relationship between students’ perception of …
TRANSCRIPT
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RELATIONSHIP BETWEEN STUDENTS’ PERCEPTION OF
CLASSROOM PSYCHO-SOCIAL ENVIRONMENT AND
ACHIEVEMENT IN GEOGRAPHY
BY
ILOBA ONWWA JOANNA
PG/MED/06/41674
DEPARTMENT OF SCIENCE EDUCATION
FACULTY OF EDUCATION
UNIVERSITY OF NIGERIA, NSUKKA
DECEMBER, 2009
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APPROVAL PAGE
This project has been approved for the department of science education university of
Nigeria.
By
------------------------------- ---------------------------------
Prof. Ezeudu Agozie .S. Internal Examiner
Supervisor
--------------------------------- ---------------------------------
Dr. Mrs. Nwaigbo External Examiner
Head of Department
------------------------------------
Dean, Faculty of Education
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CERTIFICATION
Iloba Onuwa Joanna, a postgraduate student in the department of science
education with registration number PG/MED/2006/41674 has satisfactorily completed
the requirement for course and research work for the degree of master in science
education
The work contained in the project is original and has not been submitting in part
or full for any other diploma or degree of this or any other university.
Iloba Onuwa Joanna
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DEDICATION
This project is dedicated to my family for their
love and understanding throughout the
period of this programme.
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ACKNOWLEDGEMENT
I wish to express my profound gratitude to the almighty God for his grace
towards me during the course of this study. I am indebted to my supervisor Prof. Ezeudu
A.S. whose critical comments and support facilitated the work
My sincere thanks also goes to Prof. Ali A, Dr Usman K.O., Dr. Nwagbo C.R.,
Dr Nwagu K.E. Dr. Obidioa and other lecturers of science education, university of
Nigeria Nsukka for their useful contributions to the success of this work.
I am very grateful to my benevolent husband, whose love, financial
encouragement and moral support kept me going during the course of this study.
I also appreciate my brother-in-law, Rev. Fr. Jude Iloba’s effort , my friends,
colleagues and all those who contributed in one way or the other to make this work a
success.
Department of science education PG/MED/2006/41674
University of Nigeria Nsukka. Iloba Onuwa Joanna
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Table of Contents
Chapter one: Introduction
Background of the study - - - - - - - 1
Statement of problem - - - - - - - - 9
Purpose of the study - - - - - - - 10
Significance of the study - - - - - - - 11
Scope of the study - - - - - - - - 12
Research questions - - - - - - - - 12
Research hypothesis - - - - - - - - 13
Chapter two: Review of related literature - - - - 14
Conceptual Framework - - - - - - - 14
The nature of Geography - - - - - - - 16
WAEC and its Statutory Functions - - - - - - 16
The nature of classroom learning environment - - - - - 17
The dimension of classroom learning environment - - - - 20
Theoretical Framework - - - - - - - 24
Jean Piaget cognitive learning theory - - - - - 24
Review of Empirical Studies - - - - - - 27
The students’ perception of classroom environment and their achievement - 27
Students’ achievement in relation to location of school - - - 33
Students’ perception of location and achievement - - - - 38
Summary of literature Review - - - - - - 40
Chapter Three Research methodology -- - - - - - - 44
Design of the study - - - - - - - - 44
Area of the study - - - - - - - - 44
Population of study - - - - - - - - 44
Sample and sampling technique - - - - - - 45
Instrument for data collection - - - - - - - 45
Scores of SS 2 Geography students - - - - - - 47
Validation of the instrument - - - - - - - 47
Reliability of the instrument - - - - - - - 48
Method of data collection - - - - - - - 48
Method of data analysis - - - - - - - 48
Chapter Four – Data presentation and analysis - - - - 50
Chapter Five – Discussion, Conclusion and Recommendation
Discussion of Findings - - - - - - - 60
Conclusions - - - - - - - - - 64
Implications of the Study - - - - - - - 65
Recommendations - - - - - - - - 65
Limitation of the Study - - - - - - - 67
Suggestions for Further Studies - - - - - - 67
Summary of the Study - - - - - - - 67
References - - - - - - - - - 70
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Appendices
List of Table
i. Mean and standard deviation of geography students’ perception
of classroom psycho-social environment - - - - 50
ii. Mean and standard deviation of urban and rural Students’
perception of geography classroom psycho-social
environment - - - - - - - - 52
iii. Correlation Co-efficient of students’ achievement of
classroom psycho-social environment and their achievement
in geography - - - - - - - - 53
iv. Stepwise analysis of students’ achievement and the
perception of their classroom psycho-social environment
in urban classes - - - - - - - 54
v. Stepwise analysis of students’ achievement and the perception
of their classroom psycho-social environment in rural classes. - 55
vi. Stepwise analysis table for relationship between students’
urban classes’ perception of their geography classes
psycho-social environment and their achievement - - - 55
vi. Stepwise analysis table for relationship between
students’ rural classes’ perception of their
geography classes psycho-social environment and their
achievement - - - - - - - - 57
vii. Stepwise analysis table for relationship between
Students’ rural classes’ perception of their geography
classroom psycho-social environment and their achievement - - 58
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ABSTRACT
This study was designed to investigate the relationship between students’ perception of
classroom psycho-social environment and their achievement in secondary school
geography. To carry out this study, five research questions and three hypotheses were
formulated, all derived from the literature review. Two instruments, geography
classroom environment scale questionnaire (GCESQ) and cumulative score of SS2
geography students were used to collect relevant data from a sample of 295 SS2
students randomly selected from 10 senior secondary schools in Ika Local Government
Area of Delta State. The schools were selected by stratified random sampling technique.
Mean and standard deviation were used to answer the research questions 1 and 2 while
pearson correlation was used to answer research question 3. Stepwise analysis were used
to answer research question four, five and also used to test the null hypothesis. The
study among other things revealed that psycho-social classroom environmental factors
correlated negatively with students’ achievement in senior secondary geography and
that location of school whether urban or rural has little or no effect on students’
achievement due to psycho-social factors of the classroom. Hence, there was no
significant difference in the achievement between urban and rural students in geography
in Ika Local Government Area.
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CHAPTER ONE
INTRODUCTION
Background of the Study
Geography is a branch of environmental sciences. According to Adekanjo,
(2002), Geography plays a vital role in providing knowledge of relevant concepts,
environmental and natural phenomena, like; why we have day and night, the reason for
rainfall, the ozone layers, avoidance of over exploitation of the natural environment and
most importantly, protecting our environment for the future generation. It helps to
develop environmental process skills like; classification, description, observation,
inference and measurement David, (2000). All these importance of geography
notwithstanding, students perform poorly in Geography Dakun, (2001). The West
African Examination Council Chief Examiner’s reports (2006) indicates that many
students lack the expected geographical knowledge. According to the same source, this
contributed to their poor achievement. This poor achievement in geography among
secondary school students has made a number of geography educators to study the
problem empirically with the hope of finding causes and plausible solutions. Some of
the causes identified according to Grossman, & Adam, (2000) are poor background, lack
of teaching and learning materials, poor method of teaching, lack of experienced and
qualified teachers, insufficient supply of laboratory equipment and teacher behaviour.
In addition to these factors listed above as responsible for poor achievement of
students it is suspected that student’s classroom-learning environment may contribute
immensely to poor achievement especially in geography. Researchers False; (1990),
Talton, and Simpson, (2007) pointed to some environmental factors such as; home and
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the school environments as some of the major factors that influence students outcome in
the subjects. Learning has been known to be influenced by the type of environment, in
which an individual learns Osewaren, (2006). Randhawa, and Michayluk, (005) found
out that the inclusion of environment as a variable makes a major difference in the
prediction of human characteristics such as general intelligence and school achievement.
In the same vein, Keeves, (2004) suggested an education pattern where an
educational outcome is a function of the type of environment in which an individual
learns. There are different types of learning environment such as school environment,
home and classroom environment. School environment according to Walberg, (2001)
refers to teacher or students perception of the school moral or social-psychological
environment that affects learning. In order words, it is the external condition and
influence in the school that can influence the academic achievement of students
irrespective of their intelligent quotient, while the home environment is seen as
behaviours and processes on the part of parents to provide intellectual and emotional
stimulation for their children.
The classroom is a basic structural unit of our educational system Talton, and
Simpson, (2007). It is a miniature community in which members’ interest influences the
behaviour of others. Classroom environment is therefore the type of environment
created as a result of subsequent interactions that occur in the classroom during teaching
and learning process Hawkros, and Panick, (2003). In the Nigeria setting the classroom
environment appears to be static, not changing with changes in time.
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The classroom environment of a school is an embodiment of the physical,
sociological, psychological and psychosocial conditions. The physical classroom
environment has to do with the age of the classroom building, colour, level of available
furniture, desks and seats, ventilation, lighting, roof, ceiling and floor Akubue, (2001).
The sociological classroom environment or climate refers to the feeling, which the
teachers and the learners are able to generate in making the classroom morale high or
low Akubue, (2001). The psychological classroom environment refers to the level of the
speed of teaching, cohesiveness, distractions, interests, motivations, anxieties, confusion
and difficulty of the classroom learning activities Haertel and Walbeg, (2004).
The psycho-social classroom environment is a type of classroom that has to do
with interactions in the classroom. These interactions involve: teacher and students’
interactions, students and students interactions, students and instructional material
interaction, and students, instructional materials and teacher interaction Anyafulude,
(2006). It also refers to the extents the students perceive their classroom environment
and how they want it to look like. Hong, (2003). In Nigeria psycho-social classroom
environment, it appears that there is suppression of students by some teachers who claim
to know everything, thereby giving students little or no opportunity to air their views
Nwabueze, (2004). The psycho-social environment that students work in is very
important. According to Fagbamiye, (2004) successful psycho-social environment is
more likely to be a calm place rather than chaotic, to be task oriented and have an
orderly climate in Geography class. Fagbamiye continued by saying that in a geography
classroom psycho-social environment, teacher/students interaction is very important.
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According to Idowu, (2006), teacher/students interaction deals with interaction
between the students and their teachers. The relationship may be positive or negative.
This relationship depends on how effective both the teachers as well as the students are
able to perform their roles in the relationship. According to the same source, it also deals
with teachers’ perception of their students and students’ perception of their teachers.
Some teachers perceive their students as been stubborn, older than their chronological
ages, incapable of making decision, good for nothing, unfriendly, etc. Other teachers
perceive their students as being worthwhile, tender, friendly, innovative, intelligent,
helpful etc. When the teacher’s perception of his student is positive, it may result to
good teacher/student interaction but when he perceives his student in the negative
direction, it may result in the negative direction and results to rancour, anger, hatred and
poor students/teacher relationship. According to Dewey, (2006) the poor student
relationship may lead to poor achievement while good student/teacher relationship may
lead to better achievement in Geography.
Another form of interaction in the classroom according to Mgboro and Omebe,
(2005) is the students/students interactions. This form of interaction involves the peer
group. The peer group is a group of individuals who are of approximately equal size,
age and status with whom the child finds himself in the same class. This group fills
great and growing need for the child, for with them, he learns to develop new feelings of
adequacy and acceptance. So the peer group appears to be the second in importance to
the teacher in the psychosocial classroom environment. The individual according to
Onyehalu, (2004) relies on peers for social acceptances support and solidarity. When
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his/her peers accept the him, there is likely going to be a better achievement in
Geography than when the student is rejected by his/her peers.
Teachers/students/instructional materials are another form of interaction in
Geography psychosocial classroom environment. It is a means by which
students/teachers interact with their instructional materials. In geography, instructional
materials are very important as they bring realities to what the teacher is teaching in
geography lesson. According to Fagbamiye, (2004), in a Geography psycho-social
classroom-learning environment, the student and teacher interact with each other and
use of variety of tools and information resources in their pursuit of learning activities.
The nature of the classroom environment and psycho-social interactions may make a
difference in how the students learn and achieve their goals in Geography.
The nature of psycho-social secondary schools classroom learning environment
has been found to differ according to location Lawren, (2006). This difference due to
location may lead to students’ different perception of their psychosocial classroom in
rural and urban schools, and may or may not result to difference in students’
achievement in rural and urban schools. According to Murdock (2007) location
influence social interaction. Classroom achievement cannot be divorced from the social
fabric in which it is embedded. Wentzed (2006) continued by saying that a learner’s
concept of his worthiness, competence and other academically related qualities are
derived from interactions with others in the academic environment.
Geography knowledge are learnt through social interactions Murray (2001) he
continued by saying that location can be rural or urban. According to him, urban
population are made up of more of educated population, equipped library, educative
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television and radio programmer which are likely going to enhance the understanding of
the student’s Geography.
Adinna (2007) in the same view sited an example of the eclipse of around
2005/2006 when it was broadcasted at N.T.A Enugu 7 O’clock news. Adinna was
invited by N.T.A Enugu to educate the people on the eclipse that is about to occur.
Although it was broadcasted on N.T.A Enugu, it was the students of the urban areas that
were likely to watch it. This is because of the problem of power supply. Most of the
urban population uses generators to substitute power supply. As such may be
opportuned to watch such an educative programme. He added that the urban population
are more of educated people and so can explain some of these phenomenons to the
geography students.
He continued by saying that their rural counterparts because of the nature of
the rural population, which ranges from poor power supply, more of illiterate
population, may not opportuned to watch such an educative programmes. Even when
are opportuned, they may not have enough educated people to explain it to them. He
added that such may affect geography achievement.
Ajala (2008) held another view when he said that the knowledge of geography
can be learnt from any environment being rural or urban. He continued by saying that
geography topics like natural vegetations, running water, landforms are better learnt in
the rural areas because some of their natural features are still there. Unlike the urban
areas where some of them have been destroyed for constructional purposes like building
of houses, bridges and dams. This study intends to find out if location has any
relationship with student’s achievement in geography.
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A conducive psycho-social classroom learning environment does not only serve
the child’s emotional developmental needs but also encourages intellectual development
by giving the child opportunity for experimentation, exploration and self-knowledge.
Allen, (2004) contented that a stimulating psychosocial classroom environment provides
motivation for a child to become a miniature researcher through the process of reading,
recalling, self-achievement and actualization. Hence, the mind of the learner and his
interest is in what he is presented with and conditioned by the stimuli in his psycho-
social learning environment. If this is the case for the maximum learning to take place,
it follows that a psychosocial classroom learning environment for children should be
well planned and stimulating for this may help them develop positive attitude towards a
particular classroom and enhance their achievement in Geography.
