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Influence of Laboratory Learning Environment on Students’ Academic Performance in Secondary School Chemistry



Author(s)

Odutuyi Musili Olubu

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DOI:10.17265/2161-623X/2015.12.005

Adeyemi Federal University of Education, Ondo, Nigeria

The study investigated the influence of laboratory learning environment on students’ academic performance in secondary school chemistry. Specifically, the study determined the influence of the five dimensions of laboratory learning environment on students’ performance in chemistry. The population for the study comprised all the Senior Secondary School Three (SSS III) chemistry students in all the public secondary schools in Ondo State, Nigeria. Descriptive research design of survey type was used. The sample consisted of 690 students from the schools selected for the study. Two research instruments were used for data collection, namely, Questionnaire on Chemistry Laboratory Learning Environment (QCLLE) and Chemistry Practical Achievement Test (CPAT). Data collected were analysed using analysis of variance (ANOVA) and multiple regression. The result showed that there was a significant relationship between the five dimensions of laboratory learning environment and students’ performance in chemistry (F_(4,684) = 678.96; p = 0.000). Material environment had the highest contribution to students’ performance in chemistry (β = 0.345; 34.5%). This is seconded by integration (β = 0.219; 21.9%), followed by student cohesiveness (β = 0.173; 17.3%) and rule clarity (β = 0.139; 13.9%), while open-endedness (β = 0.097; 9.7%) had the lowest contribution. It is recommended that to enhance chemistry teaching and learning, the government should provide secondary schools with resources, teaching materials, models, equipment, and adequate laboratories for the teaching and learning of chemistry.

laboratory, learning environment, students’ academic performance, chemistry