ASSESSMENT OF THE EFFECT OF SCHOOL ENVIRONMENT ON STUDENTS ACADEMIC PERFORMANCE IN GOVERNMENT SECONDARY SCHOOL SABO TASHA, KADUNA STATE

ABSTRACT

This study was carried out to an assess the effect of school environment on students academic performance in government secondary school Sabo Tasha Kaduna state using students of government secondary school Sabo Tasha Kaduna state as a case study. The study was specifically set to ascertain whether there is a significant relationship between school environment and students academic performance, ascertain the school environment factors which impedes the students academic performance and find out the implications of unconducive school environment on students academic performance in government secondary school Sabo Tasha Kaduna State. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of some selected students in government secondary school Sabo Tasha Kaduna state. In determining the sample size, the researcher conveniently selected 129 respondents while 123 were received and validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and percentage, while the hypotheses was tested using Pearson correlation statistical tool, SPSS v23. The result of the findings reveals that there is a significant relationship between school environment and students academic performance. Furthermore, the study revealed that there is a significant relationship between the school environment and students' academic performance in Government Secondary School Sabo Tasha, Kaduna State. Also, several school environment factors act as impediments to students' academic performance in Government Secondary School Sabo Tasha, Kaduna State. These factors include; inadequate infrastructural facilities, unavailability of instructional materials, overpopulation of students, insecurity threats and bullying in the classroom among students.The study recommends that government and other education stakeholders collaborate to ensure the provision of sufficient classroom construction and the renovation of existing deteriorated structures in the school. Also, the school should maintain a limited class size, and the admission of students should be contingent upon the available space and facilities. To mention but a few.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

For student to grow and learn, they require a safe, healthy, and exciting environment. Students spend six to eight hours a day in school, during which time their environment is vital to their development. However, the majority of the time is either traveling to and from school or in the school environment. Acording to Asika (2010), planning and constructing a school environment carefully is necessary for this condition in order to maximize experiences that promote stewardship, health, and education. As a result, the educational setting plays a critical role in molding and altering intellectual capacity(Christopher, 2012).

Nonetheless, a comfortable, conducive learning atmosphere that is enhanced by many learning resources and a pleasant temperature helps pupils focus more intently on their academic work, leading to exceptional academic achievement. On the other hand, the issue of poor academic performance of students in Nigeria has been of much concern to the government, parents, teachers and even student themselves. According to Ajao (2001), the quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the school environment. However, it is being said that the environment where the child leaves is a central determinant factor in the performance of students’ at all levels of education. This is because the physical, social and psychological environments provide the mental readiness of the learner for new learning to take place.

In conceptual sense, the term environment can be seen as all the physical, social and psychological factors influencing the life and activities of people in a particular place (Akem, 2008). This indicates that environment is not only the place in which the child lives (physically), but also the people with which he/she comes in contact with (socially). In this regard, environment is a place where the child functions; the home, the school, the peer group, the classroom among others. 

Additionally, school environment therefore, comprises all the components of the school system that contributes positively or negatively towards effective teaching and learning (Songu, 2016). Also, Mgbodile (2004) asserts that the school physical environment is like a mirror reflecting the image of the school and through it the public decide whether or not to associate with the particular school. On the other hand, good school environment, therefore, refers to all improved school conditions, such as availability of the right functional and usable infrastructures, availability of the right quality and quantity of teaching materials and workforce, standard class-size, proper location, good student teacher relationship and improved methodologies which combined to encourage teachers and students for effective teaching and learning (Songu, 2016). 

Furthermore, Usaini and Abubaker (2015) claim that a climate that is conducive to learning, abundant in learning resources, and pleasant for students to be in makes them more at ease and focused on their studies, which leads to high academic achievement. As a result, a suitable and adequate environment is crucial for a child's learning to be fruitful. Moreover, poor academic performance of students may be attributed to poor learning environment especially in the following areas, school building, library services, and school location and school facilities. Despite the evidence that the quality of school building affect students learning and teaching activities in government secondary school Sabo Tasha Kaduna state. (Mgbodile 2004) has pointed out that for effective teaching and learning situation, school building and educational goals should be viewed being interwoven. Thus, t is in the light of these that the study seeks toassessment of the effect of school environment on students academic performance in government secondary school Sabo Tasha Kaduna state.

