than being told

16 No correction

17 I like to listen to people whose

opinion are different from mine

17 I like to listen to people that obtain

different experimental result in other

to know where I went wrong.

18 Chemistry discoveries are doing

more harm than good

18 No correction

19 I prefer to go to chemistry

laboratory when I have a free

period to carry out experiment

19 No correction

20 I dislike reading articles on about

chemistry

20 No correction

Interest in career in science Career interest in chemistry

21 Chemistry help one to discover the

world around us 21 No correction

22 Chemistry products have affected

our life adversely

22 No correction

23 Chemistry knowledge help one to

be a scientist

23 No correction

24 I like to be a chemistry teacher 24 No correction

25 I will be happy to become a

biochemist

25 No correction

88

APPENDIX V

SECTION A

STUDENT`S PERCEPTION OF CHEMISTRY CLASSROOM ENVIRONMENT

QUESTIONNAIRE (SPCCEQ)

Respondent Items

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

1 4 3 3 1 2 4 4 4 4 4 2 2 3 2 3 1 4 4 2 2 4 2 2 3 69

2 1 4 4 4 1 1 1 1 2 3 3 2 4 1 2 1 1 4 2 2 2 1 2 3 50

3 1 1 4 4 4 1 1 4 1 4 4 1 4 1 4 1 1 4 4 1 1 4 4 4 63

4 4 1 4 4 1 1 1 2 3 3 4 2 2 1 2 3 2 3 1 1 1 1 3 3 53

5 2 3 4 1 1 1 1 2 1 4 4 1 4 1 3 1 1 4 4 1 1 1 2 4 52

6 1 1 4 1 1 1 1 1 3 3 3 3 3 1 3 1 1 4 2 1 3 1 1 3 47

7 1 3 3 2 1 1 1 2 3 2 3 1 4 2 4 1 1 3 4 1 4 4 4 4 60

8 3 3 2 3 2 2 2 3 3 3 4 1 3 1 2 2 3 3 3 4 1 1 3 3 60

9 1 1 1 2 1 1 1 2 1 4 4 4 4 1 1 1 4 4 1 4 4 4 2 3 56

10 2 3 1 3 3 2 2 3 1 3 4 3 4 1 3 1 4 4 4 1 1 4 2 4 63

11 2 3 3 3 3 3 3 2 3 3 3 3 2 3 3 1 1 3 3 3 4 3 3 4 67

12 1 2 3 1 1 1 1 3 1 2 3 3 3 2 2 2 3 3 2 1 3 2 3 2 50

13 2 4 2 2 1 4 3 4 1 1 4 1 4 1 1 1 4 1 4 4 1 1 1 4 56

14 3 3 3 2 1 1 2 2 3 3 2 2 3 2 4 2 2 2 2 2 2 2 4 4 58

15 3 2 4 1 1 4 4 1 4 1 4 1 3 1 3 1 4 1 4 4 1 1 1 4 58

16 2 2 3 1 2 2 2 3 4 3 1 1 4 1 4 1 1 4 1 1 2 1 4 1 51

17 4 3 4 1 1 4 3 4 1 4 4 3 4 4 3 1 1 2 1 4 4 1 1 4 64

18 2 4 1 1 1 1 1 2 4 1 4 1 4 1 4 1 1 4 4 1 2 1 1 4 51

19 2 3 3 2 1 1 1 3 3 3 3 1 3 1 3 1 1 2 3 3 3 1 2 3 52

20 2 2 3 3 2 2 3 1 1 2 2 2 4 2 2 3 3 3 2 1 2 2 2 2 52

21 1 1 1 2 2 2 1 1 3 1 3 3 3 2 3 1 1 3 3 3 1 1 1 3 45

22 2 1 2 1 1 3 4 1 4 1 3 2 4 2 3 2 1 4 2 1 2 1 1 2 50

23 2 2 3 3 3 1 2 2 2 1 3 3 2 2 2 3 3 3 2 1 2 2 2 2 53

24 1 1 1 3 1 1 1 1 1 2 2 2 2 3 2 4 2 2 4 2 4 2 4 4 52

25 1 1 4 1 1 1 1 4 1 4 3 1 3 1 3 2 3 3 1 1 1 1 1 3 46

26 2 3 2 4 1 1 1 1 3 1 4 4 4 3 4 3 4 4 4 1 3 2 1 4 64

27 2 3 4 2 3 3 3 2 4 1 4 3 4 1 4 1 1 1 4 4 1 1 1 4 61

28 2 2 3 3 2 2 3 2 3 3 3 3 2 2 4 3 1 1 1 3 2 2 2 3 57

29 1 2 1 3 1 2 2 3 1 1 3 1 2 1 1 1 4 4 1 4 4 1 1 4 49

30 1 1 2 1 2 2 1 4 1 4 1 1 4 1 2 4 4 1 1 1 1 1 1 4 47 SD 0.76 0.98 1.18 1.09 0.82 0.77 0.82 0.92 1.17 1.11 0.97 0.91 0.86 0.63 0.88 0.96 0.99 1.070.92 0.86 0.91 1.06 0.94 1.14 13.56

