EFFECT OF CLASSROOM ENVIRONMENT ON THE PERFORMANCE OF STUDENT IN CHEMISTRY (A CASE STUDY OF SOME SELECTED SENIOR SECONDARY SCHOOL IN IREPODUN LOCAL GOVERNMENT OF KWARA STATE

Abstract

Secondary School Students in Kwara State's Irepodun Local Government Area had their chemistry test scores analyzed to see if there was a correlation between the classroom environment and their performance. Focusing on how classroom environment affects student engagement and performance was the main goal of the research. Finding out if classroom dynamics have an effect on students' chemistry performance was the primary motivation for the research, but secondary objectives included seeing if the relationship was different for male and female students. The study's methodology was a pre- and post-test quasi-experimental design. All of the students were from the Irepodun Local Government Area in Kwara State; one hundred forty pupils from secondary schools in Kwara State's Irepodun Local Government area were randomly selected to participate in the study. The data for this study was collected using the Chemistry Interest Scale (CIS) and the Chemistry Performance Test (CPT). The reliability of the instruments was checked using a test-retest technique, which produced reliability coefficients of 0.85 and 0.82, respectively. Statistical tests for analysis of variance and analysis of covariance were applied to analyze the data gathered. Results showed that students' chemistry performance and interest were affected by classroom setting, although gender did not play a role in the interaction between the two. The government and notable individuals should foster an encouraging classroom setting for their students so that they can excel in school.