1.2 Statement of the Problem

There are several challenges impacting the academic performance of students in government secondary school Sabo Tasha Kaduna state. One of these issues pertains to the substandard quality of school buildings concerning the physical school environment, encompassing classrooms, laboratories, workshops, libraries, and teachers' offices. Similarly, the quality of these facilities significantly influences the learning process, determining the safety and comfort levels for both teachers and students. 

Additionally, the extent to which teaching activities are affected hinges on the quality of the building. Also, the absence of well-equipped libraries in many schools inhibits the expansion of teaching and learning skills for teachers and students, respectively. However, to achieve effective teaching and learning outcomes, school libraries should be adequately stocked with books, magazines, journals, periodicals, cassettes, computers, encyclopedias, novels, and other resources.

Furthermore, the poor location planning of the school. It is observed that schools situated in non-conducive surroundings, such as near markets, mechanic workshops, busy roadsides, and hospitals, compromises the safety and effectiveness of the school environment, hindering optimal interaction between teachers and students (Adegun, 2015).

In addition, government secondary schools in Kaduna state are faced with inadequate funding. According to Ayo (2005), the funding allocated to public secondary schools is primarily used for day-to-day operations. It is crucial to note that effective school planning, either on a timely or annual basis, by school principals is essential for optimal school performance(Isaac, 2008). However, this is only possible if funds are provided in a timely manner. The funds allocated and disbursed to manage public schools are often insufficient to provide or maintain the available facilities. 

Additionally, corrupt practices among government officials, school proprietors, and school managers exacerbate the problem, with funds being diverted, misappropriated, or stolen. Hence, it is in the light of these that the study seeks toassess the effect of school environment on students academic performance in government secondary school Sabo Tasha Kaduna state.

1.3 Objectives of the Study

The main objective of this study is to assess the effect of school environment on students academic performance in government secondary school Sabo Tasha Kaduna state; the specific objectives is to:

1.Ascertain whether there is a significant relationship between school environment and students academic performance in government secondary school Sabo Tasha Kaduna State

2.Ascertain the school environment factors which impedes the students academic performance in government secondary school Sabo Tasha Kaduna State

3.Find out the implications of unconducive school environment on students academic performance in government secondary school Sabo Tasha Kaduna State

1.4 Research Questions

The following research questions will guide the researcher to achieve the specific objectives:

1. Is there is a significant relationship between school environment and students academic performance in government secondary school Sabo Tasha Kaduna State?

2. What are the school environment factors that act as impediments to students' academic performance ingovernment secondary school Sabo Tasha Kaduna State?

3. What are the implications of unconducive school environment on students academic performance in government secondary school Sabo Tasha Kaduna State?

1.5 Research Hypotheses

The following research questions are based on the problems raised in the statement of the problem to guide the study.

H0. There is no significant relationship between school environment and students academic performance.

HA. There is a significant relationship between school environment and students academic performance.

1.6 Basic Assumptions

• The study assumes that the overall school environment, including infrastructure, facilities, and classroom dynamics, significantly influences students' academic performance.

• It is assumed that the availability and accessibility of learning resources, such as textbooks, reference materials, and educational technology, play a crucial role in shaping students' academic performance.

• The assumption is that the quality of interaction between teachers and students, including teaching methods, communication styles, and availability of teachers for academic support, contributes to students' academic success.

1.7 Significant of the study

Assessment of the effect of school environment on students academic performance in government secondary school Sabo Tasha Kaduna state will be revealed to the government at various levels, stakeholders involved in education policies, policy makers, teachers, school management, media houses and students in this study. School administrators and teachers will benefit by gaining insights into the factors within the school environment that impact students' academic performance. Also, stakeholders involved in education policies and policymakers can use the research findings to inform policy decisions related to school infrastructure, resource allocation, and educational reforms.

Additionally, subsequent researchers will use it as a literature review. This means that other students who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regards to an assessment of the effect of school environment on students academic performance in government secondary school Sabo Tasha Kaduna state.

1.8 Scope and Limitation of the study

The study is delimited to senior students in government secondary school Sabo Tasha Kaduna state. However, in the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents.

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