S2 0.58 0.96 1.39 1.19 0.67 0.59 0.67 0.45 1.37 1.23 0.94 0.83 0.74 0.41 0.77 0.92 0.98 1.14 0.85 0.74 0.83 1.12 0.88 1.30 21.54

SD=Standard Deviation

S2=Square root of SD

89

VI = 21.54

S2 = VI = 21.54

Vt = 183.87

Conbach Alpha ()

= k vt

Where vi = variance of single item

vt = variance of the total test

Ki = number of items

24 21.54

= 24 [1 – 0.117147985]

24 x 0.882852015

= 0.921236885

= 0.921

24 – I 183.87 1 -

23

23

vi 1 -

90

SECTION B

Chemistry Students Attitude Scale(CSAS)

Respondent Items

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 3 4 3 3 3 4 1 2 4 1 1 1 3 2 2 4 4 2 3 1 2 3 4 2 2 64

2 2 3 3 2 2 2 2 2 2 2 1 2 3 1 1 3 3 3 3 3 3 3 3 3 3 60

3 4 1 4 1 1 4 1 1 4 4 1 4 4 4 1 4 4 1 4 4 1 1 4 4 4 70

4 2 3 3 3 2 3 1 2 3 1 1 1 1 1 1 3 3 1 3 1 1 1 3 3 3 50

5 2 3 4 3 1 4 1 1 4 1 1 2 3 1 1 4 4 1 4 1 2 2 4 4 4 62

6 1 3 3 4 1 4 1 2 4 3 3 1 3 1 1 2 4 3 1 1 1 2 4 2 4 59

7 1 3 3 3 2 4 1 4 2 4 2 2 1 2 2 4 4 2 3 3 3 3 4 4 4 73

8 4 3 3 3 3 1 1 2 2 4 1 1 3 1 1 3 3 4 3 1 1 3 3 1 3 61

9 2 3 3 3 2 4 1 4 4 1 1 1 1 1 1 3 4 1 4 1 1 1 4 2 4 54

10 3 3 3 2 2 3 1 1 3 1 2 1 3 1 1 4 3 1 3 2 2 2 1 3 3 53

11 4 3 3 3 3 3 4 3 3 2 2 3 3 3 2 4 3 2 3 3 3 2 3 3 2 72

12 3 2 3 2 4 4 1 1 4 3 4 3 4 2 1 2 4 2 3 2 2 3 4 4 4 70

13 4 3 4 3 4 4 1 1 4 1 1 3 4 1 1 4 3 1 4 1 1 3 3 2 4 65

14 1 1 1 1 4 2 1 1 1 2 3 4 2 4 2 2 4 2 4 4 2 4 4 1 1 58

15 1 4 3 3 3 4 1 1 4 4 1 4 4 1 1 4 4 1 1 1 1 4 3 2 4 64

16 2 4 4 4 4 4 1 1 4 1 1 4 4 1 1 4 4 1 4 1 1 4 4 3 3 69

17 3 4 4 3 1 4 2 1 2 1 2 1 2 2 1 3 3 2 1 2 3 3 4 3 3 60

18 2 3 3 3 1 4 1 1 3 1 1 2 3 1 1 4 4 1 3 1 1 3 3 2 4 56

19 2 3 3 2 1 3 2 2 2 1 3 2 2 3 2 3 3 2 3 2 2 2 3 3 3 59

91

20 2 1 3 3 2 1 3 2 2 1 3 1 3 2 1 1 2 2 1 3 4 1 1 2 2 51

21 3 3 3 3 1 3 1 1 3 1 1 1 1 1 1 3 3 3 3 1 3 3 3 3 3 55

22 3 2 2 1 3 4 1 1 3 1 3 1 4 1 1 4 4 2 3 3 1 1 4 2 4 58

23 2 3 3 3 2 3 2 2 3 2 3 1 3 1 2 3 3 1 1 1 2 2 3 2 3 56

24 2 2 4 2 4 4 2 2 4 4 2 2 2 1 1 1 4 1 4 4 1 4 4 1 4 66

25 2 2 3 1 4 1 1 1 2 1 1 2 3 1 1 4 4 2 4 1 1 1 4 4 4 55

26 2 1 3 3 2 4 1 1 4 4 1 3 3 1 1 4 4 2 4 2 2 1 4 2 4 66

27 4 3 4 3 2 4 1 2 2 3 2 3 2 1 2 4 3 1 4 2 4 1 4 4 3 68

28 2 3 3 3 3 3 1 1 3 1 1 1 3 1 1 4 4 1 3 1 1 1 4 2 4 55

29 4 1 1 1 4 4 1 1 4 4 4 4 1 4 1 4 4 1 2 4 1 1 1 1 1 61

30 4 1 3 2 3 4 1 1 4 1 2 1 1 3 2 4 4 1 2 2 1 1 1 2 2 53

SD 1.01 1.01 0.92 0.81 1.12 1.21 1.03 1.16 1.06 1.20 1.12 1.14 1.04 1.16 0.96 1.01 0.73 0.91 1.07 1.19 1.08 1.14 1.20 0.99 1.07 12.71

S2 1.02 1.02 0.85 0.66 1.25 1.46 1.06 1.35 1.12 1.441.251.29 1.08 1.35 0.92 1.02 0.53 0.83 1.14 1.42 1.17 1.29 1.44 0.98 1.44 28.08

vi = 28.08

S2 =vi = 28.08

Vt = 161.54

Crobach alpha ()

= k vi

Where

Vi = variance of single item

Vt = variance of the total test

K = number of items

= 25 28.08

= 25 -1 [1 – 0.173826916]

K – I vt I -

25 – I 161.54 I -

25

92

25 x 0.826173084

= 0.860596962

= 0.861

INFLUENCE OF STUDENTS` PERCEPTIONS OF CLASSROOM

ENVIRONMENT ON THEIR ACHIEVEMENT AND ATTITUDES TOWARDS

CHEMISTRY BY NWORA UZOAMAMAKA THERESA PG/M.ED/05/39770

In correct Corrections made

Pi. Student’s Students’

Pii. Sub-department Department of

Piii sub-department Department of

Pv

acknowledgement

Corrected

P vi Nwora

Uzoamaka Theresa

