1.1 Introduction
The learning environment refers to the physical, psychological, and social conditions under which learning takes place. Fraser (2001) defines the learning environment as the social, psychological, and pedagogical contexts in which learning occurs and which affect student achievement and attitudes. In the context of science education, and Chemistry in particular, the quality of the learning environment is especially important due to the subject's reliance on both theoretical instruction and practical experimentation (Fraser, 2001). Chemistry, as one of the core science subjects in secondary education, is essential for students aspiring to enter science-based professions and higher education. It plays a foundational role in fields such as medicine, engineering, pharmacy, environmental science, and agriculture. However, many students perceive Chemistry as difficult, abstract, and less engaging due to its complex concepts and the limited availability of hands-on learning experiences in poorly equipped schools. The learning environment is therefore a significant determinant of how well students comprehend, retain, and apply Chemistry concepts.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The learning environment, which includes the classrooms, libraries, technical workshops, laboratories, teachers' quality, school management, teaching methods, peers, etc are variables that affects students' academic achievement (Ajayi, 2001 and Oluchukwu, 2000). Hence the learning environment remains an important area that should be studied and well managed to enhance students' achievement in chemistry. The student is often seen at home or within the school premises which constitute to learning environment where they acquire some basic knowledge of chemistry around them, living with people in the society and also contributing their own quota to the development of the location which they (the students) find themselves.
The learning environments that a student often belongs to, have some levels of relationship with the academic performance. The home learning environment cannot be overlooked. There are lots of home related factors that have negative as well as positive consequences on students' academic performance and ability in chemistry. Educators and psychologists believe that the home provides the basic ingredients that propel the student for wholesome development. Hamilton, (2013) stated that when students' grow up to school age, the home environment still play significant role in the students' academic achievement. This is because materials, home equipment, home accessories etc. which most of them used as improvisation at school in the laboratory for practicals can easily be used to enhance learning at home by the students.
In Nigeria, several studies have shown that many public secondary schools lack the basic infrastructure needed to provide a conducive learning environment. This includes the shortage of qualified teachers, insufficient laboratory facilities, overcrowded classrooms, and inadequate teaching and learning materials (Adeyemi, 2008). Such conditions not only hinder students' understanding of Chemistry but also negatively impact their academic motivation and performance. A positive and supportive learning environment, on the other hand, is believed to enhance students' engagement, facilitate better comprehension, and ultimately improve achievement in Chemistry (Tella, 2007).
The learning environment plays a fundamental role in shaping students' academic outcomes, particularly in science-based subjects such as Chemistry. According to Fraser (2001), the learning environment significantly influences students' academic behaviors, levels of engagement, and overall achievement. A conducive environment that is stimulating, well-equipped, and emotionally supportive is more likely to facilitate better comprehension and retention of knowledge (Fraser, 2001). Chemistry, being both theoretical and practical in nature, demands an environment that supports scientific inquiry, experimentation, and critical thinking. Adeyemi (2008) reported that factors such as inadequate laboratory facilities, overcrowded classrooms, poor ventilation, and lack of instructional materials hinder the effective teaching and learning of Chemistry in many public schools across the country.
According to Okebukola (2002), the poor state of science laboratories and insufficient funding for science education in Nigeria have contributed to students' declining interest and performance in subjects like Chemistry. Similarly, Owoeye and Yara (2011) affirmed that students in schools with better learning facilities tend to perform better academically than those in poorly equipped schools. Teachers also play a pivotal role in establishing a positive learning environment.
Olatoye (2006) contended that when teachers create a classroom atmosphere that is interactive and emotionally safe, students are more likely to participate actively and achieve higher academic results. Ajayi (2007) stated that the school environment must be deliberately structured to meet the cognitive, emotional, and social needs of learners, especially in technical and scientific subjects. Yet, despite various interventions by the government and non-governmental organizations to improve science education, students' academic performance in Chemistry continues to be a source of concern, as many learners still fail to meet the minimum benchmarks in national examinations. This study is set against the backdrop of these prevailing issues and concerns.
1.3 Statement of Problems
Investigation revealed that poor level of performance of students academically in chemistry is of greater concern to teachers and school administrators. Researcher observed that most times, chemistry teachers would have effectively taught the students with different techniques and methods, yet, the academic performance is still poor and discouraging. It may appear that the reasons for the above are as follows; the different disturbances and distractions coming from the surrounding environment of the geographical location of the school which they belong. Some of these disturbances and distractions often come from markets, car parks, cinema houses, stadia, industrial estate, shopping malls, restaurant and game centers couple with lack of instructional materials which are meant to be displayed in both classroom and laboratory.
