An Investigation of The Relationship Between Classroom Learning Environment and Academic Performance in Chemistry in Single Sex Secondary School, Zaria, Kaduna State

Abstract

This study examined the relationship between classroom learning environment and academic performance in chemistry in single sex secondary school, Zaria, Kaduna State. The study employed a correlational survey design. A total of 1,872 chemistry students were sampled, and a stratified random sampling was used, 223 students from three school types (boys-only, girls-only, and coeducational) were selected from fifteen senior secondary schools, representing a diverse sample of 73 males, 82 females, and 68 mixed-gender students from 1,872 total chemistry students. The Psychosocial Classroom Inventory (PSCI, reliability = 0.75) and Chemistry Performance Test (CPT, reliability = 0.89), validated by experts from Ahmadu Bello University's science education and chemistry departments, served as data collection instruments. One research question and a corresponding null hypothesis were tested using Pearson's Product Moment Correlation Coefficient at 0.01 significance level to identify correlates of chemistry achievement. Findings revealed that classroom satisfaction emerged as a significant positive predictor of academic performance across all school settings, with 60% of single-sex school students reporting higher satisfaction levels than coeducational peers. Friction, competition, and perceived difficulty demonstrated negative correlations with performance, while cohesion showed differential effects: insignificant in boys-only schools but significantly positive in girlsonly schools. These results indicate that chemistry performance is influenced by a complex interplay of psychosocial factors that vary by school setting and gender composition. The multifactorial nature of these correlates suggests that competitive and friction-laden environments, particularly in boys-only schools, may hinder achievement, while satisfying and cohesive classroom atmospheres promote better outcomes. The study underscores the importance of creating supportive, pleasant learning environments in chemistry education, with recommendations for teachers to establish friendly atmospheres that account for the diverse psychosocial needs across different educational contexts.

Key words: Classroom, environment, Academic Performance, Single-sex