THE INFLUENCE OF SCHOOL ENVIRONMENT ON THE ACADEMIC PERFORMANCE OF SENIOR SECONDARY STUDENTS IN ABUJA MUNICIPAL AREA COUNCIL F.C.T ABUJA-NIGERIA.

INTRODUCTION

Education is an ever-evolving journey encompassing the imparting of knowledge, sparking curiosity, cultivating positive attitudes and values, and refining essential study skills (Whitehouse, Vickers-Hulse, and Carter, 2018). Academic achievement for students isn't solely reliant on intelligence. Lizzio, Wilson, and Simons (2002) suggest that a student's advancement in academics is commonly associated with numerous elements within the learning environment.

The significance of the school setting on the academic performance of secondary school students today cannot be overstressed. This is because the environment within schools notably influences the quality of teaching students receive and their engagement in classroom lessons. Schools lacking adequate learning resources, or an optimal learning atmosphere are unlikely to facilitate optimal academic achievement among their students. Adeniyi & Lawal (2019) emphasized the necessity for children to have a secure, healthy, and stimulating environment to thrive and acquire knowledge. Hence, the school environment plays a crucial role in shaping intellectual abilities. Nonetheless, a supportive and favourable school environment, equipped with ample learning resources and a conducive climate, enables students to feel more at ease and focused on their academic pursuits, leading to improved academic performance (Wang & Holcombe, 2010).?

The effectiveness of education depends not only on the performance of teachers in their duties but also on the level of coordination and organization within the school environment (Ajao et al., 2001).

If a school fails to provide essential facilities and an environment conducive to teaching and learning, both teachers and students will struggle to achieve their full potential. Chang et al. (2011) noted that a student's learning environment significantly influences their performance and reactions to surrounding circumstances. This suggests that environmental influences affect all societies. The learning environment plays a substantial role in shaping a student's behaviour and interactions. Our context often shapes our behaviour to adapt to life's demands, whether positively or negatively. Sithole (2017) suggests that the school environment can adversely affect students' academic success, particularly in cases where there is a lack of positive school climate, instructional resources, discipline, adequate physical facilities, proficient teachers, questionable school locations, small classroom sizes, or overcrowding.

The school environment encompasses the immediate physical surroundings of a school, such as classrooms, dining areas, sports facilities like football grounds, and other relevant spaces.

Literature Review ; Concept of School Environment

Increased student enrolment in schools and their aspiration for an optimal learning environment have spurred extensive research on how private individuals, communities, governments, and business proprietors can establish an enriching setting conducive to aiding students in accomplishing their academic objectives. As per Ferguson et al. (2013), a child's surroundings encompass an array of elements, including buildings, furniture, educational tools, teachers, peers, and other individuals contributing to the child's growth. Kapur (2019) defines the characteristics of a school environment as comprising school structures, classrooms, furnishings, playgrounds, sports facilities, laboratories, libraries, and resources that aid educators in delivering impactful instruction.

Concept of Learning Environment

Dawson (2008) defines the learning environment as encompassing learning resources, technology, teaching techniques, diverse learning approaches, and connections to broader societal and global contexts. It varies across classrooms and environments, each possessing unique attributes. Dawson (2008) further categorizes learning environments as learner-centered, knowledge-centered, or community-centered. Learner-centered environments, as noted by Hunt & Chalmers (2021), are designed by and for learners to actively engage and foster knowledge development.

The learning environment comprises multiple components that influence a student's learning progression, including individuals, educational materials, technological tools, learning resources, curriculum content, teaching methods, and the physical space or setting for learning, as outlined by Balog (2018). The fundamental foundations of the learning process consist of curriculum, training, and instruction, and their interdependence significantly influences the transmission of knowledge and the effective delivery of instructional content (Abbass et al., 2021).

Concept of Academic Achievement nbsp;

Assessment methods such as exams or continuous evaluation are commonly employed to gauge academic performance, yet there remains no unanimous agreement on the optimal testing approach or the most crucial components to assess. Struyven et al. (2010) define academic achievement as the extent to which a student, educator, or institution has attained their educational goals.

Students effectively express their capabilities within the classroom setting, leading to learning, and subsequently, the outcomes of this learning influence students' behavioural patterns across diverse disciplines.

Theories on Learning Motivation Theory

Motivation serves as the driving force that initiates, guides, and maintains purposeful actions towards goals. Various factors—biological, social, emotional, or cognitive—contribute to motivation. According to the instinct theory of motivation, individuals are innately inclined to engage in certain behaviours due to evolutionary programming. An instance of this is the seasonal migration of animals, which is an inherent behavioural pattern. Additionally, the incentive theory of motivation suggests that external rewards, such as financial incentives, stimulate individuals to engage in particular actions.

The Social Learning Theory

The social learning theory suggests that individuals, especially children, acquire knowledge within a social framework, facilitated by observing and imitating influential models in their environment. Seeking social acceptance drives this learning process. Rewards or punishments for these actions significantly impact social behavior. A crucial aspect of the social learning theory emphasizes that students need to pay attention, retain information, replicate learned behaviors, and have proper motivation in order to learn.

School Environment and Learning

Vermeulen & Schmidt (2008) emphasize the significance of an educational environment in ensuring successful learning. They suggest that such an environment serves as a continuous source of motivation for students to continually expand their knowledge. This is attributed to the intellectual mindset fostered by the academic setting, which can be cultivated through provisions such as designated study spaces, access to books and journals, and engaging discussions.