Achievement in education refers to school progress made by a student from one
class to another Agbafe, (2007). Achievement according to the new International
Webster’s comprehensive Dictionary of English Language (2003:12) is the act of
accomplishment or attainment of educational goal. It is a performance through a
standardized test for measuring an individual’s progress in the mastery of a subject to be
learned. Achievement can be defined as a measure of student’s present level of
knowledge or skills. Students should go through the appropriate experience, which will
enable them to learn or gain the ability to perform tasks, to acquire certain skills or
behaviour in a deserved way. According to Akukwe, (1990), level of achievement
derives from objectives of planned school experience is usually closely tied to them.
Being more dependent in specific class instructions and a measure of achievement may
be environmentally influenced.
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According to Ebenebe, and Unachukwu, (2001) students have different psycho-
social classroom experience, but because they bring different prior experience with
them, they perceived the classroom environment differently. Psycho-social Classroom
environment assessment has been found to bear strong and consistence links with
student’s achievement and attitude to furnish useful criteria in the evaluation of
educational programmes and to provide a sound basic guide to teacher’s practical
attempt in improving their psychosocial classroom Fraser, (1991). What is lacking in
school research and psychological theory in school learning is the consideration of
student perception of the social – psychological environment of their classes and the
direct / indirect linkage of perception to measures – students outcome such as
standardized tests, performance, interest in the subject, self concept as a learner and
students behaviour that are of interest to policy makers, education practitioners, parents
and students. Psycho-social classroom environment can thus be studied using three
approaches namely: systematic observations, case study and assessing students and
teachers perceptions Fraser, (1991).
However, some research on the relationship between classroom environment and
student achievement based their works on the physical design of the classroom
environment Ogu (2005), classroom psychosocial environment Walberg, and Haertel,
(2005), Fraser, and Fisher, (1992), emotional climate and teacher’s behaviour, Ade,
(2005), interaction Pattern Okebukola, (2004), Most of these research works were done
outside Nigeria. Therefore, the result of these studies cannot be generalized to Nigeria
due to differences in the characteristics of these countries level of education, social-
cultural and social-economic settings, which also contribute in no small measure to the
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strength of the factors in relating significantly to achievement. Even those research
works done in Nigeria were not done on the area of relationship between students’
perception of classroom psycho-social environment and achievement in geography.
Thus, the issue of exactly how psycho-social classroom environment in Nigeria
especially geography psycho-social classroom and how students interpret the psycho-
social factors or characteristics of their geography psycho-social classroom environment
remains unresolved. This study wants to investigate the relationship between student
perception of classroom psycho-social environment and achievement in geography and
relationship between locations be it rural or urban. Therefore, the researcher is of the
view that since location of classroom and students’ perception of classroom psycho-
social environment may have influence on their achievement in geography, the issue is
worth investigating.
Statement of the Problem
Classroom achievement as explained earlier refers to school progress made by a
student from one class to another. In measuring achievement, it is believed that students
should go through the appropriate experience which will enable them to learn or gain
the ability to achieve tasks to acquire certain skills in a deserved way.
Geography as a branch of environmental science is a subject that the society
cannot do without. This is because it deals with the environment and man cannot neglect
his environment. As such the need to achieve high is a world wide cry.
Despite these importance mentioned above, students have not developed positive
attitude and interest towards their geography classroom environment Darmar, (2006).
This according to some researchers could be due to the nature of their psychosocial
classroom environment, which arises as a result of some classroom environmental
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factors like the physical environment, teachers’ behaviour, teaching method and
interaction in the classroom.
Though much effort has been made by the State and Federal Government to
improve geography education in Nigeria, geography achievement at the senior
secondary school level is still low W.A.E.C chief examiners report (2006). This
achievement of the objectives of geography knowledge may depend on the environment
in which learning takes place. Psycho-social classroom environment is one of the
condition in the school which affects a child. Could it be that much attention has not
been given to the psycho-social characteristics of students during geography learning or
due to the way students perceive their geography classroom psycho-social environment
or due to the location of their schools?
Students’ achievement in geography may not be improved unless there is
provision for ideal psycho-social classroom environment in which geography will be
best taught at secondary schools. It is also not certain whether geography students in
rural and urban schools perceive their classroom psych-osocial environment in a similar
manner, and if the differences in their perception relates to their achievements.
Hence, the problem of this study stated as a question is, what is the relationship
between student perception of classroom psychosocial environment and their
achievement in senior secondary school geography?
Purpose of the Study
The purpose of this study is to investigate the relationship between students’
perception of classroom psychosocial environment and the achievement in senior
secondary school geography. Specifically, this study intends to find out:
1. The students’ perception of their geography classroom psychosocial
environment.
2. How urban and rural students perceive their geography classroom psychosocial
environment.
3. The relationship between students perception of classroom psychosocial
environment and their achievement in senior secondary school geography
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4. The relationship between students’ achievement in geography and the perception
of their classroom psychosocial environment in urban schools.
5. The relationship between students’ achievement in geography and the perception
of their classroom psychosocial environment in rural schools.
Significance of the Study
The findings of this study will help the curriculum planners and developers on
the information regarding the quality of psycho-social classroom environment in which
geography will be best taught in secondary schools, with a view to guiding them in
recommending the ideal psychosocial environment for geography, thereby incorporating
it in the curriculum to enhance students’ achievement.
Again, the findings of this study will provide information to the geography
teachers and educators on the students’ perception of classroom psychosocial
environment and their achievement in geography.
The result will provide information to the government on the level of students’
perception and achievement in geography in rural and urban schools, knowing this will
help improve the psycho-social environment in geography, by increasing educational
conditions of such schools that will enhance geography achievement in Nigeria. Both
the study and its result may open up a research field for geography educators and
researchers. Thus, similar studies may be carried out in other classes, schools and
subjects.
Both the study and its beef up literature on achievement and psycho-social
environment may sensitize teacher taumers to help create a better interaction in the
classroom.
The school administrator will not be left out. This work will help them in the
sense that they will be able to guide their teachers in creating a better psycho-social
environment.
The government, if aware of psycho-social environment can make a rule for
examining bodies to monitor psycho-social environment. The work will also serve as a
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resource materials to researcher who may be interested in the area. Additionally, it will
provide the frame work for other researchers to build on.
Findings of this study will help to increase the knowledge base of what is known
already about psychosocial classroom environment and also guide the teachers in
providing conducive learning atmosphere by arranging and organizing the classroom in
a way that the students will like. This will increase their interest towards their psycho-
social classroom and will enhance their achievement in Geography. Also, the findings of
this work will help the psychologist especially the environmental psychologist. Also the
findings of this work will be generalized to other secondary school subjects like physics,
chemistry, biology to mention to a few. This will go a long way to improve geography
education in Nigeria.
Scope of the Study
The study is limited to SSII geography students in Ika Local Government Area
of Delta State. This is because, the researcher does not want to use people in external
examination classes because they are preparing for their examination or beginners
because they might not have gotten enough knowledge of geography as the teaching of
geography starts from SS 1. As such, the researcher considers it more appropriate to use
SS 2 and the content scope is the psycho-social geography classroom environment of
Ika local government area of Delta state.
Research Questions
To guide this study, the following research questions were stated
1. What is the students’ perception of the psycho-social environment of their
geography classroom?
2. How do urban and rural students perceive the psycho-social environment of their
geography classroom?
3. What is the relationship between students’ perception of their classroom psycho-
social environment and their achievement in senior secondary school geography?
4. What is the relationship between students in urban schools perception of their
geography classroom, psycho-social environment and their achievement in
geography?
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5. What is the relationship between students in rural schools perception of their
geography classroom, psycho-social environment and their achievement in
geography?
Hypotheses
Two null hypotheses were formulated to guide the study. They will be tested at
0.05 level of significance. The hypotheses are:
1. There is no significant relationship between the students’ mean perception scores
of classroom psycho-social environment and their mean achievement in
geography.
2. There is no significant relationship in the students’ mean achievement score in
geography and their mean perception score of classroom psycho-social
environment in urban schools.
3. There is no significant relationship in the students’ mean achievement score in
geography and their mean perception score of classroom psycho-social
environment in rural schools.
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CHAPTER TWO
LITERATURE REVIEW
The literature is reviewed under the following headings
Conceptual framework
- Nature of West African Examination Council(WAEC)
- The Nature of Geography
- The Nature of Classroom learning environment
- The dimension of Classroom learning environment
Theoretical framework
- Jean Piaget Cognitive Learning Theory
Review of empirical studies
The empirical studies were reviewed under three headings. They are:
- The Students perception of classroom environment and their achievement
- Student’s achievement in relation to location of school
- Student’s Perception of location and Achievement
Summary of Literature Review
Conceptual framework
The Nature of Geography
Geography truths are universal by its very nature. According to Ajayi,
(2001), they are four main division of geography.
- Mathematical Geography
- Physical Geography
- Biogeography
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- Human Geography
They are explained below:
Mathematical Geography is that branch of geography that deals with
calculation like local time, distances, etc. Physical geography is that branch that
deals with everything visible or invisible in our environment. Biogeography is
that branch of geography that deals with life, while human geography deals with
any activities practices by man to survive in his environment.
From its very inception, geography came into eminence because of its
practical usefulness. Among the ancient Greek, it was used as a help to study the
environment Fakuade, (2008). According to Ezewu, (2007), the inquisitive
nature of man has made man to study more than his immediate environment.
Man has through the help of geography been able to study natural phenomenon
like; the cause of day and night, the cause of rainfall, other planets to mention a
few. In line with this, some researchers viewed geography as the bedrock of
environmental sciences. Geography is an instrument for everyday living at
home, in the street, in the farm, in industry, in sports, in peace, in war and for
entertainment Lacret, (2006).
Despite the important role of geography, it is perceived as difficult, and
complex. According to Odili, (2006), geography is generally regarded as a very
difficult subject everywhere, but the problem in Nigeria is that very little is being
done to alter this state of affairs. As a result of this, there has always been a
feeling of discomfort among students towards the subject.
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West African Examination Council and Its Statutory Functions
Senior Secondary School Examinations is organized by West African
Examination Council (WAEC). WAEC is an examining body instituted in 1951
by the British Secretary of State. WAEC is charged with determining the
examination required in the public interest in West Africa and empowered it to
conduct such examinations and to award certificates, provided that the
certificates did not represent a lower standard of attainment than equivalent
certificates of examining authorities in the United Kingdom. WAEC Diary,
(2007). The WAEC with its Head Office at Lagos has the following statutory
functions and objectives:
The Council conducts examination under the following broad headings:
National Examinations, International examination and Examinations
administered on behalf of other examining bodies. The national examinations are
restricted to the specific member countries for which they are developed and
reflect their local policies, needs and aspirations while the International
Examinations are available to candidates in all the member countries. The
National Examination includes; The Gambia Basic Certificate Examination,
Liberia Primary/Junior and Senior High School Certificate Examination,
National Primary School and Basic Education Certificate Examinations for
Sierra Leone and the Basic Examination Certificate Examination for Ghana.
Detailed timetables are usually available at least six months before the
commencement of the examination. Entry schedules are sent without
25
application, to all schools on the Council’s list. Individual entry forms are
available for private candidates.
The International Examinations are available to candidates in all member
countries. The Council’s international examination is the Senior School
Certificate Examination (SSCE), which replaced the GCE Ordinary and
Advanced level examinations.
The SSCE has been introduced as part of the educational reform
programme in member countries. The maiden edition was conducted in the
Gambia in 1998 while Nigeria, Sierra Leonean and Ghanaian candidates took the
examination for the first time in 1990, 2000 and 2006 respectively. The SSCE is
administered twice in a year, May/June and in November/December. Liberia is
also preparing to adopt the SSCE in the near feature.
One unique feature of the new examination is that it combines school-
based continuous assessment scores with the Council’s own assessment on a
ratio of 30:70. The SSCE among other things enables candidates to qualify for
admission into universities and other tertiary institutions.
The Nature of Classroom Learning Environment
Classroom is an important place in the operation of a school. It holds
students together and offers them the opportunities of achieving the purpose of
education. A greater part of educational activities of any school occurs in this
room. Learning experience is coordinated and various types of instructional
efforts are housed here. Akubue, (2001) described the classroom as a base for
all types of activities. In addition, the classroom is a place for interaction among
26
teachers, materials and students. These interactions create an environment
known as classroom environment.
There are different aspects of classroom learning environment. They are
the physical environment, the sociological environment, the psychological
environment, and the psychosocial environment. The physical classroom
environment has to do with the age of the classroom building, colour, level of
available furniture, desks and seats, ventilation, lightening, roof, ceiling and
smooth floor Akubue, (2001). The psychological classroom refers to the level of
speed of teaching, cohesiveness, distractions, interests, motivating, anxieties,
confusion and difficulty of the classroom learning activities.
According to Akubue, (2001), the sociological environment which
includes the level of classroom interactions between students, and teachers,
students and learning materials, teachers and teaching aids. It also refers to the
feeling which the teacher and the learner are able to generate in making the
classroom moral high or low Akubue, (2001). The psycho-social classroom
environment is the type which provides an area that will help to furnish a
number of ideas, techniques and research findings that could be valuable in the
school psychology Falses, (1990). It also refers to the extent the teachers and the
students perceive the classroom environment and how they want it to look like.
In this study, the researcher wants to work on the psychosocial aspect of the
classroom environment.
Currently, there is a growing recognition of the value of young people’s
views about education. Rudduck, Chaplain, and Wallace, (2006) and more
27
especially in relation to the school and classroom environment. Children of
different ages can be perceptive, forthright and imaginative in describing their
classrooms giving their impressions about their classrooms for instance, whether
they like their classrooms and what they would like their classroom to be like.
Children need to understand their classroom and to participate in decision
making about its organization since this will have some educational relevance
within the curriculum.
Kreshner, and Pointon, (2004) revealed that children know a lot about
classroom work both individually and as a group. To them, the subtle variations
of children’s responses shows that the understanding of their classroom has to
support different aspects of their experience and development. They also found
that groups of children and individuals have different beliefs about a classroom.
That teachers need to develop a range of strategies to draw out children’s
opinion and take account of individual difference if the classroom environment
is intended to facilitate children’s learning, social and personal development.
According to Pollard and Filer (2006), an understanding of children’s
perceptions of their classroom environment will help us see how they view their
task as students, for instance, in social term (like getting on with each other),
emotional terms (such as being secure and confident) and learning terms
(remembering, understanding and developing ideas).
