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.
| Published in | International Journal of Elementary Education (Volume 2, Issue 4) |
| DOI | 10.11648/j.ijeedu.20130204.11 |
| 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), 2013. Published by Science Publishing Group |
Class Room Management, Attitude, Chemistry Achievement
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APA Style
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
ACS 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
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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Download@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://article.sciencepublishinggroup.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}
}
TY - JOUR T1 - Students’ Attitude and Achievement in Chemistry with Teacher Classroom Management AU - Yazachew Alemu Tenaw Y1 - 2013/11/20 PY - 2013 N1 - https://doi.org/10.11648/j.ijeedu.20130204.11 DO - 10.11648/j.ijeedu.20130204.11 T2 - International Journal of Elementary Education JF - International Journal of Elementary Education JO - International Journal of Elementary Education SP - 27 EP - 31 PB - Science Publishing Group SN - 2328-7640 UR - https://doi.org/10.11648/j.ijeedu.20130204.11 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. VL - 2 IS - 4 ER -
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