Survey of Teachers’ and Students’ Perception of Chemistry Laboratory Learning Environment in Senior Secondary Schools in Bauchi South Education Zone

Suleiman Asmau Bello, I. M. Danjuma, Musa O. D.

Abstract


The study surveys teachers’ and students’ perception of chemistry laboratory learning environment among senior secondary schools in Bauchi South Education Zone. A descriptive survey research design was adopted for the study. The population of the study comprised of 34,007 students offering chemistry and 243 chemistry teachers from 114 Senior Secondary Schools in Bauchi South Education Zone, Bauchi state. Multistage sampling technique was used to select 254 students and 62 teachers. The instrument for data collection was a five-points Likert scale structured questionnaire adapted for the study. The instrument was validated by three experts two from chemistry education, another from test and measurement. The reliability of the instrument was 0.943 determined using Cronbach Alpha. The instrument was administered by the researcher and also assisted by two research assistants. Data obtained were analysed using mean, standard deviation, multiple linear regression analysis and Mann-Whitney test. Findings revealed that the perception of both teachers and students on the chemistry laboratory learning environment is high, with Integration and Rule Clarity dimensions rated highest by teachers, and Cohesiveness and Rule Clarity dimension were perceived highest by students. Gender showed very little influence on perception for both groups. A significant difference was found between teachers’ and students’ overall perceptions (p = 0.000), with teachers having a more positive perception. The study concludes that the chemistry laboratory learning environment in the senior secondary schools was perceived positively by both teachers and students and that material environment was an important factor in shaping perceptions. The study recommends that relevant authorities should place emphasis on strengthening the Material Environment of the laboratory, as it was the only dimension found to significantly shape teachers’ overall perception.


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References


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