According to Falser (2000), the learning environment should promote
sensory comfort and high auditory and visual activity. The physical layout of
such an environment should accommodate scheduled activities, allow for
28
people’s sense of personal space and promote desirable patterns of social
interaction and communication as well as psychological comfort and stability.
Apart from supporting human functioning, the learning environment must also
accommodate the equipment, tools and materials that are used in education and
training Fales, (1990). For instance, introduction of media such as chalkboard,
video computer terminal or film display will inevitably alter the nature of the
environment. In designing the learning environment, the facility designer
according to Fales, (1990) needs to create learning environment that recognizes
both how the human senses function and how instructional media operates. The
educators need to be aware of ways of managing both the equipment and the
physical surrounding to effectively promote his educational objectives. The
facility designer through prudent design and the educator, through effective
media utilization creates the learning environment. As Falser, (1990) noted that
the environment should be designed so that it compliments the way people
functions. However, the summary of the findings of the above studies has
revealed that the nature of classroom environment of a student is an embodiment
of the physical, psychological, sociological and psychosocial conditions. Also it
revealed that classroom learning environment does not only support human
functioning, but also accommodate the equipment, tools and materials that are
used in education and training.
The Dimension of Classroom Learning Environment
Anderson, and Walbeg, (2000) designed fifteen dimensions of the
classroom environment. They are: cohesiveness, diversity, formality, speed,
29
material environment, friction, goal direction, favouritism, difficulty, apathy,
democracy, cliqueness, satisfaction, disorganization, and compativeness. These
dimensions measured the interpersonal relationship between students and their
teachers, relationship between method of learning and finally students’
perception of their classroom structures and characteristics. In the same view,
Subergeld, Kvening and Manderschield, (2005), identified twelve dimensions of
the environment of secondary school classroom. They include; spontaneity,
affiliation, support, involvement, practicality, insight, autonomy, variety, order,
aggression, submission and clarity.
Adara, (2004) has identified three general categories of human
environment. These three basic dimensions are:-
- Relationship Dimensions
- Personal Development Dimensions
- System maintenance and system change dimension
Relationship dimension: This relationship identified the nature and intensity of
personal relationship within the environment as assess the extent to which people
are involved in the environment, support and help each other.
Personal development dimensions: This dimension assess basic directions
along which personal growth and self-enhancement tend to occur.
System maintenance and system change dimension: These dimension
involve the extent to which the environment is orderly, clear in expectations,
maintains, control and is responsible to change.
30
Also, Reyna C. and Winner B. (2001) developed nine different classroom
environment dimensions which relates to personal affective, teacher-student
relationship, or student-student relationship. A second group of dimensions
assessed the degree to which the class is task-oriented and focused on
competition. The last four dimension of order and organization, rule clarity,
teacher control and innovation gives information about maintenance and
authority of function relevant to the structure and organization of classroom as
well as about the processes and potential changes in classroom functioning.
Moos, and Trickett, (2004) published a version of classroom
environment dimensions, which contains nine scales. They include: involvement
which measures the extent to which students pay attention to and show interest
in the activities of the class, affiliation which measure the extent to which
students work with and come to know each other, teacher support which
measures the extent to which the teacher expresses a personal interest in the
students, task orientation which measures the extent to which the activities of the
class are centered around the accomplishment of specified academic objectives,
competition which measures the amount of emphasis on academic competition
within the class, order and organization which measures the emphasis within the
classroom and maintenance of order and the degree to which the activities of the
class are organized, rule clarity which measures the degree to which the rules for
conduct in the classroom are explicitly stated and clearly understood. Teacher
control which measures the amount and extent of rules governing students
31
conduct in the classroom, invocation which measures the extent to which
different modes of teaching and classroom interaction take place in the class.
Taltom, and Simpson (2005) classified the classroom environment into
five dimensions. They are; emotional climate of the classroom which measures
the classroom atmosphere and morale, the teacher factor which deals with the
teacher’s support and control, the physical environment which is concerned with
the availability and quantity of the classroom facilities, other students in the
classroom which deals with the extent of interaction and involvement that exist
between the students, and the curriculum.
Carpenter, (2006) classified the classroom environment into two
dimensions. They are: physical environment, which is made up of chairs, desks,
tables, lightening, ventilation, space, acoustics and instructional materials. The
second category is the social climate, which refers to the feeling, which the
teacher and the learner are able to generate in making the class morale high or
low.
From the above classifications, one can derive some common elements of
the classroom environment. They include the teacher support, teacher control,
involvement, affiliation, satisfaction, task orientation, competition, innovation,
order and organization.
Also, from the above classifications, no attempt was made to link these
elements of classroom psychosocial environments to students’ achievement in
geography in Ika Local Government Area of Delta State, hence the proposal for
this study.
32
Theoretical Framework
According to Nworgu, (2006), theory is a preposition that can account or
explain certain phenomena or events. Theories are useful, because they open our
eyes to other possibilities and ways of seeing the world. They as well explain
and predict behavior. The best decisions are most certainly based on our
knowledge of learning theories. Based on the above statements, the work of the
theorist, which is relevant to this study, is going to be discussed and that is: Jean
Piaget’s Cognitive Learning Theory.
Jean Piaget’s Cognitive Learning Theory
Piaget observed that the basis of learning is the child’s own activity as he
interacts with his environment. He observed that certain periods are critical in
the child’s mental development and they have to be considered during
curriculum planning. In addition to this, heredity and environment also have
effect on the cognitive development of a child.
Piaget pointed out in his work that cognitive development is in stages,
where each stage has some distinctive properties and structures as can be seen
below. The child from both progresses through cognitive developmental stages
interacting with his/her environment. The developmental stages of cognitive
growth of Piaget, according to Saleh, (2008), consist of:-
- Sensory-motor stage (Birth – 2 yrs)
- The pre-operational stage (2-4 yrs). The pre-operational stage is further
divided into:
The pre-conceptual stage ( 2 – 4 yrs)
33
o Intuitive stage (4 – 7 yrs)
o Concrete Operational Stage (7-11yrs)
o Formal – operational stage (11 yrs and above)
o Sensory motor stage: (0-2yrs). During this stage, the infant learns
by means of its senses and manipulation of objects. Actions are
the only form of representation of the child’s thought
Pre-operational stage (2-4yrs): This consists of pre-conceptual period (2-
4yrs) and intuitive period (4-7rs). At this stage, the child is still handicapped in
dealing with abstract concept and prefers concrete objects. He has started formal
schooling and deals with the world, things and events. He begins to acquire
concepts of numbers, length, weight and volume. The child deals with concrete
facts. The Geography teacher should use illustrations, demonstrations,
dramatizations. They should be asked to compare objects. Audio visual aids
should be used in teaching.
Formal operational stage (11-and above): This is the last stage of
intellectual development. This period coincides with the adolescent period and
is characterized by the attainment of intellectual skills of the adult. The child
starts to become independent of concrete realities. He is now able to reason.
Abstract thinking develops. He can now think logically, divergently and can
solve complex problems.
The implication of this is that the geography teacher should introduce
abstract subjects such as environmental sciences to the child. This is also the
34
period they come into contact with more vigorous environmental ideas. By the
time they are 17-19, majority of them would have been in Senior Secondary.
Although Piaget studied developmental process of understanding
knowledge and working of the child’s mind, Harlen, (2006) discovered that
interactions are related to cognitive development. Invariable Piaget is of the
opinion that interaction occurs stage by stage. Therefore, children develop and
interact in line with their cognitive development when they are exposed to
learning activities.
Implication of Piaget’s theory for Teaching and Learning Geography
According to Piaget’s theory, interaction pattern has a facilitative effect
on students’ academic achievement. The classroom is a small society where the
teacher/student, student/student, teacher, student and instructional materials
interactions occurs and the setting within which instruction and learning take
place.
Piaget’s theory implies that the child could be motivated and challenged
to learn through interaction Ruther, (2006) added that when a child learns
through a positive interaction process, it facilitate retention and positive transfer
of learning.
Also according to the theory, the benefits of enhancing the way people
learn are limitless learning through interactions may fuel continual improvement.
Okeke, (2000) added that the more you interact the better you are able to arrive
at your own solution. He concluded that the more knowledge you gain through
35
interaction, the better equipped you are to sort through the information overload
of today’s academic achievement world.
Review of Empirical Studies
The empirical studies were reviewed under three headings. They are:
- Students’ perception of Classroom Environment and their achievement.
- Students’ achievement in relation to location of school
- Students’ perception of location and their achievement
Students’ Perception of Classroom Environment and their Achievement
Haertel, and Walberg, (2001) carried out an investigation on association
between students learning outcome and their perceptions of psychosocial
characteristics of their classroom. The study involved 734 correlations from a
collection of 12 studies of 10 data sets from 823 classes in eight subject areas
containing 17,805 students in four nations. Post-test scores were used for the
study and it was observed that better achievement was found consistently in
classes perceived as having greater cohesiveness, satisfaction and goal direction
and less disorganization and friction. The implication from this research is that
student learning outcome might be improved by creating classroom
environments found empirically to be conducive to learning. The researcher
therefore wants to find out if the same result will occur among the Nigerian
geography students in Ika Local Government Area of Delta State, when
students’ perception scores of their geography classroom environment scale
questionnaire is correlated with their geography cumulative scores.
36
Schmuck and Schmuck (2005) maintained that a student’s perceived
sociametric position within the classroom peer group has definite implication for
the accomplishment of the students’ academic work. Consequently, they opined
that, for many students being attractive to peers, can be very important variable
with the matrix of force facility or inhibiting achievement. Students who receive
unfavourable and negative feedback from their peers in the classroom are put in
a threatening condition for many hours each day. A lack of peer’s acceptance
undermines a student’s self-confidence and hinders his or her motivation to
persist in the face of a tough academic obstacle. They maintained that the
feelings of interpersonal support and helpfulness along with actual
interdependent with others could enhance a students’ achievement in geography.
Fraser and Fisher, (1992) studied the effects of classroom environment
on students’ outcome. The sample consisted of 116 SSS 2 science geography
students each from a different teacher. 33 different schools CES and ICEQ were
used to assess their classroom environment. Data were analysed in six different
ways, namely; simple, multiple and canonical correlation analyses performed
separately for raw post test scores and residual post test scores adjusted for
corresponding present and general ability. The study revealed that the separate
methods of analysis yielded consistent support for the existence of outcome of
classroom environment relationship and led to no major conflict when
explicating the specific form of such relationships in terms of particular
outcomes and classroom environment dimensions. The implication of this study
is that student’s outcome should be enhanced by providing a conducive
37
classroom environment that is to say, class that are well organized for this have a
positive influence on students achievement.
Talton and Simpson, (2007) examined the relationship between
classroom environment to attitude towards geography and achievement in
geography among senior secondary two (SS 2) students. Attitude instrument
was used to measure students’ attitude towards geography and classroom
environment. The classroom environment measured six area, emotional climate
of the geography class environment, geography curriculum, physical
environment of the geography class environment, geography teacher, other
students in the geography classroom environment and friends’ attitudes towards
geography. Students’ achievement in geography was measured by teacher report
termed grades. 1560 students and 23 tenth grade geography teachers who taught
a total of 70 geography students in four senior secondary schools were used and
selected from central North Carolina by stratified random sampling. The result
indicated that:
1. 56 to 61% of the variance in attitude towards geography was explained
by students’ attitude towards the classroom environment.
2. Students’ attitudes towards their classroom environment accounted
between 5 – 14% of the variance in achievement in science.
3. Students attitude towards the geography environment explain between 8
and 18% of the variance in achievement in geography.
Could this result be the same when geography classroom environment in
Ika North East Local Government is measured in terms of the following:
38
involvement, affiliation, teacher support and control, task orientation,
competition, order and organization, satisfaction and innovation? This present
study will be able to answer this question.
Fisher, and Fraser, (2000) investigated the difference between students
and teachers in their perception of the same actual classroom environment and of
differences between the actual environment and that preferred by students and
teachers in Tasmania, 116 classes of students were used to compare students’
actual classroom environment and students preference classroom environment.
A sub-sample of 56 of the teachers of these classes was used to contrast with the
student classroom environment and mean for the corresponding 56 classroom
environment. It was discovered that first students preferred a more positive
classroom environment than was actually present for all five ICEQ dimension
and secondly, that the teacher perceived more positive classroom environment
than did their students in the same classroom environment on four of ICEQ
dimensions. From the study, it shows that students and teachers are likely to
differ in the way they perceive the actual and preferred classroom environment
of the same classroom environment. But for the purpose of this study, the
researcher wants to concentrate on students’ perception of psychosocial
characteristic of the classroom environment.
Busari, (2005) carried an investigation on the correlation of achievement
and psychosocial factors of geography classroom environment. 1200 SS II
geography students with age range 16 – 19 years were used and were drawn
from 10 States of Nigeria. Five States each in Northern and Southern parts of
39
Nigeria. Three instruments were used namely; classroom environmental scale
(CES), Group embedded figure Test (GEFT) and Geography Achievement Test
(GAT). The CES was used to access the psychosocial factors. The scores of
CES and GAT were correlated using the Parson’s Product Correlation. This is to
find out if there is any relationship in the psychosocial factors and students’
performance in geography. The result shows that students with a conducive
psychosocial classroom environment factors learn better than their counterparts
who were not opportune to have a conducive psychosocial classroom
environment factors. This shows that there is a moderate relationship between
the Northern and Southern parts of Nigeria. This present study want to find out
if the same result will hold for Nigeria geography students in Ika Local
Government Area of Delta State. When correlated, there CES perceptions scores
with the cumulative score.
Bandura, (2005) carried out a research on association between classroom
psychosocial environment in geography classrooms and achievement. A sample of
3,002 geography students from Australian, British and Canada secondary schools
responded to an instrument that assessed 10 dimensions of geography classroom
environment.
(Viz. student cohesiveness, teacher support, investigation, task orientation, co-operation,
equity, involvement, personal relevance, shared central, student negotiation. These
scales were from 2 existing instruments: what is happening in this classroom and the
constructive learning environment survey. 7 item scale assessed students academic
efficiency at geography related tasks, simple and multiple correlation analyses revealed
40
statistically significant correlation between these classroom environments dimensions
and academic achievement. Results showed that classroom environment relates
positively with academic achievement, a communality analysis showed that the 3
constructive learning environment survey scales did not contribute greatly to explaining
variance in geography achievement beyond that attributed to the 7 what is happening in
this classroom scales.
