CLASSROOM CULTURE, COLLABORATION AND PARTICIPATION IN GREEN CHEMISTRY PROJECTS: AN ETHNOGRAPHIC STUDY IN SECONDARY SCHOOLS IN BAYELSA STATE, NIGERIA

Abstract

This study examined classroom culture, collaboration and participation in green chemistry projects in secondary schools in Bayelsa State, Nigeria. The study adopted a qualitative research approach using an ethnographic design to explore classroom practices, collaborative interactions and students' experiences of participation in green chemistry activities. Seven participants, comprising two chemistry teachers and five students from two secondary schools, were purposively selected based on their involvement in green chemistry projects. Data were obtained through semi-structured interview responses organised around the three research objectives and analysed using reflexive thematic analysis. The findings revealed that classroom culture was predominantly teacher-directed, characterised by established safety expectations and restricted opportunities for independent student decision-making. Collaboration occurred through shared problem-solving, discussion of experimental observations and collective task execution; however, unequal responsibility allocation, dominant group members and limited instructional resources constrained effective cooperation. Students' participation varied according to confidence, instructional clarity, access to practical activities and the relevance of projects to familiar environmental problems. Teacher interventions, including role rotation, individual encouragement and task redistribution, were identified as practices that supported more inclusive participation. The study concludes that integrating green chemistry projects into secondary school instruction does not automatically guarantee meaningful collaboration and participation, as classroom practices and social interactions substantially influence students' learning experiences. It recommends that chemistry teachers foster supportive classroom cultures, establish equitable collaborative arrangements and provide opportunities for all students to participate actively in green chemistry projects. The study contributes to understanding the social dimensions of sustainability-oriented chemistry education in environmentally vulnerable educational contexts.