Teachers’ school plant management and academic performance of chemistry students in secondary schools in Orlu Education Zone, Imo State

Abstract

This study examined teachers’ school plant management and the academic performance of chemistry students in Orlu education zone in Imo State. The study sample size was 351 (20%) chemistry teachers got using stratified random sampling technique. One research question and one null hypothesis guided the study. Data collection was done using two structured instruments titled, “Teachers’ School Plant Management Questionnaire (TSPMQ) and Teacher Made Academic Performance Chemistry Test Questionnaire” (TMAPCTQ). TSPMQ was validated by three experts in the field of Measurement and Evaluation in University of Port Harcourt to ensure content and face validities. But TMAPCTQ was validated by the teacher to ensure content validity. Internal consistency of the TSPMQ was established using Cronbach Alpha method yielding a reliability index of 0.84. Pearson Product Moment Correlation was used to answer the research question on the relationship between teachers’ school plant management and academic performance of students in chemistry. z-test was used to analyze the hypothesis at 0.05 level of significance. Findings showed a significant positive relationship between teachers’ school plant management and students’ academic performance in chemistry. Therefore, the study concluded that there is a positive relationship between teachers’ school plant management and students’ academic performance in chemistry. The study recommended among others the need for science teachers to manage chemistry laboratory equipment properly.