Lin, (2005) carried out a research between classroom psychosocial environments
in geography in 9 secondary schools in Singapore. A sample of 2,670 anemography
students responded to an instrument that assessed 7 dimensions of the geography
classroom environment. (Viz cohesiveness, satisfaction, equal direction, satisfaction,
teachers’ control, innovation. These scales were from two existing instrument:
interaction in this class and the instructive learning environment survey.
Six-item scale assessed student’s academic achievement at anemography – related tasks.
Simple and multiple correlation analysis revealed statistically significant correlations
between these classroom environment dimensions and geography environment. Results
show that classroom environment relates positively with geography achievement. 17
communally analysis showed that the 3 constructive learning environment survey scales
did not contribute greatly to explain variance in geography achievement beyond that
attribute to the 7 interactions in this class.
The researcher wants to find out if the same result will hold for Nigerians geography
students in the Ika Local Government Area of Delta State.
Ogu, (2005) investigated the relationship between classroom environment and
students’ achievement in physic in Owerri educational zone of Imo State in Nigeria.
41
276 SS II students were used. Two instruments were used namely; physic classroom
environment questionnaire (PCEQ) and Teacher reported students’ continuous
assessment and termly grades. The classroom environment was measured in terms of
the teachers’ behavior, other students, physical environment, gender of students,
location of classroom and emotional climate. The result of the study revealed that:-
1. All the classroom environment variables correlation positively with
achievement except the physical environment and emotional climate of
the classroom environment that related negatively with achievement.
2. The teachers’ classroom behaviour showed the strongest relationship
with achievement while emotional climate showed the least relationship.
3. There was a slight difference between the urban students’ perception of
the classroom environment variables and rural students’ perception of
classroom environment variable.
4. There was a moderate relationship between the classroom environment
variables and achievement in senior secondary physics.
Although literature reviewed have shown significant relationships and
differences in achievement and classroom environmental factors like; emotional
climate, teacher behaviours, physical environment, and others but, not much was
revealed in the area of how students perception of psychosocial characteristic of
geography classroom environment in Ika Local Government Area relate with
their achievement. This present study wants to find out the relationship that
exists between these two variables.
Students’ achievement in relation to location of their schools
42
Many researches have been carried out on the performance of students in
urban classroom environment and semi urban classroom environments and rural
classroom environment and by some researchers, trying to compare different
environment and their effects on learning outcomes.
Boyles, (2002) found that the urban students performed better in
geography than their rural counterparts. He reasoned that the urban classroom
environment with very high percentage of literate population is very conducive
to the language understanding and secondly urban children were exposed to
different mass media and a number of technological gadgets.
Okonkwo, (2006) investigated the relationship between some school and
teacher variables and students’ achievement in social studies for location, he
compared urban and rural buy administering social studies achievement test and
a teacher information sheet on 1148 junior secondary social studies students of
18 randomly selected schools in Edo State. He found that location of a school
could affect the performance of junior secondary students in social studies. He
added that if location affects students’ readiness for JSS social studies, it might
also affect students’ readiness for JSS subjects like integrated science which
incorporate some aspects of geography students’ curriculum and may therefore
affect some aspects of geography students’ curriculum and may therefore affect
students’ performance in senior secondary certificate geography.
The effects of location of students in Kwara State, Nigeria were
investigated by Jahun, and (Momoh, 2006). Data for the study was collected in
six local government areas of Kwara State, 16 secondary schools and 876
43
students were randomly sampled. The instruments consist of two forms of 60-
item achievement test; two parallel tests of the Ahmadu Bellow University
achievement test (ABUMAT) which were already developed by the researcher in
2001 and standardized were used as research instrument.
The study tested the null hypotheses of no significant differences in
performance of students located in rural and urban area in each form of the
ABUMAT. The result showed that the computed p-value 0.1651 was greater
than the table value at 0.05 significance levels, hence the hypothesis was
retained. That is to say that location whether rural or urban does not affect
performance in social studies. This finding is in line with Obioma, and Ohuchu,
(2006) who reported that students in urban and rural location performed in
similar manner. However Jahun in (2006), found that urban students performed
better than their rural counter parts in both forms of Ahmadu Bello University
social studies test.
Salau, (2004) carried an investigation on school and classroom
environment as it related to students achievement in geography in Ogun State.
He used a geography achievement test and a questionnaire consisting of items on
teachers’ factors, students’ perception of geography, home environment and
school were administered to a sample of 300 senior secondary school drawn
from ten randomly selected secondary schools. The result revealed that the
correlation between school location and achievement were found to be low. He
also reported that non-significant correlation value for the school location. This
showed that location of school whether rural or urban has no effect on the
44
academic achievement of geography in Ogun State. It implies that location of
school/classroom in Ika L.G.A. of Delta State may or may not affect
achievement in Senior Secondary school geography. School location is a
significant factor in student performance in integrated Science Eze, (2003). Eze
is of the view that urban students generally show high motivation in integrated
science than their rural counterparts. This may be because they are more exposed
to many learning situation such as television, computer, libraries, modern books,
extra-mural studies and so on Ugama, (2005). To support this point, Ukeje
(2004) state that emphasis on education and the amount of support the schools
receive vary from one location to another. He pointed out that one of the most
important effects of location is the difference between their educational
conditions in the urban as against that in the rural area. Parents in the rural area
were on the average poorer than those in the urban areas and as such they are
less capable of providing their children’s classroom environment requirements.
Daramola, (2003) investigated the influence of location of schools on the
knowledge of basic physic posed by SSIII student in respective schools in Kwara
State; Data were collected for the study. The finding revealed that urban students
obtained a mean score, which was significantly greater than that obtained by the
non-urban students. Again, Daramola, (2003) sought student’s opinion the
behavioural patterns of their physic teachers. A 39-item behavioural test was
administered on 380 from SSI students and 400 from SS2 students in urban and
rural area of Kwara State. The finding revelled that urban students supported the
behaviour of their physics teachers more than their rural counter parts.
45
Aguokogbuo, (2000) investigated the influence of school location on
performance in primary science. A 50-item teacher made primary school test
was administered on a sample of 635 pupils in Enugu State. The results indicated
that the urban pupils performed better than their rural counterparts. (Dale, 2000)
had asserted that rural pupils are academically inferior to their urban counter
parts. This assertion may however be based on the general poor condition of the
rural environment which include poor staffing, low socio-economic status from
which the rural school children were draw as well as inadequate facilities.
Also Nwagu, (1994) explored the environmental influence on the
achievement of J.S.S. students from different environmental settings. The study
involved 7,105 students randomly selected from J.S. Students in five educational
zones of old Anambra State. A social study achievement test was administered
on the students. The findings revealed that the urban-based students consistently
scored higher than their rural based counterparts. This finding is at variance with
the findings of Jegede, (2001) and Okeke, (2006) on the performance of urban
and rural students in integrated science and geography respectively. There
researchers found that rural students perform better than urban students.
Bob-manuel, (2007) investigated affect of location of schools on
student’s performance in River State. Data for the study was collected in five
local government areas of River State, 14 secondary schools and 652 students
were randomly sampled. Geography Achievement Test (GAT) was used. The
result revealed that urban students drawn from River State, performed
46
significantly better than their rural counterparts in senior school certificate
examination in geography.
Based on the above studies, findings on influence of location of school
on academic achievement is inconclusive. This may be because of the nature of
the subject or the area of study, the present of the nature of the subject or the
area of student. The present study therefore wants to find out if the same result
will occur in Ika local government area of Delta State.
Although, students in urban and rural environment perceive their
psychosocial classroom differently, this according to the researcher may be due
to the nature of classroom environment which may therefore affect their
geography achievement meanwhile the literature reviewed did not say that the
students in urban and rural schools perceive the geography psychosocial
classroom environment differently. Also literature reviewed so not say anything
on how these differences in students perceptions relate to their achievement in
geography in Ika Local Government Area of Delta State thereby justifying this
study.
Student’s perception of location and their achievements
Adeniyi, (2006) recognized the effect of the environmental variable when he
quoted piajet as saying that early childhood (3-6) years Is the period during
which students are capable of learning very actively. Ajibade, (2005) said that
some essential and perhaps advanced concepts in elementary geography, under
favorable condition, children who have advantage of exposure to geography at
47
their environment gain very rapidly the knowledge of this essential subject,
geography quite early even before school age.
A major influence that can be drawn from the above is that a stimulating
environment may enhance a better student’s achievement in geography. Still on
environment bloom defined environmental situation as being physical, social, as
well as intellectual and considered that all these formed a network of
environmental forces that affect an individual. Musgrove, (2004) added that the
urban location with more literate population may likely lead to a better
interactions in the classroom.
Obioma and Ohuche, (2006) did not find any significant difference in
achievement in geography due to classroom location. However, later findings by
Obioma (2006) revealed the contrary. His study, which combined descriptive
and ex-post facto research designs found out that classroom type, school location
were the factors that affect or are significant. He continued by saying that
students from urban schools performed significantly better than their rural
counterparts.
Also, Ogu (2005) found out in a study carried out in Etiti Local
Government Area of Imo State that classroom location has significant effect on
the performance of SS students in their geography achievements.
Okafor, Ogbonna, (2000) carried out a study in Nsukka Local
Government Area of Enugu State and found out that the relationship between the
student’s perceptions, and their achievement in geography was not encouraging.
According to them, students’ achievement in geography was fairly below
48
average of 50%. They also found out that there was no significant difference in
the achievements of students due to classroom location.
Some researchers have found classroom location difference as factors
affecting achievement in geography Barrack, (2001). He concluded that why
students achieve differently in geography was because they were from different
socio-cultural settings and socio-economic status. They found that students from
socio-cultural backgrounds and higher socio-economic status achieve higher in
geography than those who are from poor cultural setting and low socio-economic
status. This implies that students in urban schools may experience fewer
difficulties than their counterparts in rural schools since according to them; it is
only the parents of high economic status that can afford to send their children to
urban schools.
The psycho-social classroom environments within seven lower secondary
social studies classes in a Jewish school were investigated. The researcher
hypothesized that they would be difference between the rural and urban
locations. Research methods included administration of classroom cultural
elements questionnaire (cceq) to each class. In the students, the (cceq) had
solicited significantly different responses from urban and rural locations. The
(cceq) profiled attributes. Data were subject to one – way analysis of variance
and effect size by membership of eleven attributes, six were statistically
significantly different due to location. The qualitative investigation of the years
six classes revealed differences in the teaching resources used in urban and rural
classes and differences in the behavior of the teachers and the students. The
49
study found differences in achievements and perception in classroom location in
urban and rural area.
Bloom, (2004) carried out an investigation to find out the student’s
perception between the science classroom location and achievement. A sample
of 1888 students from 54 science classes in ten secondary school in Pakistan;
completed the “what is happening in this class? (WIHIC) questionnaire.
Response to two scales of the test of science related perceptions (SRP) were used
as perceptional measures. Statistical analysis supported the reliability of the
instruments when used in this context. Relationship between students perception
of classroom environment location as assessed by (WIHIC) shows that students
in urban location perceived a more positive interactions in their classrooms than
their rural counterparts, he concluded by saying that students from urban
location received more teacher support, they were more involved in the work in
the class. He also found that there was more task orientation, competition among
students of urban location
SUMMARY OF LITERATURE REVIEW
Studies reviewed that the classroom environment of a school is made up
of physical, sociological, psychological and psychosocial condition, and that the
psychosocial classroom environment is characterized by the following factors:
involvement, affiliation, teacher support, teacher control, task orientation,
satisfaction, competition, innovation, order and organization and instructional
50
material control which are important in creating a conductive classroom
environment.
Literature also revealed that the nature of psychosocial classroom
environment have a potential influence on how well students achieve a range of
desired educational outcome. Literature therefore suggested that geography
should be taught in a well organized psychosocial classroom environment to
enhance student’s morale, interest in geography and a sense of academic self
efficiency.
The importance of geography as a subject was reviewed and it was
discovered that it helps to develop environmental science process skills and
environmental attitude in students. The geography teachers are therefore advised
to give their students the opportunities to air their view, to encourage them in
inquiry and activity based learning as this will help to satisfy the natural anxiety
of searching in those students to meet the demand of geography because of its
nature.
The influence of classroom location on achievement has diverse opinion
from the researchers. Some researchers Jahun and Monoh, (2001); Salay, (2004)
are of the opinion that location of school whether rural or urban has no
achievement while some researchers Bob-Manuuel, (2006); Ogu, (2004;
Aguokogbuo, (2000) are of the opinion that location (urban or rural) has effect
on achievement. The researcher is of the view that this diverse opinion may be
due to the nature of the subject or the area of study.
51
In the empirical studies, the relationship between student’s achievement
and perception of their psycho-social classroom environment and geography
achievement depended on the psychosocial factors of the classroom. According
to the literature, some students are highly satisfied with classes where
involvement, task-oriented, order and organization innovations are available
while some students are dissatisfied with classes with competition, teacher
control, teacher support and affiliation.
Also in empirical studies, it was reviewed that most of the studies done
on the area of classroom environment were done outside Nigeria, even those
studies done in Nigeria: Ogu, (2005), Busari, (2003) were based on the physical
and psychological design of classroom environment and how it relates to
students attitudes behaviour and satisfaction and to lesser extent on achievement.
But none has been done on how students’ perception of the psychosocial factors
of their classroom environment in relation to their school location affect their
achievement in geography in Ika Local government area of Delta State hence
this present study is conceived to fill the gap.
52
CHAPTER THREE
RESEARCH METHOD
This chapter describes the design of the study, Area of the study, population,
sample and sampling procedure, and instruments for data collection, validation and
reliability of the instruments, method of data collection as well as method of data
analysis.
Design of the Study
The design of this study is correlation survey research design. According to
Nworgu, (1991) and Ali, (1996), this type of design seeks to establish what relationship
exists between two or more variables, as in this study, which involves
perception/location and achievement.
Area of Study
This study was carried out in Ika Local Government Area of Delta State. This is
because the rate of geography achievement is very poor WAEC, (2006) and the
researcher wants to find out if there is any relationship between the psychosocial
classroom environment and geography achievement. The choice of the Local
Government is based on the certain important consideration, which include the
following:
- That the Local Government is one of the oldest in the country (Post Primary
School Management Board, Agbor Unit).
- That it has the largest number of schools, teachers and students in Delta State
(Post Primary School Management Board, Agbor Unit).
