Cognitive attributes, physical and psychosocial aspects of learning environment: Its relationship to learners’ chemistry achievement

Abstract

The objective of the study was to determine the cognitive attributes, physical aspect and psychosocial aspects of students’ learning environment on their science performance. A total of one thousand one hundred twenty-three Grade 10 science students in six divisions of Region X, Philippines participated in the study. A triangulation technique was applied in which data were obtained from the survey instruments, semi-structured interview, class observation and literature review to ensure the validity and accuracy of the results of the study. This study utilized descriptive correlational and causal comparative research design. The results revealed that students performance in science was of low mastery level with a very satisfactory average grade during elementary, having a satisfactory average of all the science subjects taken from Grade 7 to Grade 9 and with a description of moving towards mastery in their scientific ability of the National Career Assessment Examination (NCAE) result. In the psychosocial aspects, the participants generally practiced their science activities in both laboratory and classroom environments. They possessed moderate confidence in their emotion and self-efficacy in chemistry, having average science process skills and with very satisfactory science teachers. Cognitive attributes such as Junior high school science general weighted average, elementary general weighted average, and National Career Assessment Examination result and psychosocial aspects like classroom learning environment and teacher quality were significantly correlated with science performance of which the Junior high school science average (β = 0.194), elementary average (β = 0.096) and classroom learning environment (β = 0.132) were the predictors of science performance. The study puts forth the notion that the most fitting structural model of students’ performance in science is when it is anchored on the cognitive ability of the students and supported by their physical aspect of science leaning environment. Students with high cognitive ability supported by conducive, well-equipped physical facilities in science, expectedly perform better. It is recommended that the stakeholders may anchor their learning modules and activities on the different levels of learners’ cognitive abilities and needs. Likewise, they may provide public secondary schools with adequate learning resources to have an optimal learning in science to cope with the demands of 21st Century towards quality science education for all.