Relationship between Classroom Psychosocial Environment and Academic Performance in Chemistry in Keiyo Sub-county, Elgeyo-Marakwet County

Abstract

This study examined the relationship between classroom psychosocial environment and academic performance in chemistry.  The study further investigated the perceptions by gender, class level and school type. Participants included 366 students in Form 2 and Form 4 from 10 secondary schools of different types in Keiyo sub-county.  The classroom environment was assessed using the questionnaire. Average scores in chemistry were obtained from the students' progress records in the respective schools. The results obtained showed that students had fairly positive attitudes towards chemistry. They also perceived their chemistry classroom psychosocial environment positively. Pearson product moment correlation revealed that the students' perception of the classroom psychosocial environment was significantly associated with their attitudes and academic performance in chemistry the students' perceptions of the chemistry classroom psychosocial environment is related to academic performance. The  students' perceptions of the chemistry classroom psychosocial environment was related to academic performance The classroom environment has been  identified as a potent ingredient in student learning and luckily is under the control of the teachers and learners. Educators can therefore adjust aspects of the classroom environment that maximise student learning. Students should be encouraged to foster a cohesive, cooperative, and task oriented environments in their classrooms.

The results suggest that educators seeking to improve students' attitudes and academic performance in chemistry should endeavor to improve the classroom environment factors assessed by the WIHIC.