Population of the Study
The population of the study is made up of the entire 1,908 SS II Geography
students in the 25 secondary schools in Ika Local Government Area of Delta State.
There are 12 urban and 13 rural secondary schools in Ika L.G.A. as shown in Appendix
A.
53
The SS 2 geography students are chosen because, the researcher did not consider
it appropriate to use fresher or students in examination class as such, SS2 looks more
appropriate.
Sample and Sampling Technique
The sample for this study is 395 SS 2 students made up of about 190 from the
urban and about 105 from the rural secondary schools. The schools will be stratified
into two homogenous groups of urban and rural secondary schools. Then simple
random sampling will be used to select 5 secondary schools from each stratum.
The names of the school in each group were written on pieces of papers and
wrapped. Then 5 schools were randomly selected from each stratum or group. The
importance of random sampling of subjects has long been recognised by researchers and
statisticians. According to Burg, and Gall, (2007), the main purpose for using random
sampling techniques is to compose a sample that will yield research data that can be
generalised. One intact geography class from each of the selected schools was used as
part of the sample.
Instruments for Data Collection
The instruments that were used in collecting data for this study was be of two
types: The geography environment questionnaire and cumulative scores of SS II
geography students.
1. GCESQ: This is an adaptation of classroom environment scale (CES) as was
developed by Rudolf Moos at Stanford University Fisher and Fraser (1991).
Moos and Tricketts (2004) and grew out of a comprehensive programme of
research involving perceptual measures of a variety of human environment.
54
According to Moos and Trickett (2004), CES is used for assessing classroom
environment perception and is a nine scale dimension; the items in the
questionnaire will be 40 in number modified to express the students’ perception
of their geography classroom environment. The areas of modification are
additions of instructional material control and geography as a target subject since
the developers did not specify any particular subject.
The GCESQ measured the following components of the psychosocial
factor of a classroom environment.
� Involvement which measures the extent to which students pay attention to and
show interest in the activities of the class.
� Affiliation which measures the extent to which students work with and come
to know each other.
� Teacher support which measures the extent to which the teachers express a
personal interest in the students.
� Task orientation, which measures the extent to which the activities of the class
are centred on the accomplishment of specified academic objectives.
� Competition, which measures the amount of emphasis on academic competition
within the classroom.
� Order and organisation, which measure the emphasis within the classroom on
maintenance of order and the degree to which the activities of the class are well
organized.
� Clarity of instructions, which measures the degree to which the rule for conduct
in the classroom are explicitly stated and clearly understood.
55
� Teacher control which measures the amount and extent of rules governing
student conduct in the classroom and
� Innovation, which measures the extent to which different modes of teaching and
classroom interaction takes place in the class.
� Instructional material control, which measure the extent to which the students
and teacher interact with their instructional materials. This became necessary
because, interaction in the classroom was incomplete with instructional materials
interactions. I also include geography as a targeted classroom environment since
the developers of CES did not specify any particular subject.
Scores of SS 2 Geography Students
The cumulative scores of SS II geography students (i.e. their last terms
geography results) was used to measure students’ achievement in geography.
The researcher developed a code for the students to fill in their names and
number in the register. This enabled the researcher to identify the students whose names
was drawn from the sample in order to retrieve their achievement scores from the
teacher’s grade book. This achievement scores was used to match the students’
perception scores.
Validation of the Instruments
The four-point Liker-type rating scale was used to rate the response of items on
the questionnaire. The mean of students score on each of the components was be used
to obtain a scale for analysis.
The geography classroom environment scale items (GCESQ) was face validated
by two experts in science education and one expert in measurement and evaluation.
56
During the face validation, the items were scrutinized for clarity, appropriateness of the
language, ambiguity relatedness to the purpose of the study, research questions and
hypotheses. After face validation, comments and suggestions made by those validates
helped the researcher to delete, modify and select the final item to be used in the
instruments.
Reliability of the Instrument
The instrument was first trial-tested on a representative sample of 30 SS 2
geography students randomly drawn from two secondary schools in Ika Local
Government Area of Delta State. These two schools were not included in the 10
sampled schools for this study. The trial-test helped the researcher to obtain data for the
establishment of reliability index of the instrument which is 0.72.
During the trial testing, students’ responses to geography classroom environment
scale (GCES) were scored and used to establish the reliability co-efficient of the
instrument.
Method of Data Collection
Copies of the instrument were administered to the respondents by the researcher
in person to avoid loss of the completed questionnaire. Also the researchers ask for the
assistance of the geography teachers in collecting the students’ cumulative scores for the
ten schools.
Method of Data Analysis
Mean and standard deviation was used to answer the research questions 1 and 2,
while Pearson product was used to answer the research questions 3 and stepwise
57
analysis were used to answer research question 4. The hypotheses were tested using
stepwise analysis.
58
CHAPTER FOUR
RESULTS
In this chapter, the result of data collected and analysed is presented. They
analyses was done according to the research questions.
Research Question 1: What are students’ perceptions of their geography classroom
psycho-social environment?
To answer this research question, the responses to the items in the questionnaire
were weighted and the mean and the standard deviation calculated. The results were
shown in the table 1 below
Table 1:
Mean and standard deviation of geography students’ perception of classroom
psycho-social environment.
N = 295
S/NO ENVIRONMENT SCALE MEANS(X) STANDARD
DEVIATION
DECISION
1 Involvement 2.9 .40 High
2 Affiliation 2.3 .54 Low
3 Teacher support 2.8 .38 High
4 Task orientation 3.4 .67 High
5 Competitive 3.9 .53 High
6 Order and organization 2.9 .44 High
7 Clarity of instruction 3.3 .59 High
8 Teacher’s control 2.7 .50 High
9 Innovation 3.3 .64 High
10 Instructional material control 1.93 .67 Low
59
The interpretation of the above result in table I was based on decision rule of 2.5.
That is any item with mean above 2.5 is regarded as high perception while any item with
mean below 2.5 is regarded as low perception. For instance the mean students’
perception score for involvement was 2.9, affiliation was 2.3, teacher support was 2.9,
and task orientation was 3.4. Competition 3.3, order and organisation 2.9, clarity of
instruction 3.3, teachers control was 2.7, innovation is 3.3 and instructional material
control was 1.93.
From the above results, it showed that the mean students’ perception of teacher
support, task orientation, competition, order and organisation, clarity of instruction,
teachers’ control, and innovation were greater than 2.5 and therefore will be regarded as
high perception, while the mean students’ perception of affiliation and instructional
materials control were less than 2.5 and therefore is regard as low perception.
RESEARCH QUESTION 2: How do urban and rural students perceive their
geography classroom psycho-social environment?
The mean and standard deviation of urban and rural students’ perception of each
of the geography classroom psychosocial environment scales were calculated to
determine how they perceived the geography classroom psycho-social environment. The
results were shown in table II below:
Table II: mean and standard elevation of urban and rural students’ perception of
geography classroom psychosocial environment.
Number for Rural students’ = 105
Number for Urban students’ = 190
60
S/No Classroom Environment Scales URBAN Standard
deviation
Rural Standard
deviation
1 Involvement 2.9 .43 2.9 .35
2 Afflation 2.3 .55 2.3 .55
3 Teacher support 2.9 .41 2.9 .30
4 Task orientation 3.4 .64 3.4 .71
5 Competition 3.3 .54 3.4 .48
6 Order & organisation 2.9 .46 2.9 .40
7 Clarity of instruction 3.2 .61 3.4 .52
8 Teacher control 2.6 .50 2.7 .46
9 Innovation 3.2 .65 3.2 .61
10 Instructional material control 2.0 .67 1.8 .65
The table II above showed urban and rural students’ perception of geography classroom
psycho-social environment. The urban students’ mean perception for involvement was
2.9, affiliation was 2.3, teacher support was 2.9, task orientation was 3.43, competition
was 3.3, order and organisation was 2.9, clarity of instruction was 3.3, teacher control
was 2.6, innovation was 3.3, while instrumental material control was 2.0
While the rural student’s mean perception for involvement was 2.4, affiliation
was 2.3, teacher support was 2.93, task orientation was 3.43, competition was 3.4, order
and organisation was 2.9, clarity of instructional was 3.3, teachers control 2.7,
innovation was 3.27 and instructional material control was 1.85.
61
From the above table, it shows that the mean student’s perception of teacher
support, task orientation, competition, order and organisation, clarity of instruction,
teacher control, and innovation for both urban and rural students’ were greater than the
decision rule of 2.5 and therefore high. While the mean students’ perception for
instructional material control and involvement for both urban and rural students were
less than the decision rule of 2.5 and therefore is considered as low perception.
RESEARCH QUESTION 3: What is the relationship between students’ perception
of their classroom psycho-social environment and their achievement in senior
secondary school geography?
The research question was answered using Pearson correlation co-efficient (r) to
correlate the relationship between students’ perception of classroom psycho-social
environment and their achievement in geography.
Table III
Correlation coefficient of students’ perception of their classroom psycho-social
environment and their achievement in senior secondary school geography.
Perception Achievement
Perception 1 0.607
Achievement 0.607 1
From table III above, it was observed that the relationship between psycho-social
classroom environment and students’ achievement was positive. That is to say that
psycho-social environment may, have contributed to the variation in students
achievement.
62
RESEARCH QUESTION IV:
What is the relationship between students in urban schools perception of their
geography classroom, psycho-social environment and their achievement in
geography?
The research question was answered using stepwise regression analysis.
The result is shown in table IV below
Table IV: Stepwise regression analysis of students’ perception of classroom
psycho-social environment and their achievement in geography in urban schools.
Urban
Perception Achievement
Perception 1 0.780
Achievement 0.780 1
From the above table IV above; it was observed that the relationship between psycho-
social environment and students’ achievement in urban schools was highly positive.
That is a positive relationship of urban schools perception of their geography classroom
psycho-social environment and achievement.
RESEARCH QUESTION V:
What is the relationship between students in rural schools perception of their
geography classroom, psycho-social environment and their achievement in
geography?
The research question was answered using stepwise regression analysis.
The result is shown in table V below:
Table V: Stepwise regression analysis of students’ perception of classroom psycho-
social environment and their achievement in geography in rural schools.
63
Rural
Perception Achievement
Perception 1 0.708
Achievement 0.708 1
From the above table V above; it was observed that the relationship between psycho-
social environment and students’ achievement in rural school was highly positive. That
is a positive relationship of rural schools perception of their geography classroom
psycho-social environment and achievement.
HYPOTHESIS 1
There is no significant relationship between the students’ mean perception score
of classroom psycho-social environment and their achievement in geography.
For this hypothesis, stepwise regression analysis was carried out to determine
which components of the set of psychosocial classroom environmental factors that were
significant predicators of students’ achievement in senior school geography. This is
shown in table v below.
Table VI: Stepwise regression table for relationship between students’ achievement
and the perception of their classroom psychosocial environment factors.
Model Unstandardized
coefficients
Standardized
coefficients
B STD. Error Beta t sig
1 Constant 51.494 9.240 5.573 .000
Perception .365 3.183 .607 .115 .909
Dependent Variable: Achievement.
64
From the above table, the probability level was .909 and since the probability level was
greater than and = .05, the null hypothesis was therefore accepted.
There is no significant relationship between the students’ mean perception scores
of classroom psycho-social environment and their mean achievement in geography.
HYPOTHESIS 2
There is no significant relationship between the students’ mean achievement in
geography and their mean perception of classroom psychosocial environment in urban
classrooms.
Also stepwise regression analysis was carried out for this hypothesis to
determine which component of the set of psycho-social classroom environment factors
that were significant predictors of students’ achievement in senior school geography in
urban classes.
65
This is shown in table VII below
Table VII: Stepwise analysis table for relationship between students’ urban
classes perception of their Geography classroom psycho-social environment and
their achievement.
Model Unstandardized
coefficients
Standardized
coefficients
B STD. Error Beta t sig
1 Constant 45.438 9.665 4.701 .000
Perception .884 3.335 .780 .265 .791
From the above table, the probability level is .791 and since the probability level is
greater than 0.5, the null hypothesis was accepted.
There is no significant relationship in the students’ mean achievement score in
geography and their mean perception of classroom psycho-social environment in urban
classrooms.
HYPOTHESIS 3
There is no significant relationship between the students’ mean achievement in
geography and their mean perception of classroom psychosocial environment in rural
classrooms.
Also stepwise regression analysis was carried out for this hypothesis to
determine which component of the set of psycho-social classroom environment factors
that were significant predictors of students’ achievement in senior school geography in
rural classes.
66
This is shown in table VIII below
Table VIII: Stepwise analysis table for relationship between students’ rual classes
perception of their Geography classroom psycho-social environment and their
achievement.
Model Unstandardized
coefficients
Standardized
coefficients
B STD. Error Beta t sig
1 Constant 74.880 17.350 4.36 .000
Perception -4.629 5.961 .780 -777 0439
From the above table, the probability level is .439 and since the probability level is less
than 0.5, the null hypothesis was rejected.
There is no significant relationship in the students’ mean achievement score in
geography and their mean perception of classroom psycho-social environment in rural
classrooms.
Summary of Findings
The results analyzed in this study are summarized in this section.
1. Students have a high perception for their geography psycho-social environment.
2. There is little or no relationship between the way in which both rural and urban
students perceive their psycho-social classroom environment.
3. It was observed that the relationship between psycho-social classroom
environment was positive. That is to say that psycho-social environment may
have contributed to the variation in students’ achievement.
4. There is a positive relation in urban schools perception of their geography
classroom psycho-social environment and achievement.
67
5. There is a positive relationship in rural schools perception of their geography
classroom psycho-social environment and achievement.
6. There is no significant relationship in the students’ mean achievement score in
geography and their mean perception of classroom psycho-social environment in
geography.
7. There is no significant relationship in the students’ mean score in geography and
their mean perception of classroom psycho-social environment in urban classes.
8. There is a slight relationship in the students’ mean score in geography and their
mean perception of classroom psycho-social environment in rural classes.
68
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
In the preceding chapter, the research data were organized, presented and
analyzed. The results were also shown. This chapter presents the following; discussion,
conclusion and implication.
Discussion
The discussion is based on the following sub-headings
- Students’ perception of geography classroom psycho-social environment.
- Relationship between achievement in geography and classroom psycho-social
environment.
- Conclusion
- Implications of the study
- Recommendation
- Limitation of the study
- Suggestion for further research
- Summary of the study
Students’ perception of geography classroom psycho-social environment
Among the geography classroom psycho-social environment scale considered
were involvement, affiliation, teacher support, satisfaction, task orientation,
competition, order and organization, teacher control, innovation and instructional
material control. Location was also considered as correlates of achievement.
