SOCIAL LEARNING ENVIRONMENT AND PROBLEM - SOLVING SKILLS AS CORRELATES OF STUDENTS’ PERFORMANCE COMPETENCE IN CHEMISTRY

<doi>10.24250/jpe/2/2024/MO/AAA/JAE/RC/</doi>

Abstract

The study investigated on social learning environment and
problem-solving skills as correlates of students’ performance
competence in chemistry in Ogidi education zone of Anambra
state. The study used correlation research design. The
population of the study comprised of all the 2,840 senior
secondary school two (SS2) Chemistry students in the zone. The
sample size of the study was made up of 1420 students (530
males, 890 females). The sample was drawn using multistage
sampling procedure. Five purpose of study, five research
questions and five hypotheses guided the study. Three
instruments were used for the study namely Social Learning
Environment Questionnaire (SLEQ), Problem Solving Skill
Inventory (PSSI) and Students Academic Performance Test
(SAPT). The data collected were analysed using Pearson’s
Product Moment Correlation for both research questions and
hypotheses which were tested at .05 level of significance. The
results revealed a low negatively relationship between students’
perception of social learning and academic performance
competence in Chemistry. Hence a no significant in relationship
between students’ perception of social learning and academic
performance competence in Chemistry. Secondly, the result also
revealed a low negatively relationship between male and female
students’ perception of social learning and academic performance competence in Chemistry. Hence, no significant
difference in relationship between male and female students’
perception of social learning and academic performance
competence in Chemistry. Thirdly, the study revealed low
positive relationship between students’ problem- solving skill
and performance scores in Chemistry. Hence, there was no
significant difference in relationship between students’ problemsolving
skill and performance scores in Chemistry. Fourthly, the
study revealed a low positive relationship between male and
female students’ problem- solving skill and performance scores
in Chemistry. Hence, there was no significant difference in
relationship between male and female students’ problem- solving
skill and performance scores in Chemistry. Finally, a low
positive relationship between secondary school students’
perception on social learning environment scores, problem
solving skills scores and performance competence scores in
Chemistry scores. Hence, there was no significant difference in
relationship between secondary school students’ perception on
social learning environment scores, problem solving skills
scores and performance competence scores in Chemistry scores.
From the findings recommendations and conclusions were made.