Classroom Variables and Learning Outcome Amongst Undergraduate Students of Education in Rivers State Universities
DOI:
https://doi.org/10.17605/OSF.IO/HM2TZKeywords:
Classroom, Classroom Variables, Learning OutcomeAbstract
This study investigates classroom variables and learning outcome amongst undergraduate students of education in Rivers State Universities. Descriptive survey design was adopted in this study. Four research questions were formulated to guide the conduct of this study. Also, four corresponding null hypotheses were tested in the study. The population of the study comprised of all the 2016-2020 undergraduate students of education in Rivers State Universities estimated to be 24,781. Krejcie and Morgan (1970) statistical table was applied to select the sample of 261 public undergraduate students of education. A self-designed instrument titled: Classroom Variables Questionnaire and Learning Outcome Questionnaire”. Were used for data collection. The data collected were analyzed using Pearson’s Moment Product Correlations answer the research questions and test the null hypotheses. The results of the analysis of the hypotheses were tested for statistical significance at 0.05 alpha level. The findings of the study are: (1) Class size influences learning outcome among undergraduate student of education in Rivers State Universities. (2) There is a significant difference in the mean rating of male and female students on the influence of teacher-student relationship on learning outcome among undergraduate students of education in Rivers State Universities. (3) Teacher instructional delivery strategy influences learning outcome among undergraduate student of education in Rivers State Universities.
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