CHAPTER ONE

INTRODUCTION

1.1 Background of study

The term "gender" refers to the socially manufactured distinctions between men and women. Scholars, politicians, and practitioners have seen and seem to agree on socially constructed gender disparities and their major effects on people's lives. There is a large gender disparity in academic achievement, according to studies conducted around the world among students studying at various levels. According to several studies, female pupils outperform their male counterparts (Orabi, 2007; Dayioglu & Turut, 2007; Khwaileh & Zaza, 2010). Ghazvini & Khajehpour (2011) went on to say that even at the level of cognitive functioning in the learning environment, gender differences occur. Girls are more likely to adjust to learning in a new situation than boys. In a survey of secondary school pupils in Kenya, Wangu (2014) discovered that boys passed more exams than girls. Goni et al. (2015), on the other hand, found no significant gender differences in the learning environment in a study of college-aged students.In the teaching-learning process, the learning environment, which includes classroom spaces planning, administrative spaces planning, circulation spaces planning, spaces or convenience planning, general infrastructure planning, as well as the teachers and students themselves, is critical. The amount to which students' learning can be improved is determined by their location within the school grounds, the organization of their classroom, and the availability of instructional materials and equipment (Adeyemo, 2012). It is thought that a school with a suitable learning environment helps to stimulate intended learning outcomes, hence facilitating good academic accomplishment through effective teaching and learning.

There are four different aspects of the school environment that have been recognized. These include a welcoming and accommodating learning environment, a social environment that encourages communication and engagement, an affective environment that fosters a sense of belonging and self-esteem, and an academic environment that encourages learning and self-fulfillment. Tableman (2004, Tableman, Tableman, Tableman, Tableman, Tableman,Tableman, Tableman) The majority of students' perceptions of their classroom experiences determine the type of learning environment. Positive or negative, pleasurable or unpleasant, these sensations or experiences are possible. When the environment is favorable, students feel it is interesting, pleasant, calm, and thrilling, with high morale, camaraderie, and cohesiveness. The pupils feel like they belong in the class and that their peers and professors acknowledge them. When the learning atmosphere isn't conducive, it's viewed as unfriendly, tense, unpleasant, and unstructured.Class type, often known as subject specialization, has long been a key component in determining a student's academic success. Science students and non-science students, for example, have distinct levels of competence.

1.2 Statement of problem

In schools, the classroom atmosphere is a crucial influence on students' learning. Students learn better when they have a positive perception of the classroom environment (Evans, 2006; Fraser, 2004). Numerous studies have found that students' perceptions of the classroom environment account for a significant portion of the diversity in learning results, frequently beyond that which can be attributed to background student characteristics (Fraser, 2001). In physics education, the classroom learning environment is critical to students' academic performance, since high levels of academic performance may not be assured if instructional space, such as classrooms, labs, technical workshops, and libraries, is structurally deficient. However, there are few studies on how students view the physical classroom environment in relation to class type and gender.

1.3 Objective of study

The following are primary objectives of this study

1. To examine the level of students' perception of the physics classroom learning environment

2. To assess the gender differences that exist in students' perception of the physics classroom learning environment

3. To examine the class type differences that exist in students' perception of the physics classroom learning environment

1.4 Research question

1. What is the level of students' perception of the physics classroom learning environment?

2. What are the gender differences that exist in students' perception of the physics classroom learning environment?

3. What are the class type differences that exist in students' perception of the physics classroom learning environment?

1.5 Significance of study

This study will be useful to the government as it considers increasing the monetary budget for physics equipment and resources. Teachers should also work to improve the physics classroom environment so that students are more interested in learning the subject. There should also be proper supply and equipment management for scientific teaching and learning in general.

1.6 Scope of study

This study focuses on examining the level of students' perception of the physics classroom learning environment. Also, to assess the gender differences that exist in students' perception of the physics classroom learning environment. Lastly, to examine the class type differences that exist in students' perception of the physics classroom learning environment. This study is limited to Brainfield secondary school, Portharcourt

1.7 Limitation of study

Finance,inadequate materials and time constraint were the challenges the researchers encountered during the course of the study.

1.8 Definition of terms

Gender: Gender is the range of characteristics pertaining to, and differentiating between, femininity and masculinity.

Learning Environment: Learning environment refers to the diverse physical locations, contexts, and cultures in which students learn.

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