Dept. Science

Education

University of

Nigeria, Nsukka

Deleted

P vii Abstract Corrected

P viii chapter two

review of literature

Conceptual framework

Nature of classroom environment and students’

Achievement and Attitudes in Chemistry

Instructional Materials/equipment and students’ Achievement and

attitudes in Chemistry

Teachers’ quality and students’ achievement

and attitudes in chemistry

Method of teaching and students’ achievement

and attitudes in chemistry

Student/ students’ interaction and students’

achievement and attitudes in chemistry

Theoretical Behavioural change a product of interaction of forces in

24

93

Framework Classroom Environment

Empirical studies Corrected

Background to the

study p2 source

According to Ali (1998), Science Education at all levels is

plagued by very many kinds of problems

P3.line 4 source

Haertel, Walberg and Haertel (1981), Anderson (1982), and

(Fraser 1981a, 1986a)

P9. line 3. source Hornby, A.S (8th

ed) oxford advanced learner`s dictionary of

current English

P9. Last pg

However, most of these research works were done outside

Nigeria. The little ones done in Nigeria lay much emphasis on

geographical location, disease, culture, socio economic status of

parents, intelligent quotient, gender problem and home

background environment problems. Among all these factors

identified, influence of students` perceptions of classroom

environment seems to be absent. Hence the need for this work.

P10 line 6 source According to Thomas Poffenberger and Donald Norton (1967),

home attitude and teacher all play important roles in determent of

positive attitude towards school subjects. yet some students do

not have positive attitude and interest towards their classroom

environment.

P11 line 3 correction Among all the factors identified, influence of students`

perceptions of classroom environment seems to be absent,could

this factors be responsible for low performance in chemistry? In

order to provide answer to this question, this work becomes

necessary and important.

P11. Purpose of the

study corrected

1.Students’ perceptions of Chemistry classroom environment

2. Influence of students’ perceptions of classroom environment

on their achievement in Chemistry

3. Influence of students’ perceptions of classroom environment

on their attitudes towards Chemistry

P12. Significance of

the study

This study is significant in view that it will provide useful

information on students’ perceptions of Chemistry classroom

environment to educators, teachers, students’ non tutorial staff,

guidance counselors and the government. This study will help

government, teachers, educators and the guidance counselors to

know the influence students’ perceptions of classroom

environment have on students’ achievement and students’ attitude

towards Chemistry ins secondary schools. To the government,

teachers and head of schools, it will guide them in formulating

rules and laws in school system. It will help the students’ to know

and adapt to classroom environment variables. This will help in

changing and improving teaching and learning of Chemistry in

senior secondary schools.

