SCHOOL ENVIRONMENT AS A CORRELATE OF STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study examined school environment as a correlate of students’ academic performance in public secondary schools in Aguata Education Zone of Anambra State. The study was guided by three research questions and three null hypotheses. The null hypotheses were tested at the 0.05 level of significance. A correlational research design was utilized for the study. The population comprised 2,964 SS2 students in public secondary schools in Aguata Education Zone of Anambra State. A sample of 297 students was drawn from the population using proportionate stratified and simple random sampling techniques. Two instruments developed by the researcher, namely the School Environment Questionnaire (SEQ) and the Mathematics Test Questions (MTQ), were used for data collection. The face validity of the instruments was established by three experts, while construct validity was determined using the Principal Component Analysis approach. The reliability of the instruments was ascertained using the Cronbach Alpha procedure. An average reliability coefficient of 0.810 was obtained, indicating that the instruments were reliable for the study. The collected data were analyzed using the Pearson Product Moment Correlation Coefficient (PPMC). The findings revealed a significant relationship between physical school environment, psychological school environment, and students’ academic performance, whereas no significant relationship was found between social school environment and students’ academic performance. Based on the findings, it was recommended that the government should ensure the provision of adequate physical facilities in schools and allocate funds for their maintenance to enhance students’ academic performance. Principals should also foster supportive, safe, and inclusive school environments where students feel valued, respected, and emotionally secure. The results of this study have added to the existing body of knowledge by affirming the existence of a positive and significant relationship between school environment and students’ academic performance in public secondary schools in Aguata Education Zone of Anambra State.