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This quantitative study investigates the influence of psychological and contextual factors on chemistry achievement among senior secondary school students in Sri Lanka. The research examines teachers' teaching styles, students' understanding of concepts, subject satisfaction, and attitudes toward chemistry as psychological factors, with gender and school type as contextual characteristics. Using a sample of 302 students and 114 teachers from 13 schools in the Kegalle Education Zone, data were collected using a Likert scale- based instrument and a structured chemistry test. The validity and reliability of the instruments were confirmed by pilot testing and confirmatory factor analysis. Data analysis, performed with SPSS and Amos software, used multivariate techniques and structural equation modeling. The results indicate that attitude towards chemistry and gender significantly influence student achievement. All variables except school location have a positive effect on student achievement. Recommendations include enhancing teacher training programs to promote effective, student-centered teaching styles, developing interventions aimed at improving students' conceptual understanding and attitudes towards chemistry, ensuring that curriculum and teaching practices are engaging and relevant to student's interests and experiences, and implementing gender-sensitive strategies to support both boys and girls in achieving their full potential in chemistry. This study provides valuable insights for educators and policymakers to design targeted strategies that address the identified factors, ultimately aiming to enhance educational outcomes and student performance in chemistry.
Thero et al. (2024) studied this question.