Result from Table I showed that students’ mean perception score for each classroom
psycho-social environment scale was greater than 2.5 expect for instructional material
69
control which was below 2.5 it can therefore be concluded that students have high
perception of the geography classroom psycho-social environment.
Result from table II shows students mean perception of urban and rural
classroom psycho-social environment scale. Both urban and rural students had high
mean perception of their geography classroom environment scale, since the mean
perception score for each classroom psycho-social environment scale for both urban and
rural were greater than the average mean of 2.5, expect for affiliation and instructional
material control which were below the average mean of 2.5. It also revealed a slight
difference in the mean perception of the urban and rural students for each classroom
psycho-social environment.
This is in harmony with Ogu, (2000) who found a slight difference between the
urban and rural students’ perception of classroom psycho-social environment.
This finding also agrees with the views of Bloom, (2004) which states that in
both rural and urban class, there is slight difference between the way in which rural and
urban class perceive their classroom psycho-social environment. The findings agrees
with the views of Daramola, (2005) when he said that they is little or no difference
between the rural and urban students’ perception of classroom psycho-social
environment.
Relationship between students’ achievement in geography and classroom psycho-
social environment.
Result from table III revealed a low relationship between psycho-social
environment scale and students’ achievement. Here, the variance between students’
achievement in SS2 geography and the psycho-social classroom environment is low. It
70
is therefore insignificant. This indicates that the achievement in geography in Ika Local
government area of Delta State was not due to the psycho-social factors of the
classroom environment.
The findings of this study was not in agreement with the findings of Lin, (2001)
who indicated that better achievement is likely to be found consistently in classes
perceived as having greater disorganization / cohesiveness, satisfaction and goal
direction.
The finding of this study was in agreement with the findings of Jahum, (2005)
when he discovered that students achievement has no relationship with their psycho-
social classroom environment Onwuka, (2004) supporting, added that other
environmental factors apart from interaction enhance achievement in geography.
The findings of this study were not in agreement with the findings of Walberg
and Haertel, (2001) who indicated that better achievement was found consistently in
classes perceived as having greater satisfaction and goal direction. The findings of this
study showed that students do not perceive those psycho-social factors of classroom
environment as contributing to their learning.
The results of this study was not in line with the view of previous researcher like
Busari, (2003) who found a significant variance in the relationship between students’
achievement and the psycho-social factors of classroom environment. The findings of
this study showed that the psycho-social factors of geography classroom environment
has no direct effect on students’ achievement. But if there may be any, it could be due to
other environmental factors of the classroom.
71
Result from table IV showed that the relationship between psycho-social
environmental factors and students’ achievement was high in urban and rural classes.
The findings indicated that there was variance in the students’ achievement in urban and
rural schools which may be due to psycho-social factors of the classroom environment.
Result from table V showed that the relationship between psycho-social
environmental factors and students’ achievement was high in rural classes.
The findings indicated that there was variance in the students’ achievement in
rural schools which may be due to psycho-social factors of the classroom environment.
The findings of this study are in harmony with Lin, (2005) who found no
moderate relationship between the classroom environment variables and students’
achievement in physics. The result of this study is not in line with the findings of Jahun
and Mornah, (2001), Salav, (2001) who reported that students in urban and rural
location achieve in similar manner. This study is in agreement with the findings of
(Bob-Manuel, 2001) who observed that urban students performed better than their rural
counter parts in geography. This may occur due to the fact that the urban students are
exposed to many learning situations like television, computer, libraries, and modern
book not psycho-social factors of classroom environment which is not a significant
factor in student achievement in this study.
Result from table VI, indicated that the computed p-value, .909 was greater than
the table value at 0.05 significant level. This finding led to the acceptance of the
hypothesis. This is to say that perception of classroom psycho-social environment
72
factors by the students is not a predicator to their achievement in Senior Secondary
School geography.
Result from table VII indicates that the calculated p-value for rural students
which was 0.439 was less than table value at 0.05 significant level. This finding led to
the rejection of the hypothesis. That is to say that there is a slight significant relationship
between students’ mean achievement score in geography and their mean perception of
classroom psycho-social environment between in rural classes.
Conclusion
These following conclusions were made based on the result of the analysed data:
1. There was a high perception of psycho-social environmental factors by students
in both urban and rural schools. But does not contribute to their achievement in
geography, if there was any variance, if may be due to other factors of classroom
environment.
2. These were no significant difference in students’ achievement in urban classes
due to psycho-social classroom environment.
3. There is a slight difference in students’ achievement in rural classes due to
psycho-social classroom environment.
4. Perception of psycho-social classroom environment is not a predictor of
achievement is SS2 geography in Ika Local Government Area of Delta State.
5. There was a slight difference between the mean perception scores of the urban
and rural students for each classroom psycho-social environment scale
6. The correlation between students’ achievement in geography and the perception
of psycho-social classroom environment is low and therefore insignificant.
73
7. Although some of the students’ perceptions of psycho-social classroom scale
were moderately high, they do not have a direct effect on achievement.
Therefore, the poor achievement of student in geography in Ika Local
Government Area may be due to other environmental factors of the classroom
and not the psycho-social factors
Implications of the study
The finding of this study has implications for students, teachers, educators,
curriculum planners, other subjects, state and federal government.
Students’ perception of classroom, psycho-social environment in relation to their
achievement in geography has been under scored in this study. This in itself is
insignificant. The study therefore provide information to the geography teachers and
educators in Ika on the basis that classroom psycho-social environment is not a predictor
of students achievement in geography in urban and rural schools. This will enable the
educators to look out for other factors that could cause poor achievement in geography.
Optimizing classroom environment for students is one of the most important
goals for teachers. Hence, teachers can improve their classroom as suggested by the
perceptions of students’ goals and values. Also convincing educators of the need to
develop a positive, supportive environment within the geography classroom, will
enhance better academic achievement in geography.
An implication of this study is that students will identify which of the psycho-
social factors of the classroom environment that is able to bring out the best of their
potentials. Increasing the knowledge base of what is know already about classroom
74
environment and teachers effort in providing conducive learning atmosphere will
improve the quality of geography education in Nigeria.
Recommendations
Based on the findings of this study and their implications, the following
recommendations were made:
1. The teacher should endeavour to create conducive and stimulating atmosphere
for all the classes irrespective of the location.
2. The professional status of the teacher should be greatly improved through
seminars and workshops organized by the state, federal ministries of education
and states secondary education management board to inform teachers on the type
of classroom in which geography should be taught.
3. The welfare of the teachers should be enhanced by way of better conditions of
service as one of the many ways of motivating them to perform at their best in
the classroom.
Limitations of the study
The following limitations are inherent in this study;
1. Most students were reluctant to complete the questionnaire. Their indifference
may have distorted the findings of this research to some degree.
2. Only one local government area of the about 19 local government areas in Delta
State was used in this study and it may have affected the result of the research.
75
3. Many classroom environment factors contribute to students’ achievement in
geography. The inclusion of just a few of these variables in this study may have
affected the findings of this research.
4. In between school activities distraction might have influenced the results
obtained in this study.
Suggestions for further research
The researcher makes the following suggestions for further studies;
1. The study was limited to one local government area in Delta State, it is
suggested that same study be extended to cover the entire local government area
in Delta State.
2. The study should be carried out to include other classroom environment, like the
sociological, the physical and the psychological.
3. Another study should be carried out to find out the relationship between
classroom psycho-social environment and students attitude towards geography.
4. This study should be carried out using standardized achievement scores and
other instruments measuring perception of classroom psycho-social
environment.
Summary of the Study
This study investigated the relationship between students’ perception of
classroom psycho-social environment and their achievement in senior secondary school
geography. Influence of location on students’ achievement was also one of the factors of
the researcher’s interest.
The instrument used consists of geography classroom environment scale
questionnaire and scores of SS2 geography students. Experts in science education and
measurement and evaluation face validate the questionnaire used for the study. The
geography classroom environment questionnaire was used for the study. The geography
76
classroom environment questionnaire was used to measure students’ perception of
geography classroom environment while the scores of SS2 geography students was used
to measure students achievement in geography. The population for the study was the
entire 1908 SS2 geography students in all the senior secondary school in Ika Local
Government Area of Delta State.
The study was carried out with a sample size of 295 SS2 geography students.
190 students from urban and 105 from rural schools. The students were randomly
selected from 10 senior secondary school in Ika Local government area. The schools
were selected by stratified random sampling technique since location was of a variable
interest.
Five research questions and three hypotheses guided the study. Mean and
standard deviation for students’ perception of the geography classroom environment
scale were presented and stepwise analysis regression was carried out to establish the
strength of the relationship between students’ achievement in SS2 geography and the
classroom psycho-social environment scales
The following were the major findings of the study.
1. Most of the psycho-social classroom environment scale correlated negatively
with achievement.
2. There was no relationship between the students’ perception of classroom
psycho-social environment and their achievement in SS2 geography in urban and
rural schools.
3. Both urban and rural students perceive the psycho-social environment of the
geography classroom differently.
4. Psycho-social factors of the classroom environment were not significant
predictors of academic achievement in SS2 geography.
77
Some recommendations were made based on the findings and implications of the
results of this study.
Finally, there was no significant difference in the achievement between
urban and rural students in geography due to psycho-social factors of the
classroom environment.
78
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and private secondary school as measured by their junior secondary school
certificate examination. Unpublished masters in education thesis of University of
Nigeria, Nsukka.
Aguokagbuo, C.N. (2000). Influence of school location on performance in primary
science. A paper presented at first national annual conference on science and
technology education in a depressed economy held at Enugu state university of
science and technology, Enugu from May 10-13, 1995.
Ajala, A.J. (2008) Mental and Social Health. Ibadan Moonlight Publications Ltd.
Ajayi, P.O (2001). Comprehensive geography for senior secondary schools. Lagos: A
Johnson publishers Ltd.
Ajibode, H.J (2005). Display in the classroom; principals, practice and learning theory
London; Fulton.
Akubue, A.U. (1995). Classroom organization and management: A 5-points strategy.
Ibadan: Wisdom Publishers.
Akukwe, (1990). A path analysis of cognitive style, understanding of science and
attitudinal vanables as corn elates of achievement in secondary schools
chemistry, an unpublished doctorate dissertation of University of Lagos.
79
Ali, A. (1996). Fundamental of research in education. Onitsha: Meks Publishers
Nigeria Ltd.
Allen, J. (2004). Movement music drama and arts in the British primary school.
London: Collier-Macmillan.
Anafulude (2006); Foundations of psychology, Enugu: Advance Publishers
Anderson, G.J and Walbeg H.J (2000). A study of Indonesia students’ perceptions of
classroom environment; international review of education Vol. 28 page 52-91.
Ango, M.L (1999). Designing, organizing, managing basic cartography laboratory with
practical suggestion and procedures. Jos: Ehindero Nigeria Ltd. 43.
Bandura O.O (2005); Children separation and the school. London Rutledge and Kegan
Paul
Barrack I.O (2001); School environment and the child. Scottish council for researcher in
education, Volume 16.
Bloom, B.S (2004). Stability and change in human characteristics. New York: Wiley
and Sons.
Bob-Manuel, F.C. (2006), Effects of location of schools on students’ performance in
geography in rivers state Nigeria. Journal of technical and science education,
Volume 15 6:24-29.
Borg, V. And Gall, U.O (1996). Display in the classroom principles and learning theory
London: Fulton.
Boyle, E.J. (2000). History of western education 10th
Edit\ion. London: Adam and
Charles Black.
Burg, O.O and Gull U.V. (2007) Mental and social health. Ibadan; Moonlight
Publications Ltd.
Busari, O.O. (2005), A correlations of achievement and psychosocial factors of
chemistry classroom environment of the field-teachers association of Nigeria,
Nigeria Journal of Education, 2001 – 2006 Volume 28 page 86-92.
Carpenters, B.O. (2006). Foundation of education, Benin: Ethiopia.
Dakun. U.V. (2001). Socio – Economic background and unequal access to education in
Nigeria. journal of counseling and development volume 2, page 123 - 132.
80
Dale, R. Miller, p. (1992). Urban and rural background of first year university’s students
in relation to other academic performance. British journal of educational
psychology. Volume 14 page 201-219.
Darmar T.U. (2006). An introduction to foundations of education. Calabar: Advanced
Publishers and Printing.
Darmole, S.O (2003), The influence of location and sex differences on the knowledge of
Basic, physics possessed by entering form III students in Kwara, State secondary
school. Journal of science teachers associational of Nigeria, 21 (2) 106-166.
David, F.O. (2000). Social and teacher’s rule. linden. rutledge- Kagan Paul.
Dewey, T. O, (2006), Infant and child in the culture of today. New York Harper and
Row.
Dubey. D.L (2000). An Introduction to the sociology of Nigeria education; London;
Macmillan Press.
Ebenebe and Unachukwu, (2001), Psychology of Learning: Theories into Classroom
Practices. Nigeria: Omimax Publishers.
Evans, IM (20003); Classroom Management for a Changing World. Canada: John
Wiley and Sons Publishers.
Eze, B. O. (2004); Sociology of education, Lagos: Longman.
Ezewu, E.E. (2000); Social psychological factors of human learning in schools. Onitsha,
Leadway Books Limited.
Fagbamiye, B.O.(2001); Principles and practice of education. Ado-Ekiti; Omlayo
Standard Press Nigeria Ltd.
Fakunle, O. V. (2008), Children separation and the School. London: Routledge and
Kegan Paul.
Falses, A.W. (1990). Learning environment the International Encyclopedia of education
research and Studies.
Fisher, D.L. and Fraser, B.J. (2003). A comparison of actual and preferred classroom
environment as perceived by science teachers and students. journal of research
in science teaching, 20:55-61. Volume 20 page 55 – 61.
Fraser, B.J. (1990). Classroom environment London: Croom Helm.
81
Fraser, B.J. (1991). Two Decades of classroom environment research in B.J. Fraser and
H.J. Walberg (Educational Environments: Evaluation, antecedents and
consequences. New York: Pergamon Press.
Fraser, B.J. and Fisher, D.L. (1990). Predicting students’ outcomes from their
perceptions of classroom psychosocial environment. American Educational
Research Journal, Volume 19 Page 498-518. American educational research
journal, 19, 498-518.
