International Journal of Elementary Education

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Students’ Attitude and Achievement in Chemistry with Teacher Classroom Management

Received: 02 November 2013    Accepted:     Published: 20 November 2013
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Abstract

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.

DOI 10.11648/j.ijeedu.20130204.11
Published in International Journal of Elementary Education (Volume 2, Issue 4, August 2013)
Page(s) 27-31
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Class Room Management, Attitude, Chemistry Achievement

References
[1] Akabue, A. U. (1991). Classroom organization and management: A 5-point strategy. Ibadan: Wisdom.
[2] Cangelosi, J. S. (2000). Classroom management strategies: gaining and maintaining students’ cooperation (4th ed.). New York, NY: John Wiley & Sons.
[3] Dunbar, C. (2004). Best Practices in Classroom Management. Retrieved from https://www.msu.edu/~dunbarc/dunbar3.pdf
[4] Gbamanja, S. P. T. (1997). Curriculum development and implementation: New strategies for years 2000 plus. Port-Harcourt: Para Graphics.
[5] Huitt, W. (1999). Classroom management: Educational psychology interactive. Retrieved from http://chiron.valdosta.edu/whuitt/edpsyc/firstwk.html
[6] Ikujuni, J. A. (1995). Effects of classroom instructional management strategies on reading performance of learning disabled children (Unpublished doctorial dissertation). University of Ibadan, Ibadan.
[7] Miller, G. & Hall, T. (2009). Classroom management. Retrieved from http://aim.cast.org/learn/historyarchive/backgroundpapers/classroom_management
[8] Newton, P. D. & Newton, D. L. (2011). Engaging Science: Pre-service school teachers‟ notion of engaging science lesson. International Journal of Science and Mathematics Education, 9 (2), 327 - 345.
[9] Padilla, M. J., Okey, J. R. & Dillashow, F. D. (1983). The relationship between science process skill and formal thinking abilities. Journal of Research in Science Teaching, 20 (3), 239 – 246.
[10] Wiggins, D. (2003). Classroom management plan. A paper of the Mathematics Education, University of Minnesota. Retrieved from http://www.geom.uluc.edu/~dwiggins/
Author Information
  • Natural Science Department, Debre Markos College of Teacher Eduaction, Debre Markos, Ethiopia

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    Yazachew Alemu Tenaw. (2013). Students’ Attitude and Achievement in Chemistry with Teacher Classroom Management. International Journal of Elementary Education, 2(4), 27-31. https://doi.org/10.11648/j.ijeedu.20130204.11

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    Yazachew Alemu Tenaw. Students’ Attitude and Achievement in Chemistry with Teacher Classroom Management. Int. J. Elem. Educ. 2013, 2(4), 27-31. doi: 10.11648/j.ijeedu.20130204.11

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    AMA Style

    Yazachew Alemu Tenaw. Students’ Attitude and Achievement in Chemistry with Teacher Classroom Management. Int J Elem Educ. 2013;2(4):27-31. doi: 10.11648/j.ijeedu.20130204.11

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  • @article{10.11648/j.ijeedu.20130204.11,
      author = {Yazachew Alemu Tenaw},
      title = {Students’ Attitude and Achievement in Chemistry with Teacher Classroom Management},
      journal = {International Journal of Elementary Education},
      volume = {2},
      number = {4},
      pages = {27-31},
      doi = {10.11648/j.ijeedu.20130204.11},
      url = {https://doi.org/10.11648/j.ijeedu.20130204.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijeedu.20130204.11},
      abstract = {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.},
     year = {2013}
    }
    

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    AB  - 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.
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