Classroom environment and academic interest as correlates of achievement in senior secondary school chemistry in Ibadan south West local government area, Oyo state, Nigeria

This study investigated classroom environment and students’ academic interest as correlates of achievement in Senior Secondary Chemistry. Correlational design was adopted. 208 SS II students from ten randomly selected Public Secondary Schools in Ibadan Oyo State, Nigeria participated. Instruments include Classroom Environment Students’ Questionnaire (r = 0.76), Students’ Academic Interest Scale (r = 0.81) and Chemistry Achievement test (r = 0.85). Four null hypotheses were tested at.05 alpha level of significance. Pearson Product Moment Correlation and Multiple Regression Analysis were used for data analysis. Result showed significant relationships between classroom environment and academic achievement, students’ academic interest and achievement in Chemistry. Composite contribution of classroom environment and academic interest was significant. However, classroom environment better predicted achievement than students’ academic interest. Conclusion was that the predictor variables are active correlates of achievement in Chemistry. Therefore it was recommended that all hands should be on deck in providing conducive school and classroom environments for learning, teachers and parents should create activities that will help develop and sustain interest of students.