Fraser, B.L Walberg, H.J. And welch W.W. (1990). Psycho-social learning environment
in science classroom: a review of research studies in science educational 8, 67-
92.
Grossman, M. and Adama, R, (2006); Divorce, single parenting and child development.
The Journal of Psychology, Volume 16 page 205 – 217.
Gullus R.M. Ashman AF (1998), Behaviour and interaction of children in cooperative
group in lower and middle elementary grade. journal of educational psychology,
Vol. 8 page 746-757.
Haertel, G.D and walberg, H.J. (2001). Socio-psychological environments and learning:
a quantities synthesis, British Education Research Journal, 1:27-36.
Harlen, O. U. (2006); Subject matter and classroom climate: A Test of Hollands
environmental proposition, American educational research journal Vol. 15 page
111 – 124.
Harlen, W. (2006). The training of primary science educators; A Workshop Approach.
Science and Technology document serves. No. 13. Paris: UNESCO.
Hawkros. P and Perick (2005. Relationship between School-Level and Classroom Level
Environment. Journal of Education Research. Vol. 28. page 212-225.
Hong W.M. (2003), Television, how it affects us. Awaka, 2 (22), 25-27.
Hreshner, R.S. And Pointon, P. (2002). Children’s views of the Primary Classroom as
Environment for Working and Learning. Journal of Research in Education, 64,
64-77.
Idowu, A. I. (2006); Overview of total environment of the adolescent and its effect on
his/her total behaviour. text of a guest lecture delivered at the occasion of a
training workshop for guidance counsellors and youth workers at Abeokuta,
Ogun State, February, 2005.
Igbo R.O. (2004), Fundamental of classroom management, Enugu Cheston Ltd.
82
Jahun, I.U. And mom.H, J.S. (2006). The effects of location of students in Kwara State
Secondary Schools, Doctorate Degree Thesis of Amadu Bello University.
Jegede V. J. (2001); Evaluation of Nigeria integrated science project. Unpublished
PH.D. Dissertation, University of Wales.
Kreshner, R. S. and Pointon, P. (2004); Children’s views of primary class room as
environment for working and learning. Journal of Research in Education Vol.
64. Page 64 – 177.
Lawrenz, F.P. (2006). Student perception of the classroom-learning environment in
biology and physics courses, Journal of Research in Science Teaching, Vol. 13,
page 315-323.
Lin, B.B. S. (2005); Climate and science related altitude of junior high school students
in Taiwan. Journal of Research in Science Teaching Vol. 21 page 593 – 596.
Maduabum, M.A. (1995). The relative effectiveness of the expository and guide in
secondary school. students’ achievement in geography, Enugu State of Science
and Technology Journal of Education, (1), 122-131.
Mgboro, U. U. and Omeba, V. O. (2005); Society, school and progress in Nigeria,
Oxford Publishers Ltd.
Moos, R.H, And Tricket, E.J. (2004). Classroom environment scale manual (2nd
Ed).
Palo alto, California: Consulting psychologist Press.
Musqrove U. O. (2004); Social and teacher’s role, London: Rutledge – Kagan Paul.
Murdock, T B (2007). The social content of risk status and motional predicators of
alienation in middle school, Journal of Education psychology, Volum 91, page
62-72
Nwabueze, N (2004), The child in the school. Daily independent newspaper, Monday,
28 2008.
Nwagu, E.N.K. (1994). Rural-urban difference in social studies achievements in junior
secondary school studies in Anambra and Enugu State. Journal of Quality
Education, Volume 1, page 81-91.
Nworgu, B.G. (1994) Educational Research: basic issues and methodology. Owerri:
Wisdom Publishers Ltd. Nigeria.
Nworgu, L.N (2006). Traditional methods of teaching biology. paper prepared for
national open University, Unpublished Work.
83
Obioma V. O. and Ohuche, O. O. (2006); Child Development, 2nd edition, Bostoin:
Dllyn and Bacon.
Obioma, R. O. (2006); The role of home, community and school in guidance and
counseling; introduction to guidance and counselling. University of Ile-Ife Press.
Odili, T.T. (2006), In pursuit of relevance in Africa a. paper presented at the conference
on current trends in comparative education at the University of South Africa,
Pretoria.
Ogu, M.N. (2005). Relationship between classroom environment and students academic
in secondary school physics. Unpublished Masters in Education dissertation,
University of Nigeria.
Oguejiofor, I. (2004), Location, concepts, issue and theories. Aba . Model Academic
Publishers Ltd.
Okafor I.O. and Ogbonna U. O. (2004); The home-school relationship. New York:
Macmillian Publishes.
Okebukola, A.A.O. (2004). Effect of cooperative, competitive and individualistic
laboratory interaction pattern on performance in geography unpublished
Doctoral Dissertation University of Lagos.
Okeke, E.A.C. (2000). A study of the understanding of transport mechanism among
nigeria school certificate geography candidates in archenhold w. et al (eds)
cognitive department research in mathematics, proceeding, an Internal Seminar
University of Lagos, Lagos State.
Okonkwo, S.C. (1997). Status of student’s readiness for junior secondary school
mathematics. journal of quality education. 4, 154166.
Okonkwo, S.C. (2000). Relationship between some school and teacher’s variable and
students achievement in mathematics. journal of science teachers association of
nigeria (stan), vol 35 (1&2), page 43-49.
Omebe, S. E. & Mgboro, C. U. (2005); Fundamentals of education psychology. Enugu
Cheston Limited, Nigeria.
Onwuka, U. (2006); Environment and sex on the mathematics achievements of junior
school three students of the mathematical association of Nigeria, Volume 26,
page 53-58.
Onyehalu, A.S. (2004). Psychological foundations of MEKS-UNIQUE (NIG)
Publishers.
84
Osewaran, U. U. (2006); The school and the Nigerian environment: Ibadan: University
Press Limited.
Polland, O. O. and Filer F. O. (2006); Social interactions and moral judgement in
northern Nigerian adolescents. Journal of Social Psychology Vol. 10, page 7 –
12.
Post Primary School Management Board (2007), Planning, research and statistics
Agbor unit.
Ranlhawa A. U. and Michayluk C. O. (2006); Family environment and educational
attainment of some school children in western Nigeria: West African Journal of
Education vol. 17, page 17 – 24.
Reyna L. G. and Winner (2004), Educational issues: school settings and environmental
psychology: In Speneer London: Academic Press.
Ruther, J, (2006). School Improvement: What Can Pupils Tell Us? London: Fulton.
Salau, M.O. (2001). Significant home and school environment factors association with
students’ high achievement in Maths: Journal of Science Teachers Association
of Nigeria, Vol. 36 (1&2), page 37-42.
Saleh, U. O. (2008); Social environmental factors of human learning in school. Benin,
Illupeju Press.
Schmuck, R.A and Schmuck, P.A (2005), Group processes in the classroom (6th
Ed.).
London: W. McBrown publishers.
Silbergeld, S, Koeing, G.R. AND Manderschied, R.W. (2005). “Classroom
psychological Environment”. Journal of education research in science Vol. 24,
page 507-526.
Simpson, R.D and Talton, E.L (1987), relationship of attitude toward classroom
Environments with attitude toward science education. Journal of Education
Research in Science Education, Vol. 69 page 19-24.
Subergeld U.O., Kuening. O. O. and Manderschield O. O. (2005); Relationship between
maladjustment problems and academic achievement among urban and rural
adolescents. Amazing Grace Publishers.
Talton, E.L, and Simpson R.D 91987). Relationship of attitude toward classroom
environment with attitude toward achievement in science among tenth grade
geography students. Journal of research in science Teaching vol. 24, page 507-
526.
85
Ugama U. U. (2005); Society, school and progress in nigeria. Oxford Publications
Ukeje O. U. (2004); Foundation of Education. Benin: Ethiope.
Walberg, H.J (2001). The psychology of learning environments behavioural structural or
perceptual? Review of research in education. Vol. 4, page 142-178.
Walberg, H.J. Haertel, G.D. and Haere, E.H. (2001). Socio-psychological environmental
and learning. a quantities synthesis. British Educational Research journal. 7.27;
Pp. 36. Wentzel, K. R. (2002) social interaction processes and locational relationships
implications for understanding interaction at school. Journal of education
psychology volume 91, page 76-79.
West Africa Examination Council Report (2008), Problems and prospects of WAEC
failure in public examination causes and problems.
86
RESEARCH QUESTION 4
Rural
Perception Score
Perception
Achievement
Score
Pearson
Correlation
Sig. (2-tailed)
N
Pearson
Correlation
Sig. (2-talied)
N
1
100
.62
439
100
.62
439
100
1
100
Urban
VAR00052 VAR00053
Perception
Achievement
Pearson
Correlation
Sig. (2-tailed)
N
Pearson
Correlation
Sig. (2-tailed)
N
1
195
.780
.791
195
.780
.791
195
1
195
Hypotheses
Hypothesis 1
VAR00052 VAR00053
Perception
Achievement
Pearson
Correlation
Sig. (2-tailed)
N
Pearson
Correlation
Sig. (2-tailed)
N
1
295
.007
.909
295
.007
..909
295
1
295
Hypothesis 2
Urban
VAR00052 VAR00053
Perception
Achievement
Pearson
Correlation
Sig. (2-tailed)
N
Pearson
Correlation
Sig. (2-tailed)
N
1
195
.019
.791
195
.019
.791
195
1
195
87
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Aguokagbuo, C.N. (2000). Influence of school location on performance in primary
science. A paper presented at first national annual conference on science and
technology education in a depressed economy held at Enugu state university of
science and technology, Enugu from May 10-13, 1995.
Ajayi, P.O (2001). Comprehensive geography for senior secondary schools. Lagos: A
Johnson publishers Ltd.
Ajibode, H.J (2005). Display in the classroom; principals, practice and learning theory
London; Fulton.
Akubue, A.U. (1995). Classroom organization and management: A 5-points strategy.
Ibadan: Wisdom Publishers.
Akukwe, (1990). A path analysis of cognitive style, understanding of science and
attitudinal vanables as corn elates of achievement in secondary schools
chemistry, an unpublished doctorate dissertation of University of Lagos.
Ali, A. (1996). Fundamental of research in education. Onitsha: Meks Publishers
Nigeria Ltd.
Allen, J. (2004). Movement music drama and arts in the British primary school.
London: Collier-Macmillan.
88
Anafulude (2006); Foundations of psychology, Enugu: Advance Publishers
Anderson, G.J and Walbeg H.J (2000). A study of Indonesia students’ perceptions of
classroom environment; international review of education Vol. 28 page 52-91.
Ango, M.L (1999). Designing, organizing, managing basic cartography laboratory with
practical suggestion and procedures. Jos: Ehindero Nigeria Ltd. 43.
Bandura O.O (2005); Children separation and the school. London Rutledge and Kegan
Paul
Barrack I.O (2001); School environment and the child. Scottish council for researcher in
education, Volume 16.
Bloom, B.S (2004). Stability and change in human characteristics. New York: Wiley
and Sons.
Bob-Manuel, F.C. (2006), Effects of location of schools on students’ performance in
geography in rivers state Nigeria. Journal of technical and science education,
Volume 15 6:24-29.
Borg, V. And Gall, U.O (1996). Display in the classroom principles and learning theory
London: Fulton.
Boyle, E.J. (2000). History of western education 10th
Edit\ion. London: Adam and
Charles Black.
Burg, O.O and Gull U.V. (2007) Mental and social health. Ibadan; Moonlight
Publications Ltd.
Busari, O.O. (2005), A correlations of achievement and psychosocial factors of
chemistry classroom environment of the field-teachers association of nigeria,
Nigeria Journal of Education, 2001 – 2006 Volume 28 page 86-92.
Carpenters, B.O. (2006). Foundation of education, Benin: Ethiopia.
Dakun. U.V. (2001). Socio – Economic background and unequal access to education in
nigeria. journal of counseling and development volume 2, page 123 - 132.
Dale, R. Miller, p. (1992). Urban and rural background of first year university’s students
in relation to other academic performance. british journal of educational
psychology. Volume 14 page 201-219.
Darmar T.U. (2006). An introduction to foundations of education. Calabar: Advanced
Publishers and Printing.
89
Darmole, S.O (2003), The influence of location and sex differences on the knowledge of
Basic, physics possessed by entering form III students in Kwara, State secondary
school. Journal of science teachers associational of Nigeria, 21 (2) 106-166.
David, F.O. (2000). Social and teacher’s rule. linden. rutledge- Kagan Paul.
Dewey, T. O, (2006), Infant and child in the culture of today. New York Harper and
Row.
Dubey. D.L (2000). An Introduction to the sociology of Nigeria education; London;
Macmillan Press.
Ebenebe and Unachukwu, (2001), Psychology of Learning: Theories into Classroom
Practices. Nigeria: Omimax Publishers.
Evans, IM (20003); Classroom Management for a Changing World. Canada: John
Wiley and Sons Publishers.
Eze, B. O. (2004); Sociology of education, Lagos: Longman.
Ezewu, E.E. (2000); Social psychological factors of human learning in schools. Onitsha,
Leadway Books Limited.
Fagbamiye, B.O.(2001); Principles and practice of education. Ado-Ekiti; Omlayo
Standard Press Nigeria Ltd.
Fakunle, O. V. (2008), Children separation and the School. London: Routledge and
Kegan Paul.
Falses, A.W. (1990). Learning environment the International Encyclopedia of education
research and Studies.
Fisher, D.L. and Fraser, B.J. (2003). A comparison of actual and preferred classroom
environment as perceived by science teachers and students. journal of research
in science teaching, 20:55-61. Volume 20 page 55 – 61.
Fraser, B.J. (1990). Classroom environment London: Croom Helm.
Fraser, B.J. (1991). Two Decades of classroom environment research in B.J. Fraser and
H.J. Walberg (Educational Environments: Evaluation, antecedents and
consequences. New York: Pergamon Press.
Fraser, B.J. and Fisher, D.L. (1990). Predicting students’ outcomes from their
perceptions of classroom psychosocial environment. American Educational
90
Research Journal, Volume 19 Page 498-518. American educational research
journal, 19, 498-518.
Fraser, B.L Walberg, H.J. And welch W.W. (1990). Psycho-social learning environment
in science classroom: a review of research studies in science educational 8, 67-
92.
Grossman, M. and Adama, R, (2006); Divorce, single parenting and child development.
The Journal of Psychology, Volume 16 page 205 – 217.
