ASSESSMENT OF CLASSROOM CONDITION FOR EFFECTIVE TEACHING AND LEARNING OF CHEMISTRY IN SECONDARY SCHOOLS IN EGOR

ABSTRACT

The study assessed the impact of classroom condition on effective teaching and learning of chemistry in secondary schools in Egor. Four (4) research questions were raised for the study. The study adopted survey research design. The instrument for data collection was a questionnaire; it was built around the research question by the researcher and validated by the researcher’s supervisor. Data collected were analyzed using frequency count, percentages, mean and standard deviation. The major findings of the study are as follows: classroom conditions for effective teaching of chemistry in secondary schools include: conducive classroom environment promote effective teaching of chemistry in secondary schools, adequate classroom desk and chairs promote effective teaching of chemistry in secondary schools, well ventilated classroom promote effective teaching of chemistry in secondary schools, spacious classroom promote effective teaching of chemistry in secondary schools, adequate laboratory facility promote effective teaching of chemistry in secondary schools, adequate instructional materials promote effective teaching of chemistry in secondary schools and qualified teachers per subject promote effective teaching of chemistry in secondary schools; there is no difference between class condition and effective teaching of chemistry; human component such as teacher’s knowledge and teaching skill, teacher-student relationship, teacher qualification impact affect effective teaching of chemistry and non-human components such as classroom size, adequate library, adequate instructional materials and well ventilated classrooms affect effective teaching of chemistry. Based on the findings and conclusions, the following recommendations are made: the government should ensure that the classroom conditions for effective teaching of chemistry in secondary schools are met with amongst others.