Effect of Conducive Classroom Environment on Science Learning In Lagos State Nigeria: Counselling Implications

The study investigated on a conducive environment for science learning. Science classroom is a dynamic social setting for students interpersonal and educational development showed that the social environment inclusive not only teacher-student interaction but as well as the classroom, measures of social environment and their correlations to learning science subjects were examined. The population of the study comprised all Students in public senior secondary schools in Lagos state Nigeria, while the target population consisted of students in Ojo Local Government Area of Lagos state. A descriptive research survey was used while stratified random sampling technique was adopted in selecting population sample. The sample population comprised of 250 senior secondary students age ranges from 16 to 19 were randomly drawn from secondary schools in six schools selected in Ojo Local Government Areas of Lagos state. Questionnaire and test were the main instruments used for data collection while the face and construct validity was validated by the expert in test and measurement. Correlation co-efficient statistical method was used to analyze the collected data. The findings showed that a class united by common science interest which is challenging, intimate, satisfying and without hostility among class constitute an effective climate in science classrooms. Based on the findings of the study, it was recommended that the state government should equip all schools moderately equal to enhance teaching, learning, efficiency and achievement; it should be caution not to equip some schools at expense of others. Therefore, counselling implication was that the sciences teachers should strive to attain objectives of science learning by providing a situation for the child to explore and interact with his environment.