Learning Environment as Correlates of Chemistry Students’ Achievement in Secondary Schools in Akwa Ibom State of Nigeria

Abstract

The study aimed at assessing how 13 learning environment variables taken together predict students‟ achievement in chemistry as well as their relative contribution to the prediction. Two research questions were raised and stratified random sampling technique was used to select 94 chemistry teachers and 600 of their chemistry students for the study. Learning Environment Questionnaire I and II (LEQ) and Chemistry Achievement Test (CAT) were used for data collection and analysed using multiple regression. The results showed that the 13 variables taken together had significant contribution to students‟ achievement in chemistry and accounted for 77.34% of the variation in students‟ achievement in chemistry. It was recommended that stakeholders in provision of chemistry education at the secondary school level must consider the eight variables that contributed significantly to achievement seriously during planning and executing chemistry education programmes for optimum achievement of students in chemistry. Background