Abstract:
Physics as a basic science is the pivot on which the study of science and technology revolves. However the academic achievement in physics of the Nigerian secondary school students has been poor over the years. It has become pertinent to determine factors that influence achievement in physics therefore; the purpose of this study is to investigate the influence of psychosocial factors of classroom environment and cognitive styles on students’ achievement in physics. An ex-post factor research design was adopted for the study. A total of 150 SS2 physics students from 10 co-education schools in both private and public schools in Ankpa educational zone responded to the instruments used for the study. The instruments, physics classroom environment scale questionnaire (PCESQ) group embedded figure test (GEFT) and cumulative Assessment Record proforma (CARP) of SS2 physics students were standardized instrument adopted for use in this study. The instruments were face validated by five experts. The reliability coefficient of GEFT was found to be 0.97 using Kudder Richardson (K-R20). The PCESQ internal consistency was found to range from r= 0.455 to r = 0.726 because they are in cluster, while the reliability coefficient of the total instrument was found to be r= 0.600 using Cronbatch alpha reliability index. These instruments were used to collect relevant data from a sample of 150 SS2 students. Five research questions and three hypotheses were formulated of 0.05 level of significance to guide the study. Mean and deviation were used to answer research questions 1 and 3, and Pearson’s’ product moment correlation was used to answer the research questions, 2,3 and 5. While linear regression analysis was employed to test the 3 null hypotheses. Psychosocial classroom environment factors and cognitive styles correlated positively with students’ achievement in senior secondary school physics. Also there was a significant different in the student (s) achievement between perception of psychosocial classroom environment and their cognitive styles. Hence, students’ perception of their physics classroom psychosocial environment and cognitive style to some extent influenced their achievement in SS2physics. Based on the findings some recommendations were made.
