DIGITAL ASSESSMENT OF SCHOOL CLIMATE AND ITS PREDICTIVE INFLUENCE ON CHEMISTRY ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS IN IMO STATE

Abstract

This study examined digitally assessed school climate as a predictor of students’ chemistry achievement in Ehime Mbano Local Government Area, Imo State, using a predictive correlational research design. The population comprised 1,203 senior secondary school chemistry students from 11 government-owned schools, with a randomly selected sample of 120 students (10%). Data were collected using two digital instruments: the Digital School Climate Description Questionnaire (D SCDQ) and the Chemistry Achievement Proforma (CAP). The D-SCDQ was administered using online survey tools, and categorized school climate into six types: closed, paternal, familiar, controlled, autonomous, and open. Its face validity was confirmed by educational experts, and its reliability was established with a Cronbach’s alpha of 0.87. The CAP was used to retrieve students’ chemistry scores from school records. Data were analyzed using Pearson’s correlation coefficient, coefficient of determination, and simple regression analysis. Findings showed that an open school climate positively influences students’ chemistry achievement, while other climate types had no statistically significant impact. However, the predictive power of school climate was low, suggesting that factors such as teaching quality and resource availability may play a more substantial role in academic success. The study recommended that school authorities implement professional development programs for chemistry teachers, emphasizing modern teaching methods and integration of technology to improve students’ learning outcomes.