Influence of Learners’ Characteristics and Enabling Inputs on Secondary School Students’ Achievement in Chemistry

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue V, May 2022 | ISSN 2454–6186

Influence of Learners’ Characteristics and Enabling Inputs on Secondary School Students’ Achievement in Chemistry

Okafor, N & Fajugbagbe, O
Department of Science and Technology Education
University of Lagos, Nigeria

Abstract: This paper examined the influence of learners’ characteristics (prior knowledge and school readiness) and enabling inputs (instructional, infrastructural facilities and human resources) as well as school type on secondary school students’ achievement in chemistry. Three research questions guided the study. Correlational and quantitative research designs were adopted which involved a sample of 469 Senior Secondary School 2 (SS2) chemistry students from Anambra State. Three instruments were used in data collection which include: Learners Characteristics Rating Scale (LCRS); Enabling Inputs Rating Scale (EIRS) and Chemistry Achievement Test (CAT). Data were analyzed using mean, standard deviation, step-wise and multiple regression analysis. Results show that school types, prior knowledge and teaching-learning materials had highest influence on students’ achievement in chemistry. Also, a joint influence of teaching-learning materials, infrastructural facilities and human resources on students’ achievement in chemistry was obtained. The paper concludes that adequate attention should be given to learners’ characteristics and enabling inputs to foster quality education in Nigeria as stipulated in the senior secondary school chemistry curriculum. The paper suggests that schools should be adequately prepared in providing stimulating, inspiring and learner-friendly classroom environments for meaningful teaching and learning of chemistry to take place.

Keywords: School Types, Prior knowledge, Achievement, Human Resource, enabling inputs

I. INTRODUCTION

Chemistry as a science subject has contributed immensely in all fields of study. Despite its importance to national development, Nigeria government has not adequately provided enabling environment for secondary school students’ to excel in science, technology, engineering and mathematics (STEM) disciplines (Okafor & Okewale, 2016). Several studies have outlined inadequate consumables, equipment, learners’ unpreparedness, inadequate instructional, infrastructural and human resources as factors retrogressing achievement in chemistry (WAEC, 2015; Okafor, 2017; Okafor & Uzoechi, 2012). Okafor et al., (2016) explained that the inclusion of home and school variables could foster secondary school students’ retention and completion of chemistry education. Okebukola (2005) posited that learners’ characteristics which involve personal, academic and social life may influence what, how and why students’ learn STEM. Okafor (2018) noted that during learning process, students

Read More