Interest and Classroom Environment as Correlates of Pupils’ Academic Achievement in English Language and Mathematics in Abia State

Abstract

The main aim of the paper was to examine interest and classroom environment as correlates of academic achievement in mathematics and English Language of pupils in Abia State. The research adopted a correlational research design. Six research questions and six null hypotheses guided the study. The population consists of 27, 211 primary 3 pupils in Abia State. Simple random sampling and intact class technique were used to select a sample of 1,368 pupils. Three research instruments: - Pupils’ Interest Scale (PIS); Classroom Environment Questionnaire (CEQ); and Pupils Cumulative scores in English language and Mathematics were used. Simple linear regression was used to determine the relationship between the variables, while Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 level of significance and percentage scores used for pupils’ achievement in English language and Mathematics. The findings of the study include: Pupils’ interest has weak positive relationship with their academic achievement in English language and Mathematics; classroom physical environment has moderate positive relationship with pupils’ academic achievement in English Language and strong relationship with AA in Mathematics; classroom social environment has strong positive relationship with pupils’ academic achievement in English language and very strong relationship with AA in mathematics. Also, there is significant relationship between pupils’ interest and their academic achievement in English language [F (1, 1367) = 124.168, p = .000< 0.05]; no significant relationship between classroom physical environment and pupils’ academic achievement in Mathematics, [F (1, 1367) = .570, p = .450> 0.05]. Among the recommendations were: teachers and parents should identify pupils’ interest early so as to know the area for intervention or encouragement to improve their academic achievement; government should ensure that the classroom physical environment is conducive for teaching and learning.