Influence of School Location and Achievement Level on Integrated Science Students’ Perception of Their Classroom Environment

Abstract

Meaningful learning in science and technology classrooms at the various levels of education is an imperative of the Vision 20-2020 in Nigeria.  Classroom environment has been factored in students’ learning outcome equation.  It is necessary to investigate students’ perceptions of their psychosocial classroom environments as a predictor variable of meaningful learning especially with reference to school location and students’ characteristics.  The influence of school location and achievement level on integrated science students’ perceptions of their classroom environment was investigated in this study with 640 integrated science students.  The short form of Individualized classroom Environment Questionnaire was administered on these students.  The results showed that school location did not significantly influence the students’ perception of their classroom environment [F_(1,639) = 0.50, p > 0.05].   But the results indicated that achievement level significantly influenced their perceptions [F_(1,639) = 24.87, p < 0.05].  The implications of the study are discussed in this article.

Keywords: Integrated Science; Classroom Environments, Students’ Perceptions; Junior Secondary School; Psychosocial Relations.