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THE IMPACT
OF LEARNING ENVIRONMENT ON STUDENTS’ ACHIEVEMENT IN CHEMISTRY
ABSTRACT
The study
was poised to examine the impact of learning environment on students’ academic
achievement in chemistry in secondary schools in Lagos Mainland Local
Government Area. In an attempt to achieve the purpose of this study, three
research questions and hypotheses were formulated for the study respectively.
The study adopted Survey research design with the population which covered all
students who offer chemistry in the secondary schools which are located within
Lagos Mainland Local Government Area of Lagos state from which two hundred were
sampled for the study. Structured questionnaire which was validated by the
project supervisor was used to elicit information from the respondents during school
hours. All the data collected were analyzed using simple percentage to analyse the demographic
data in section A while mean and standard deviation were used to analyse the
entire variables in section B. t-test analysis was used to test the hypotheses
formulated at 0.05 level of significance so as to accept or reject the null
hypothesis formulated for the study. The study found out that out there is
significant gender difference in the impact of learning environment on senior
secondary school students’ chemistry achievement. The finding revealed that
most male students agreed more than the female students that learning
environment have impact on the academic performance in chemistry. Student’s attitude toward the learning of
chemistry is a factor that has long attracted attention of researchers and that
effects of class size on student learning vary by grade level, pupil
characteristics, subject areas, teaching methods and other learning
interventions. Therefore the study recommended that In-service training should
be provided for Chemistry Teachers on strategies for enhancing the learning
environment of the students through improvisation for hard-to-get and expensive
materials and equipment which are highly needed for learning chemistry in the
school environment. Further, the chemistry teachers should be encouraged to
utilize instructional materials by displaying them in the laboratory, chemistry
classroom and within the school environment so that students can learn on their
own effectively.
CHAPTER ONE
INTRODUCTION
1.1Background
to the study
The learning
environment, which includes the classrooms, libraries, technical workshops,
laboratories, teachers’ quality, school management, teaching methods, peers,
etc are variables that affects students’ academic achievement (Ajayi,2001and
Oluchukwu, 2000). Hence the learning environment remains an important area that
should be studied and well managed to enhance students’ achievement in
chemistry. The student is often seen at home or within the school premises
which constitute to learning environment where they acquire some basic
knowledge of chemistry around them, living with people in the society and also
contributing their own quota to the development of the location which they (the
students) find themselves.
The learning
environments that a student often belongs to, have some levels of relationship
with the academic performance. The home learning environment cannot be
overlooked. There are lots of home related factors that have negative as well
as positive consequences on students’ academic performance and ability in
chemistry. Educators and psychologists believe that the home provides the basic
ingredients that propel the student for wholesome development. Hamilton –
Ekeke, (2013) stated that when students’ grow up to school age, the home
environment still play significant role in the students’ academic achievement.
This is because materials, kitchen wares, home equipment, home accessories etc.
which most of them used as improvisation at school in the laboratory for
practicals can easily be used to enhance learning at home by the students.
Students see
home as a means of a challenge mostly because of parents’ attitude like
restriction, over protection, harassment, physical abuse, not providing enough
money for the students’ practical work at school, irrelevance of things at home
to chemistry contents taught at school, and all attributes to emotional
distress among students and adolescent which consequently result to individual
behavioral attitudes towards school work or activities and also study habit at
home.
The level of
academic performance of a student is often affected by the school learning
environment. School learning environment has also been viewed as one factor
that affects students’ academic achievement, Akpan (2001), stated that
especially when a school is wrongly situated. The Ministry of Education, Lagos
State attest that a school must not be
located close to the following areas; bus stops, market, motor park, highway
noisy environment etc. when these factors are not observed, it can result in
poor performance. Further, it is expected that the chemistry learning
environment has the adequate learning resources most especially the laboratory
where practical class often takes place.
For
instance, stern (1994), comparing urban school children with rural school
children revealed that rural school children tend to have lower educational
aspirations, place less value on academics, and have lower academic motivation
(Hu, 2003; Kannapel&DeYoung, 1999). These differences further suggest that
rural and urban school children may approach their homework differently (i.e.,
homework completion behaviors and homework management strategies), as students’
perception of the instrumentality of the present academic tasks to obtain
future goals influence their use of self-regulation strategies, deep-processing
study strategies, effort, and persistence (Miller & Brickman, 2004; Schutz,
1997), and as such enhance their academic performance in chemistry.