P12. Research 1. what is the students` perceptions of their chemistry classroom

94

questions

environment?

2. What is the chemistry achievement mean scores of students

who have negative, moderate and positive perceptions of their

chemistry classroom environment?

3. What is the attitude mean scores of students who have

negative, moderate and positive perceptions of their chemistry

classroom environment?

P15. Chapter two:

review of literature

Corrected

P 36 Population of

the study

The population of this study consists all the SS2 chemistry

students of secondary schools in Obollo education zone of Enugu

State. There were 56 senior secondary schools in Obollo

education zone. The SS2 were selected for the reason that they

have sufficiently experienced enough chemistry classroom

environment variables. The choice is to maintain homogeneity

without biased mind.

P36: Sample and

sampling techniques

The sample for the study consists of 496 SS2 students who

registered Chemistry as one of the science subjects. Purposive

sampling technique was used to select 25 senior secondary

schools that have chemistry teachers for the year 2009/2010

session in Obollo education zone of Enugu State.

P37. Validation of

instrument

The Students` Perceptions of Chemistry Classroom Environment

Questionnaire (CCEQ) and Chemistry Students` Attitude Scale

(CSAS) were face validated to determine adequacy,

appropriateness and for their proper wordings. This was done by

presenting them to experts in science education department and

experts in measurement and evaluation for proper validation.

While check list was not subjected to further validation, since it

was copied direct from dean of studies record.

Instrument for data

collection

The following instruments were used in the collection of

data for the study.

Students’ perceptions of Chemistry Classroom Environment

Questionnaire (SPCCEQ)

Chemistry Students’ Attitude Scale (CSAS)

A Checklist: For tabulating Students’ Achievement in chemistry

for three terms.

The Students’ perceptions of Chemistry Classroom

Environment Questionnaire (SPCCEQ), was developed by the

researcher to find out students’ perceptions of the Chemistry

Classroom Environment. This instrument contains 24 items which

measures the following components of the classroom variables

such as the Nature of classroom environment, Instructural

materials/equipment, Chemistry Teachers’ quality, Method of

teaching and Student/students interaction. The questionnaire is a

95

four point Likert-type scale with alternatives of strongly Agree,

Agree, Disagree, and strongly Disagree. Checklist: This was used

for tabulating Students’ Achievement in Chemistry using three

terms grades for the year under study. This which was collected

from the Dean of studies to measure students’ achievement in

Chemistry classroom setting.

The Chemistry Students` Attitude Scale (CSAS) instrument is a

four point Likert-type questionnaire with 25 items designed by

the researcher which was to measure students’ attitudes towards

Chemistry.

Reliability of

instrument

Corrected

P43. Hypotheses 1

table 4.

Corrected Analysis of variance (ANOVA) comparing students`

achievement mean scores with their different levels of

perceptions of their chemistry classroom environment.

P44. Hypothesis 2 There is no significant influence on students` achievement mean

scores by their levels of perceptions of their chemistry classroom

environment.

P47. Chapter five:

discussion,

conclusion and

summary

Repetition of analysis on table 1 was deleted.

P48 .Repetition of data analysis on table 4 was deleted

P49.

Conclusion/summary

This research work has been an effort to find out influence of

students` perceptions of chemistry classroom environment on

their achievement in and attitudes towards chemistry. In the study

SS2 senior secondary school students in Obollo education zone

were used. From the data collected and analyzed including the

subsequent discussion on the findings, it has been observed that

majority of the students have negative perceptions of chemistry

classroom environment, while very few students perceive

chemistry classroom environment to be positive. The result shows

that chemistry classroom is not conducive and favourable for

teaching and learning of chemistry in senior secondary schools.

This implies that chemistry classroom environment in senior

secondary schools do not have the ability to create a conducive,

congenial and peaceful climate that allows meaningful teaching

and learning of chemistry. Therefore, the researcher`s conclusion

is on the basis of the findings and the discussions above. That the

chemistry classroom environment should be conducive and

favourable for teaching and learning of chemistry, which has no

influence on students achievement in chemistry and will promote

positive influence on students` attitude to chemistry.p49.