Gullus R.M. Ashman AF (1998), Behaviour and interaction of children in cooperative
group in lower and middle elementary grade. journal of educational psychology,
Vol. 8 page 746-757.
Haertel, G.D and walberg, H.J. (2001). Socio-psychological environments and learning:
a quantities synthesis, British Education Research Journal, 1:27-36.
Harlen, O. U. (2006); Subject matter and classroom climate: A Test of Hollands
environmental proposition, American educational research journal Vol. 15 page
111 – 124.
Harlen, W. (2006). The training of primary science educators; A Workshop Approach.
Science and Technology document serves. No. 13. Paris: UNESCO.
Hawkros. P and Perick (2005. Relationship between School-Level and Classroom Level
Environment. Journal of Education Research. Vol. 28. page 212-225.
Hong W.M. (2003), Television, how it affects us. Awaka, 2 (22), 25-27.
Hreshner, R.S. And Pointon, P. (2002). Children’s views of the Primary Classroom as
Environment for Working and Learning. Journal of Research in Education, 64,
64-77.
Idowu, A. I. (2006); Overview of total environment of the adolescent and its effect on
his/her total behaviour. text of a guest lecture delivered at the occasion of a
training workshop for guidance counsellors and youth workers at Abeokuta,
Ogun State, February, 2005.
Igbo R.O. (2004), Fundamental of classroom management, Enugu Cheston Ltd.
Jahun, I.U. And mom.H, J.S. (2006). The effects of location of students in Kwara State
Secondary Schools, Doctorate Degree Thesis of Amadu Bello University.
Jegede V. J. (2001); Evaluation of Nigeria integrated science project. Unpublished
PH.D. Dissertation, University of Wales.
91
Kreshner, R. S. and Pointon, P. (2004); Children’s views of primary class room as
environment for working and learning. Journal of Research in Education Vol.
64. Page 64 – 177.
Lawrenz, F.P. (2006). Student perception of the classroom-learning environment in
biology and physics courses, Journal of Research in Science Teaching, Vol. 13,
page 315-323.
Lin, B.B. S. (2005); Climate and science related altitude of junior high school students
in Taiwan. Journal of Research in Science Teaching Vol. 21 page 593 – 596.
Maduabum, M.A. (1995). The relative effectiveness of the expository and guide in
secondary school. students’ achievement in geography, Enugu State of Science
and Technology Journal of Education, (1), 122-131.
Mgboro, U. U. and Omeba, V. O. (2005); Society, school and progress in Nigeria,
Oxford Publishers Ltd.
Moos, R.H, And Tricket, E.J. (2004). Classroom environment scale manual (2nd
Ed).
Palo alto, California: Consulting psychologist Press.
Musqrove U. O. (2004); Social and teacher’s role, London: Rutledge – Kagan Paul.
Nwabueze, N (2004), The Child in the School. daily independent newspaper, Monday,
28 2008.
Nwagu, E.N.K. (1994). Rural-urban difference in social studies achievements in junior
secondary school studies in Anambra and Enugu State. Journal of Quality
Education, Volume 1, page 81-91.
Nworgu, B.G. (1994) Educational Research: basic issues and methodology. Owerri:
Wisdom Publishers Ltd. Nigeria.
Nworgu, L.N (2006). Traditional methods of teaching biology. paper prepared for
national open University, Unpublished Work.
Obioma V. O. and Ohuche, O. O. (2006); Child Development, 2nd
edition, Bostoin:
Dllyn and Bacon.
Obioma, R. O. (2006); The role of home, community and school in guidance and
counseling; introduction to guidance and counselling. University of Ile-Ife Press.
Odili, T.T. (2006), In pursuit of relevance in Africa a. paper presented at the conference
on current trends in comparative education at the University of South Africa,
Pretoria.
92
Ogu, M.N. (2005). Relationship between classroom environment and students academic
in secondary school physics. Unpublished Masters in Education dissertation,
University of Nigeria.
Okafor I.O. and Ogbonna U. O. (2004); The home-school relationship. New York:
Macmillian Publishes.
Okebukola, A.A.O. (2004). Effect of cooperative, competitive and individualistic
laboratory interaction pattern on performance in geography unpublished
Doctoral Dissertation University of Lagos.
Okeke, E.A.C. (2000). A study of the understanding of transport mechanism among
nigeria school certificate geography candidates in archenhold w. et al (eds)
cognitive department research in mathematics, proceeding, an Internal Seminar
University of Lagos, Lagos State.
Okonkwo, S.C. (1997). Status of student’s readiness for junior secondary school
mathematics. journal of quality education. 4, 154166.
Okonkwo, S.C. (2000). Relationship between some school and teacher’s variable and
students achievement in mathematics. journal of science teachers association of
nigeria (stan), vol 35 (1&2), page 43-49.
Omebe, S. E. & Mgboro, C. U. (2005); Fundamentals of education psychology. Enugu
Cheston Limited, Nigeria.
Onwuka, U. (2006); Environment and sex on the mathematics achievements of junior
school three students of the mathematical association of Nigeria, Volume 26,
page 53-58.
Onyehalu, A.S. (2004). Psychological foundations of MEKS-UNIQUE (NIG)
Publishers.
Osewaran, U. U. (2006); The school and the Nigerian environment: Ibadan: University
Press Limited.
Polland, O. O. and Filer F. O. (2006); Social interactions and moral judgement in
northern Nigerian adolescents. Journal of Social Psychology Vol. 10, page 7 –
12.
Post Primary School Management Board (2007), Planning, research and statistics
agbor unit.
93
Ranlhawa A. U. and Michayluk C. O. (2006); Family environment and educational
attainment of some school children in western Nigeria: West African Journal of
Education vol. 17, page 17 – 24.
Reyna L. G. and Winner (2004), Educational issues: school settings and environmental
psychology: In Speneer London: Academic Press.
Ruther, J, (2006). School Improvement: What Can Pupils Tell Us? London: Fulton.
Salau, M.O. (2001). Significant home and school environment factors association with
students’ high achievement in Maths: Journal of Science Teachers Association
of Nigeria, Vol. 36 (1&2), page 37-42.
Saleh, U. O. (2008); Social environmental factors of human learning in school. Benin,
Illupeju Press.
Schmuck, R.A and Schmuck, P.A (2005), Group processes in the classroom (6th
Ed.).
London: W. McBrown publishers.
Silbergeld, S, Koeing, G.R. AND Manderschied, R.W. (2005). “Classroom
psychological Environment”. Journal of education research in science Vol. 24,
page 507-526.
Simpson, R.D and Talton, E.L (1987), relationship of attitude toward classroom
Environments with attitude toward science education. Journal of Education
Research in Science Education, Vol. 69 page 19-24.
Subergeld U.O., Kuening. O. O. and Manderschield O. O. (2005); Relationship between
maladjustment problems and academic achievement among urban and rural
adolescents. Amazing Grace Publishers.
Talton, E.L, and Simpson R.D 91987). Relationship of attitude toward classroom
environment with attitude toward achievement in science among tenth grade
geography students. Journal of research in science Teaching vol. 24, page 507-
526.
Ugama U. U. (2005); Society, school and progress in nigeria. Oxford Publications
Ukeje O. U. (2004); Foundation of Education. Benin: Ethiope.
Walberg, H.J (2001). The psychology of learning environments behavioural structural or
perceptual? Review of research in education. Vol. 4, page 142-178.
Walberg, H.J. (ed), Evaluation educational performance: A source book of methods and
examples. Berkeley C.A. Mc Cutchen. Pp. 46-98.
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Walberg, H.J. Haertel, G.D. and Haere, E.H. (2001). Socio-psychological environmental
and learning. a quantities synthesis. British Educational Research journal. 7.27;
Pp. 36.
West Africa Examination Council Report (2008), Problems and prospects of WAEC
failure in public examination causes and problems.
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APPENDIX A
LIST OF SCHOOL IN IKA L.G.A AND THEIR LOCATIONS.
S/N Names of school Location
1. Mary Mount Collage Urban
2. Baptist High School Urban
3. Ika Grammar School Urban
4. Imo-Obi Grammar School Urban
5. Owanta Grammar School Urban
6. Akumazi Grammar School Urban
7. Ede Grammar School Urban
8. Umunede Mixed Secondary School Urban
9. Mbiri Grammar School Urban
10. Owa-Anilo Grammar School Urban
11. Edumesa Grammar School Urban
12. Word Of Faith Secondary School Urban
13. Agbor Staff Model Sec. School Urban
14. St. Vincent The Paul Sec. School Rural
15. Command Sec. School Mbiri Rural
16. Igbodo Grammar School Rural
17. Ekuoma Grammar School Rural
18. Ezichimma Grammar School Rural
19. Obior Mixed Secondary School Rural
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20. Otolopko Mixed Secondary School Rural
21. Ute-Okpo Mixed Secondary School Rural
22. Ekuwu-Agbor High School Rural
23. Oduga High School Rural
24 Owa-Ufia Grammar School Rural
25 Owa-Arizoma Grammar School Rural
Source: PPSMB, Asaba, 2007.
APPENDIX B
SCHOOLS TO BE USED
S/N Names of school Location No of students in SS 2 as
at 2007/08
1. Mary Mount College Urban 108
2. Baptist High School Urban 98
3. Ika Grammar School Urban 104
4. Igenobia Grammar School Urban 102
5. Staff Model Secondary School Urban 165
6. Owanta Grammar School Rural 68
7. Akumazi Grammar School Rural 72
8. Mibiri Grammar School Rural 65
9. Igbodo Grammar School Rural 69
10. Ekuoma Grammar School Rural 74
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APPENDIX C
UNIVERSITY OF NIGERIA, NSUKKA
DEPARTMENT OF SCIENCE EDUCATION STUDENTS’ PERCEPTION
OF THEIR GEOGRAPHY PSYCHO-SOCIAL CLASSROOM
ENVIRONMENT QUESTIONNAIRE
Dear Student,
I am a master’s degree student of sub-Department of Science Education
University of Nigeria, Nsukka, currently undertaking a research work on relationship
between students’ perception of their geography psycho-social classroom learning
environment and their achievement in senior secondary school geography.
This questionnaire contains statements about practices which could take place in
the geography Psycho-social classroom. You will be asked how well each statement
describes what your class is like.
I therefore solicit your co-operation and hope that you will provide accurate
information in respect of this questionnaire.
Yours faithfully,
Iloba Onuwa J.
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APPENDIX E
UNIVERSITY OF NIGERIA NSUKKA
NAME: ILOBA ONUWA JOANNA
REG NO: PG/MED/06/41674
RESEARCH TOPIC: Relationship between student’s perception of classroom
psychosocial environment and achievement in senior secondary school geography.
PURPOSE OF STUDY: To investigate the relationship between classrooms
psychosocial environment and achievement in senior secondary school geography in Ika
L.G.A. of Delta State.
RESEARCH QUESITION
1. What is the student’s perception of their geography classroom psycho-social
environment?
2. How do urban and rural student perceive their geography classroom psycho-
social environment?
3. What is the relationship between student’s perception of their classroom psycho-
social environment and their achievement in senior secondary school geography?
4. What is the relationship between student’s achievement in geography and their
perception of classroom psycho-social environment in rural and urban schools?
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RESEARCH HYPOTHESES
Two null hypotheses were formulated and tested to guide this study. They will be
tested at 0.05 level of significance.
1. There is no significant relationship between the student’s mean perception score
of classroom psychosocial environment and their mean achievement in
geography.
2. There is no significant relationship between the student’s mean achievement
scores in geography and their mean perception of classroom psychosocial
environment in urban and rural schools.
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Please tick ( ) against any response that best describes what your geography classroom
psycho-social environment is like. If you change your mind about an answer, just cross
it and tick another response.
KEY: SA - Strongly Agree
A - Agree
D - Disagree
SD - Strongly Disagree
A. Name:___________________________________________________
B. School:___________________________________________________
C. Class:____________________________________________________
D. Number in Register
INSTRUMENT USED IN MEASURING THE GEOGRAPHY PSYCHO-SOCIAL
CLASSROOM ENVIRONMENT
S/N Questions SA A D SD
A Involvement
1 I pay attention to what the teacher says in geography lesson.
2 I ask a lot of questions during geography lesson.
3 I am not interested in what the teacher says in the geography
lesson.
4 I put in a lot of time and energy in what I do in geography lesson.
5 I pay attention to what other are saying in geography lesson.
B Affiliation
6 I am not very friendly to other students during geography lesson
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7 I interact a lot with others in geography class
8 I enjoy group assignments in geography class
9 My class is made up of people who do not know each other
C Teacher support
10 The teacher is very approachable and encourages students to air
their view in geography lesson.
11 The teacher is not interested in the students problems
12 The teacher helps each student who is having trouble with
geography work.
13 The teacher shows a personal interest in the student progress
during geography lesson.
14 I am afraid of taking my geography problems to my teacher.
15 The teacher praises any effort made by the student in geography
lesson.
D Task Orientation
16 I make sure that I solve problems during geography lesson.
17 I carry out any assignment give to me in geography lesson.
E Competition
18 I put in my best in geography lesson
19 I try to be the first to answer questions in geography lesson.
20 I feel angry when I don’t perform well as other students in
geography lesson.
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21 I compete in who will get the best score in geography lesson.
F Order and Organisation
22 The lessons are usually well organised and interesting.
23 Activities in geography class are clearly and carefully planned
24 The geography topics are delivered in a sequential order.
25 The geography class is very noisy
G Clarity of Instruction
26 Class assignments are usually clear so I know what to do.
27 My teacher tries to simplify the class assignment.
28 Activities in geography class are clearly and carefully planning.
29 I know exactly what I am supposed to do in geography lesson.
H Teachers Control
30 The teacher expresses concern when students do things their own
way in geography lesson.
31 The teacher makes sure that students do their assignment in
geography lesson.
32 The teacher does not care whether students do any assignment or
project given to them in geography lesson.
33 The teacher imposes corporal punishment on students who refuse
to do their assignment for whatsoever reason.
I Innovation
34 I develop new ideas and new ways of doing my project and
assignment in geography
35 I am encouraged by the teacher to introduce new ideas whenever I
am doing assignment in geography.
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36 The teacher introduces new ideas during geography discussions.
J Instructional Materials Control
37 My geography teacher uses computer during geography lesson.
38 My geography teacher uses the cartography laboratory during map
related geography lessons
39 We are encouraged by our teacher to construct models as our
projects
40 Some geography topics are delivered in form of dramas and
cartoons.