All these have significant effect on nature of learning environment made available for the chemistry and academic performance of the students. Some students even find it difficult to cope with assimilation and concentrate on what is being taught by the teacher in chemistry and personal study habit becomes difficult to develop and poor performance is often the result. It is therefore against the forgone that the study seeks to examine the impact of learning environment on students' academic achievement in chemistry in secondary schools in Lagos Mainland Local Government Area.
1.4 Purpose of the Study
The purpose of this study is to look into the impact of learning environment on students' academic achievement in chemistry in secondary schools in Lagos Mainland Local Government Area.
1.5 Objectives of the Study
Specifically, the study examined the following objectives:
- To assess the condition of classroom facilities and their influence on students' achievement in Chemistry.
- To examine the effect of laboratory equipment and resources on students' performance in Chemistry.
- To determine the role of teacher-student interaction in influencing students' understanding of Chemistry.
- To evaluate how classroom management strategies affect students' engagement in Chemistry lessons.
- To identify specific environmental challenges that hinder effective learning of Chemistry in secondary schools.
1.6 Research Questions
Based on the objectives above, the following research questions will guide the study:
- How do classroom facilities influence students' achievement in Chemistry?
- What effect do laboratory resources have on students' performance in Chemistry?
- In what ways does teacher-student interaction affect students' understanding of Chemistry?
- How do classroom management strategies impact students' engagement in Chemistry lessons?
- What environmental challenges hinder effective learning of Chemistry in secondary schools?
1.7 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between the quality of classroom facilities and students' achievement in Chemistry.
- H1: There is a significant relationship between the quality of classroom facilities and students' achievement in Chemistry.
Hypothesis Two
- H0: Classroom management strategies do not significantly affect students' participation and performance in Chemistry.
- H1: Classroom management strategies significantly affect students' participation and performance in Chemistry.
1.8 Significance of Study
This study will be of immense importance to the following people: Teachers, Students, School administrators, and lastly the Researcher. In the following ways:
1. Chemistry Teachers:
The findings of this study will enable them to know the various environmental factors which affect learning and as such affect students' academic achievement in chemistry. Further, this study will enable the teachers to know the various strategies which can be adopted to enhance learning in chemistry through the use to instructional materials, learning resources and practical materials so that student can learn at their best.
2. School Administrators:
The findings of this study will enlighten them on how to practically examine the school environment and negative influencing environmental factors, which can be strategically solved so as to enhance learning in the subject.
3. Students:
This study will enable the students to know how the environment is harnessed to enhance learning of chemistry with the adequate provision of instructional materials and laboratory resources which are displayed in the classroom, laboratory, school environment and improvisation of similar resources at home so as to enhance learning and as such enhance their performance in the subject.
4. Researchers:
This research study will serve as source of information and data when working on related issues. Further, the study will add to the existing information on the related body of knowledge.
1.9 Scope and Limitations of the Study
The scope of this study covers all the students who offer chemistry in secondary schools, which are located within Lagos Mainland Local Government Area of Lagos state. Only the aspect of impact of learning environment on students' academic achievement in chemistry will be covered in this study.
However, the research study was limited by factors such as insufficient access to comprehensive school records, irregular electricity supply during data collection, delays in responses from school authorities and students, financial constraints affecting mobility and printing, and limited time to conduct a more extensive investigation across a broader geographic area.
1.10 Operational Definition of Terms
Learning Environment:
Refers to the physical, psychological, and social conditions under which students learn, including classroom design, teaching resources, teacher behavior, and peer interactions. A well-structured learning environment is crucial for enhancing student achievement, especially in subjects like Chemistry (Fraser, 2001).
Achievement:
This refers to the academic performance or level of success students attain in their Chemistry examinations and continuous assessments. It is typically measured through test scores, grades, or practical assessments (Tella, 2007).
Teacher-Student Interaction:
This refers to the communication, feedback, and relational dynamics between teachers and students. Positive interactions promote trust, motivation, and academic engagement in the learning process (Olatoye, 2006).
Classroom Management:
Describes the strategies and techniques teachers use to maintain order, foster student engagement, and create a positive learning atmosphere. Effective classroom management is essential for productive learning experiences (Evertson & Weinstein, 2006).
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