1.2Statement
of the Problem
Poor level
of performance of students academically in chemistry is of greater concern to
teachers and school administrators. Researcher observed that most times,
chemistry teachers would have effectively taught the students with different
techniques and methods, yet, the academic performance is still poor and
discouraging. It may appear that the reasons for the above are as follows; the
different disturbances and distractions coming from the surrounding environment
of the geographical location of the school which they belong. Some of these
disturbances and distractions often come from markets, car parks, cinema
houses, stadia, industrial estate, shopping malls, restaurant and game centers
couple with lack of instructional materials which are meant to be displayed in
both classroom and laboratory. All these have significant effect on nature of
learning environment made available for the chemistry and academic performance
of the students. Some students even find it difficult to cope with assimilation
and concentrate on what is being taught by the teacher in chemistry and
personal study habit becomes difficult to develop and poor performance is often
the result. It is therefore against the forgone that the study seeks to examine
the impact of learning environment on students’ academic achievement in
chemistry in secondary schools in Lagos Mainland Local Government Area.
1.3Purpose
of the Study
The purpose
of this study is to look into the impact of learning environment on students’
academic achievement in chemistry in secondary schools in LagosMainland Local
Government Area.
1.4 Objectives of the study
Specifically,
the study examined the following objectives:
1. The current level of academic performance of
students in chemistry in secondary.
2. The impact of learning environment on
students’ academic achievement in chemistry in secondary schools.
3. Strategies for enhancing students’ academic
achievement in chemistry through the learning environment.
1.5 Research Questions
The
following research questions are raised in this study:
1. What is the nature of learning
environment in secondary schools?
2. What is the current level of academic
performance of students in chemistry in secondary schools?
3. Is there any impact of learning
environment on students’ academic achievement in chemistry in secondary
schools?
4. What are the strategies for enhancing
students’ academic achievement in chemistry through the learning environment?
1.6 Research Hypothesis
The
following research hypotheses were formulated to guide this study:
H01: there is no significant difference in the
mean responses of male and female students on the nature of learning
environment in secondary schools
H02: There
is no significant difference between male and female students academic
achievement in chemistry
H03: there
is no significant impact of learning environment on students’ academic
achievement in chemistry in secondary schools
H04: there
is no significant difference in the mean responses of male and female students
in the strategies for enhancing students’ academic achievement in chemistry
through the learning environment.
1.7 Significance of the study
This study
will be of immense importance to the following people: Teachers, Students,
School administrators, and lastly the Researcher. In the following ways:
Chemistry
teachers: The findings of this study will enable them to know the various
environmental factors which affect learning and as such affect students’ academic
achievement in chemistry. Further, this study will enable the teachers to know
the various strategies which can be adopted to enhance learning in chemistry
through the use to instructional materials, learning resources and practical
materials so that student can learn at their best.
School
administrators: The findings of this study will enlighten them on how to
practically examine the school environment and negative influencing
environmental factors, which can be strategically solved so as to enhance
learning in the subject.
Students:
This study will enable the students to know how the environment is harnessed to
enhance learning of chemistry with the adequate provision of instructional
materials and laboratory resources which are displayed in the classroom,
laboratory, school environment and improvisation of similar resources at home
so as to enhance learning and as such enhance their performance in the subject.
Researchers:
This study will serve as source of information and data when working on related
issues. Further, the study will add to the existing information on the related
body of knowledge.
1.8 Scope of the Study
The scope of
this study covers all the students who offer chemistry in secondary schools,
which are located within Lagos Mainland Local Government Area of Lagos
state.Only the aspect of impact of learning environment on students’ academic
achievement in chemistry will be covered in this study.
1.9 Operational Definitions of Terms
Learning:
the acquisition knowledge or skills through experience, study, or by being
taught.
Environment:
relating to an area or place, or to its geography. Relating to the surroundings
of the where learning takes place such as the classroom, laboratory, library
etc.
Learning
Environment: A learning environment is a
combination of social and physical qualities that create the classroom
experience. It includes classroom management procedures, as well as the way the
space is organized, furnished and maintained.
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