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 directobservation 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.
Yazachew Alemu Tenaw. (2013) Relationship of Students’ Attitude and Achievement in Chemistry with Teacher's Classroom Management, Journal of Elementary Education, Volume-23, Issue-2.
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