The Effect of Teachers’ Perception and Students’ Perception of Physics Classroom Learning Environment on their Academic Achievement in Senior Secondary Schools Physics

This study was aimed at investigating the effect of teacher’s perception and students’ perception of physics classroom learning environment and how it affects their achievement in physics. In order to achieve the objectives of this study, a questionnaire was administered to two hundred and fifty (250) senior secondary school (SSS II) students selected randomly. The data collected were analysed using mean, standard deviation simple percentage analysis of variance (ANOVA). Major outcomes of this study include the following: (a) There exist a significant difference in students’ perception of physics classroom learning environment and their academic achievement. (b) There exist a significant difference in teachers’ perception of physics classroom learning environment and students’ academic achievement. (c) The students’ perception and teachers’ perception of physics classroom learning environment have an effect on students’ academic achievement. Based on these result necessary recommendation were made and it was concluded that students’ perception and teachers’ perception of physics classroom learning environment play an important roles in students academic achievement. The study indicated that student’s perception and teachers’ perception of classroom learning environment has an effect on the students’ academic achievement. INTRODUCTION Physics is the study of matter and energy and how they affect each other. It is also referred to as the study of natural phenomena in its fundamental state. However, the perception of both teachers and students in physics classroom learning environment influence the achievement of students in physics education. According to Harry et al (1969), physics has always been considered a practical subject, yet physics practical work has rarely been allocated more than 15% marks in an examination. Physics is the basis of technology and for effective living in the modern age of science and technology, it is essential that every child should be given the opportunity to acquire at least basic knowledge and the concept of physics as a science. More over in recognition of this fact, the federal government of Nigeria introduced a new system of education in the country known as the 6-3-3-4 system (FME, 1981). The first six year is the primary school education where the child learns to read/write and adapt to its environment. The junior secondary school education involves three years of training which enable the child to apply creative thinking and the use of materials especially around his/her environment which basically applies to the practical approach of science. The senior secondary, which is also three years of training, involves development of the scientific skills learnt in the JSS (junior secondary school) level, while the four years of university education relate to the adaptation of the skills learnt. It is these skills that the individual applies in his daily life to enable him fit into the society. The fact that a lot of factors are responsible for students’ underachievement in physics is not new to researchers but amongst those factors could be teachers and students perception of physics classroom learning environment. Recent studies indicate that there is a substantial impact of the classroom learning environment on students’ achievement in physics learning. For example, Jegede (1995) and Brown International Journal of Educational Research and Technology Volume 2, Issue 1, June 2011: 74 81 ISSN 0976-4089 Journal’s URL: www.soeagra.com/ijert.htm Original Article