Abstract
Despite chemistry’s foundational role in scientific literacy, Nigerian secondary school students consistently demonstrate poor learning outcomes. This study examines the relationships among learning environment, teacher characteristics, and chemistry achievement among 1,500 senior secondary school II students from 50 schools in Lagos State Education District IV, using two system levels of Bronfenbrenner’s ecological systems theory as an interpretive framework. Students completed a 50-item chemistry achievement test and questionnaires. Results reveal significant achievement differences between private (mean [M] = 27.94) and public school students (M = 17.13), t (1,498) = -28.82, p < .001, d = 2.14. Teacher characteristics correlate with students’ achievement r (1,498) = .346, p < .001, while learning environment perceptions and attitudes show no significant relationships. These findings suggest that school type (exo-system) and teacher quality (microsystem) are meaningfully associated with chemistry learning outcomes in this context, though the cross-sectional design prevents causal interpretation.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 8, August 2026, Article No: em2884
https://doi.org/10.29333/ejmste/19004
Publication date: 23 Jul 2026
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