Influence Of Learning Variables And Academic Performance Of Secondary School Students In Chemistry
Abstract
The study was carried out to examine the influence of learning variables on student’s academic performance in chemistry in senior schools in Uyo Local Government Area. A survey design was adopted for the study. Data were collected using learning variables questionnaires. 100 SS2 students formed the sample and were randomly selected from two (2) secondary school chi-square (x) analysis was used for testing the three null hypotheses. The results showed a significant influence of Age and self concept on academic performance and also showed no significant influence of attitude on student’s performances. Based on the findings, it was recommended that employers in schools should look out for the teachers who have high self concept in the subject who will pass down to the students.
CHAPTER ONE
INTRODUCTION
1.1 Background Of The Study
Man possesses the ability to learn. Indeed, it can be said that his survival as a living being depends on it learning enables man to acquire the skills with which he can adapt to and even change his environment, learning is a continuous process in the sense that it start from the tomb or grave. Learning does not however occur on its own, it come up through interaction with another person or things. It may be intended or spontaneous, whichever way it comes, it is taken for granted that there is a teacher. Learning my not always be directly observable. For example there are instances when we can conclude that someone has learnt only by interacting with the person. An analysis of that persons statement emotion and feelings becomes the basis for reaching such a conclusion. A major feature of the learning activity is that it results in the modification of existing behavior patterns in a way which affects future performance and attitudes. Michael (2009) noted that a major feature that learning had taken place when taught in classrooms is retention of knowledge.
Influence Of Learning Variables And Academic Performance Of Secondary School Students In Chemistry
However, despite the promise of learning, the learning process itself is plague by a variety of learning factors. In the teaching learning process, learning variables have be found to influence academic performance, motivation, self concept and other learning outcomes for instance, Adejoke(2008) prompted out that the variables range from the content to be transacted in different way depending on the desired outcomes. Learners differ amongst each other and within each other, for example in terms of ability, interest in a particular discipline etc. again, teacher’s behavior varies from class to class and from teacher to teacher. Pascal (2012) stated that learning variables refers to a wide range of factors and personal characteristics that make one learner more successful than another. Mikelle (2009) defined learning variables and character that can be associated with success of the learner. Akeke (2009) in a study conducted on learning variables and academic performance and retention noted that learning variables remain the simple largest factor that influenced student educational level. Okeke further maintained that factors such as learner’s age, gender, self concept, teaching faculty, students’ schooling, socio–economic status all have significant influence on students academic performance as well as long and short term influence on learning outcome.
It becomes important for the teacher to understand his learners individually and collectively since they all come to school with different entry behavior, home background, age etc.
1.2 Statement Of The Problem
Chemistry is a very important subject as embedded in secondary school curriculum. It remains a central subject that and without it national and technological development will hit a hard ground. Chemistry is a prerequisite to pursuing courses such as medicine, pharmacy, nursing science, engineering courses, geology and geophysics, chemistry education and other science–related courses which are important ingredient to national development and wealth creation (Olorundare, 2012).
However, the course has been faced with poor performance. For instance, it has been observed that the observed phenomenon of poor external results in chemistry among Nigerian students especially in chemistry has become a source of worry to successive government and major stakeholders in the education senior in the country (Okpala 2008).
For instance, in 2013, the percentage of students who passed their West African Examination Council (WAEC) with credit in chemistry was below 50%. (Johnson, 2014). The same poor performance ratio (50%) were equally recorded by students in the subsequent years of 2014 and 2015. This ugly trend may have instigated the current worry among stakeholders as to the factors responsible for the poor performance of students in chemistry. Scholars have prompted to the learning variables. This study seeks to answer this question:
Does learning variables influence student’s performance in Chemistry?
1.3 Purpose Of The Study
The study examines the influence of learning variables on academic performance of secondary school students in Chemistry in Uyo Local Government Area.
The study aim at achieving the following specific objectives.
- To determine the influence of student’s gender on Academic Performance in demonstration.
- To determine the influence of self concept on academic performance in Chemistry.
- To determine the influence of students age on academic performance in Chemistry.
