ANALYSIS OF PSYCHO-SOCIAL FACTORS OF CLASSROOM ENVIRONMENT AS A PREDICTOR TO PERFORMANCE OF UPPER BASIC SCIENCE STUDENTS IN KAURA, KADUNA. NIGERIA
ANALYSIS OF PSYCHO-SOCIAL FACTORS OF CLASSROOM ENVIRONMENT AS A PREDICTOR TO PERFORMANCE OF UPPER BASIC SCIENCE STUDENTS IN KAURA, KADUNA. NIGERIA
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Date
2017-02
Authors
MUTUM, Yohanna Anderson
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Abstract
This study was aimed at analyzing the psycho-social factors of classroom environment
as a predictor to academic performance in upper basic science students in Kaura,
Kaduna State Nigeria. This local government was selected for this study because of the
large number of students enrolment. Psycho-social factors are selected for the study
because it is an essential dimension of the classroom. Most researchers dwell on class
size, availability of infrastructures but not much is done on the psychological and the
social environment. The research design is a correlational type. The population
consisted of 2510 upper basic science students. A sample of 340 subjects made up of
140 male and 198 female students were selected by purposive random sampling
technique. The instruments used for data collection were, Basic Science Performance
Test (BSPT) and the Psycho-Social Classroom Inventory (PSCI) with reliability
coefficient 0.73 and 0.88 respectively. Two research questions were asked. What is the
relationship between the psycho-social factors of classroom environment and academic
performance of Upper Basic Science students? Analysis of subjected to Pearson
Product-Moment Correlation procedure. The result showed that relationship exists
between the psycho-social classroom environment and academic performance of Upper
Basic Science students. Two hypotheses were tested in line with the research questions
raised. The first hypothesis stated that, there is no significant relationship between the
psycho-social factors of the classroom environment and academic performance in
upper basic science. The data collected were analysed using the multiple regression
approach at a significant level of P≤0.05. Data analysed revealed that the examined
classroom environment psycho-social factors were not significant predictors of students
performance. The only exception is friction. Meaning that the factors were not significant
predictors to performance. Therefore, the hypothesis was retained. Based on these findings it
was recommended that since this study showed significant relationship between
psycho-social factors and academic performance in upper basic science a socially and
psychologically conducive classroom should be emphasised in the teaching and
learning of upper basic science in Nigeria.
Description
DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE
STUDIES, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA IN PARTIAL
FULFILMENT FOR THE AWARD OF THE DEGREE OF MASTERS IN
SCIENCE EDUCATION
DEPARTMENT OF SCIENCE EDUCATION
FACULTY OF EDUCATION
AHMADU BELLO UNIVERSITY
ZARIA, NIGERIA
Keywords
ANALYSIS,, PSYCHO-SOCIAL FACTORS,, CLASSROOM ENVIRONMENT,, PREDICTOR,, PERFORMANCE,, UPPER BASIC SCIENCE STUDENTS,, KAURA, KADUNA,, NIGERIA