Modeling Teacher Classroom Practices, Students' Study Habit and Mathematical Ability as Determinants of Achievement in Chemistry

Abstract

Structural equation modelling was used to model teacher classroom practices, students study habit and mathematical ability as determinants of achievement in chemistry The design adopted was ex post facto. Six hundred and one senior secondary 11 students were randomly selected through balloting from forty-five senior secondary schools in the Federal Capital Territory (FCT). Stratified random sampling technique was used to select the schools from the six Area Councils of the FCT, Abuja. Forty-five chemistry teachers, who teach the sampled students were also involved as respondents. The data was collected using Teacher Classroom Practices Observation Schedule (r = O. 71); Chemistry Achievement Test (r=(). 78); Study Habit Inventory 81); Mathematics Ability Test (r=0. 73). Four research questions were raised. The data collected were analyzed using Structural Equation Modeling (SEM). The study findings showed that the estimates of the direct effects of study habit on achievement was negative; teacher classroom practices and students' mathematical ability were found to strongly predict learning achievement in chemistry. Based on the study findings, it was recommended, among other things, that Chemistry teachers should consider helping their students have good grasp of basic mathematical operation during chemistry lessons