Students’ Attitude and Achievement in Chemistry with Teacher Classroom Management
International Journal of Elementary Education
Volume 2, Issue 4, August 2013, Pages: 27-31
Received: Nov. 2, 2013; Published: Nov. 20, 2013
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Yazachew Alemu Tenaw, Natural Science Department, Debre Markos College of Teacher Eduaction, Debre Markos, Ethiopia
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In science teaching and learning, the teacher is seen as playing the crucial role of harnessing all resources and evoking students activity for classroom success. This study investigated students attitude and achievement in Chemistry as a correlate of teacher classroom management behaviors (TCMB). A random sample of primary school chemistry students and teachers were selected from 5 junior primary Schools in Debre Markos town Amhara region. A sample size of 50 students and 5 teachers were selected. Data were collected using direct-observation instruments and questionnaires. Pearson product moment coefficient was used to test the null hypothesis for significance at 0.05 error margin. On the average, TCMB was found to have no significant correlation with attitude and achievement. However, the TCMB categories: Interest boosting, Student involvement and Varying instruction were found to have a strong, positive and significant correlation achievement in chemistry (r = .637, .641, .648 respectively; p < 0.05). The implications for policy formulation, teacher training, teaching and learning in science education were discussed.
Class Room Management, Attitude, Chemistry Achievement
To cite this article
Yazachew Alemu Tenaw, Students’ Attitude and Achievement in Chemistry with Teacher Classroom Management, International Journal of Elementary Education. Vol. 2, No. 4, 2013, pp. 27-31. doi: 10.11648/j.ijeedu.20130204.11
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