Correlation Between Psychological and Contextual Characteristics Affecting Chemistry Achievement in Senior Secondary Science Education in Sri Lanka

Abstract

This quantitative study explores the correlation between psychological and contextual characteristics and student achievement in chemistry within senior secondary schools in Sri Lanka. The research addresses the persistent low performance in chemistry, a critical subject within the science curriculum, by examining various influencing factors. The study utilized a cluster random sampling method, selecting 302 students and 114 teachers from the Kegalle Education Zone. A pilot test was conducted to refine the instruments, followed by confirmatory factor analysis and exploratory data analysis to ensure reliability and validity. The psychological factors investigated include teachers' teaching styles, students' perceptions of chemistry, subject satisfaction, and attitudes toward chemistry. Contextual factors encompass school type and gender. Data collection involved standardized instruments and a structured chemistry examination, with analysis performed using SPSS and Amos software. The findings reveal significant positive correlations between students' perceptions, satisfaction, attitudes towards chemistry, and their academic achievement. Additionally, the study highlights differences in achievement based on school type and gender, emphasizing the importance of tailored educational strategies. The results underscore the necessity for targeted interventions and policy reforms to enhance chemistry education in Sri Lanka. These insights aim to inform educators and policymakers, fostering improved educational outcomes in the region.