School Factors as Correlates of Students’ Achievement in Chemistry

Abstract

There is abundant research evidence to support the view that when Chemistry is taught in an enabling environment, a lot of enjoyable learning takes place. But in reality this is not always so, the implication is that students' achievement in this subject still continue to dwindle. This study therefore aimed at finding the extent to which school factors predict senior secondary school students' achievement in Chemistry. Ex-post facto research type with a survey design was adopted for the study. The sample used consisted of senior secondary school Chemistry students and teachers drawn from fifty seven (57) local governments and development areas of Lagos state. Instruments were developed and validated for the study. Three research questions were raised and answered in the study. Pearson Product Moment Correlation and Multiple Regression Statistics were used to analyze data collected. Findings from the study showed that as the conditions accrued to school factors improve, the performance of students in chemistry improves. Recommendations were made based on these findings.