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 8 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

9

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

10

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