Correlation between Classroom Social Environment and Students’ Academic Interest

Abstract

This study investigated correlation between classroom social environment and secondary school students’ interest in Government subject in Nsukka Education Zone, Enugu state. The study adopted correlational research design. The population of the study was 1069 Senior Secondary 2 (SS2) students offering Government in 60 public secondary schools in Nsukka Education Zone. The sample consists of 285 students drawn using multi-stage sampling technique. Government Classroom Social Environment Scale (GCSES) and Government Academic Interest Scale (GAIS) were used for data collection. The instruments were face validated by three experts from University of Nigeria, Nsukka. Cronbach Alpha reliability coefficient was used to ascertain the internal consistency reliability of the instruments. Reliability coefficients of 0.80, and 0.90 were obtained for the GCSES and GAIS, respectively. Pearson product moment correlation, multiple regression analysis, and Hayes Process Macro for SPSS were used to answer the research questions and test the hypotheses. The findings of the study revealed among others that classroom social environment had a very strong, positive and significant relationship with students’ academic interest in Government, and that the relationship between classroom environment and students’ academic interest in Government subject were not moderated by gender. The study recommended, among others, that teachers should try to maintain conducive, friendly, and cooperative atmosphere in the classroom. Such environment encourages cooperation among the student and helps a lot in boosting students’ academic interest in Government.