Students’ Attitude and Achievement in Chemistry as a correlate of Teacher Classroom Management Behaviours

Abstract In science teaching and learning, considering the nature and content of science as well as the classroom environment, the teacher is seen as playing the crucial role of harnessing all resources and evoking student activity for classroom success. This study investigated students’ attitude and achievement in science (chemistry) as a correlate of teacher classroom management behaviours (TCMB). A random sample of SSII chemistry students (60) and teachers (10) from Secondary Schools (10) were selected in Ibadan North L.G.A of Oyo State. Data were collected using direct-observation instruments and questionnaires. Pearson moment coefficient was used to test the null hypothesis for significance at 0.05 error margin. Some categories of the TCMB were found to be strongly, positively and significantly related to students’ attitude and achievement in chemistry. The implications for policy formulation, teacher training and teaching-learning in science education were discussed."