| Abstrakt: |
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. [ABSTRACT FROM AUTHOR] |
