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Students’ interest, attitude and achievement as correlates of chemistry teachers’ classroom management behaviours in senior secondary schools

Author: 
Dr. Iheanyi O. Igwe
Subject Area: 
Social Sciences and Humanities
Abstract: 

In science teaching and learning, the teacher is seen as playing the crucial role of harnessing all resources and evoking students’ activity for classroom success. That is why this study anchored on students’ interest, attitude and achievement as correlates of chemistry teachers’ classroom behaviours in Abakaliki Education Zone of Ebonyi state, Nigeria.. A correlation design was used for the study. A total of 410 senior secondary school chemistry SS 2 students constituted the population for the study and also the sample since the number is manageable. Data were collected using Chemistry achievement test (CAT), students’ interest inventory, attitude questionnaire and teachers’ classroom management behavior questionnaire. These instruments were face validated by three experts in psychology, chemistry and measurement and evaluation. The reliability of CAT was determined by Kurder-Richardson-20 and had a reliability coefficient of 0.72. The reliabilities of the students’ interest inventory, attitude questionnaire were determined by Cronbach Alpha statistics after factor analysis to be 0.87 and, 0.77. The reliability of Teacher classroom management behavior questionnaire was 0.79 using the Cronbach alpha also. Three research questions and three hypotheses were used for the study. Data were collected using CAT, students’ interest inventory and attitude questionnaire and Teacher classroom management behavior questionnaire. Correlation coefficient based on Pearson Product Moment Correlation (PPMC) was used to answer the research questions while the hypotheses were tested using stepwise regression statistic for the significance at 0.05 level based on ANOVA. The findings showed that students’ interest in chemistry, attitude towards chemistry and achievement in chemistry had high positive relationship with teacher’s classroom management behaviours. Based on the findings, it was recommended that chemistry teachers should make their teaching exciting through appropriate integration of practicals, cordiality and use of instructional materials. Chemistry teachers should exhibit positive attitude towards the teaching of chemistry which will make the students to develop same for better achievement in chemistry.

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