Author(s): Francis A. ADESOJI, Segun M. OLATUNBOSUN
The study constructed and tested an eight-variable model for providing a causal explanation of achievement of secondary school students in chemistry in terms of student variables - attitude to learning chemistry, background knowledge in Integrated Science, teacher variables - attitude to chemistry teaching, attendance at chemistry workshop and school environment related variables-class size, laboratory adequacy and school location. The study adopted an ex-post facto research type the population was made up of 621 senior secondary III chemistry students and 27 Senior Secondary III chemistry teachers in Oyo State, Nigeria. Four sets of instruments were used, these were chemistry Achievement Tests (SACS), Teacher. Attitude Towards Chemistry Teaching Scale (TATCTS) and Laboratory Adequacy Inventory (LAI). The results revealed that 7.20% of the total effect on achievement in chemistry was accounted for by all the seven predictor variables when taken together. It was also revealed that only four variables -school location(X1) laboratory adequacy (X3), teachers’ attitude to chemistry teaching(X5) and teachers’ attendance at chemistry workshop(X4) had direct causal influence and also made significant contributions to the prediction of achievement in chemistry (X8) (the criterion variable). Recommendations based on the significance of these variables were then highlighted.
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