Inadequate lighting, noise disturbances, elevated levels of carbon dioxide, and temperature fluctuations in classrooms pose challenges to the teaching and learning process. Poorly maintained and inefficient ventilation systems contribute to health issues among both students and teachers, leading to subpar academic performance and increased absenteeism rates (Sireesha, 2017).

The impact of the school environment on students' academic progress concerns all parties involved in education, as highlighted by Kyriakides et al. (2015). Insufficient provision of instructional materials, deteriorating infrastructural facilities, misuse of technology like the internet, and a scarcity of qualified teachers and conducive learning resources contribute to an unstimulating school atmosphere for teaching and learning. Consequently, this cumulative effect leads some students to perform poorly in their studies. Additionally, due to the lack of accessible resources for their education, some students opt to drop out of school and engage in academic dishonesty during examinations (Ejike, 2016).

RESEARCH METHODOLOGY

The study's chosen research design is the descriptive survey design. Rea et al. (2014) explained that this design involves collecting data from a representative sample and providing a detailed description of the findings. Therefore, this design is deemed appropriate as it allows the researcher to utilize questionnaires to collect data from participants and offer a thorough description of the study outcomes using the representative sample, which aids in predicting the opinions of the broader population under study.

Population of the study

The overall population of this study comprised twenty-three (23) AMAC public senior secondary schools, 1683 teachers and twenty-three (23) school principals in Abuja Municipal Area Council.

Sample Size and Sampling Procedure

The sample size of this study was made up of 285 teachers and 16 principals from 16 sampled senior secondary schools in Abuja Municipal Area Council. The sample size of secondary schools and principals was determined by 70% of the total number of senior secondary schools in AMAC.

?The sample size for the research was determined using the ICrejcie and ‘’gan (1970) table for determining sample sizes from finite population, according to the table, population from 1100 to 1200 elicits a sample size of respondents. The sampling procedure for this study was the tilled proportionate sampling technique.

INSTRUMENTATION

The research instrument for this study was developed and tagged. The School Environment and Academic Performance Instrument (S.E.A.P.I) research instrument is a modified Likert type on a 4point rating; with two sections. Section A covers the demographic information of the respondents such as status. Section B was based on the research variables teacher’s professional quality and effective management and contained 26 items.

The responses and corresponding weights of the instrument are:

SA = Strongly Agree (4 points)

A = Agree (3 points)

D = Disagree (2 points)

SD = Strongly Agree (1 points)

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DATA REPRESENTATION, ANALYSIS AND DISCUSSION

Demographic data of respondents

Table 4:1 Distribution of respondents according to sub-group (teachers and principals)

Table:4.1 Shows that teachers constituted 94.7% of the sample. This indicates that teachers where in the majority in the sample.

Research Questions 1: What constitute effective school environment in AMAC senior secondary schools?

Table 4:1 What constitute effective school environment in AMAC senior secondary schools.

According to table 4.1, the result of the analysis shows what constitute effective school environment in AMAC senior secondary schools. Instructional stability (X=2.92, SD= 0.84), standard structure (X=2.71, SD=0.87), safe and secure environment (X=2.87, SD=0.88).

Specifically, the result of the analysis shows that the section mean of the table is 2.87, which is greater than the decision rule of 2.50.? It can therefore be concluded that the stated qualities of school environment abound in AMAC senior secondary schools.

Research Question 2: What are the qualities of an effective school environment in AMAC senior secondary schools?

Table 4.2 Analysis of qualities of school environment in AMAC senior secondary schools?

The result of the analysis in the table 4.2 shows the various qualities of school environment in AMAC senior secondary schools. Adequate welfare of students (X=2.94, SD=0.90), Adequate provision of schools’ facilities (X=2.82, SD=0.81), Good instructional delivery to students and academic success (X=2.87, SD=0.84) and fair and effective discipline (X=2.84, SD=0.84).

Specifically, the result of the analysis shows that the section means 2.86 is more than the decision rule of 2.50. It can therefore be concluded that the mentioned qualities are well fitted as determinants of school environment in AMAC senior secondary schools.

Research Questions 3: What are the challenges confronting school environment in AMAC senior secondary schools?

Table 4.3: Analysis of the challenges confronting school environment in AMAC senior secondary schools?

Table 4.3 shows the challenges confronting school environment in AMAC senior secondary schools’ student. Poor school management (X=2.53, SD=0.81), Expose to diverse levels of pollution (X=2.87, SD=0.88), Poor Utility Outlets (X=2.71, SD=0.87) and Poor Funding (X=3.0, SD=0.92).

Specifically, the section mean of 2.80 which is greater than the decision rule indicates that to a large extent, the listed challenges are confronting the effective school environment in senior secondary schools’ students in AMAC senior secondary schools.

Research Questions 4: What is the Impact of effective school environment on students’ Academic performance in AMAC senior secondary schools? ?

Table 4.4: Analysis of Impact of effective school environment on Academic performance.

Table 4.4 shows the analysis of impact of effective school environment on student academic performance. Promotion of learning (X=2.7, SD=0.82), Strengthening of teaching (X=2.7, SD=0.85), Promotion of students’ Optimal performance (X=2.95, SD=0.87) and Teacher and student Motivation (X=2.88, SD=0.84).

Specifically, the section mean of 2.87 which is greater than the decision rule of 2.50 indicates that effective school environment impacts on students’ academic performance in AMAC senior secondary schools.

4.5 Research Question 5: What are the measures required for enhancing school environment and students’ academic performance in AMAC senior secondary schools?

Table 4.5 Analysis of measures required for enhancing school environment and academic performance in AMAC senior secondary schools.

The result of the analysis in the table 4.5 revealed the aspect of measures required for enhancing school environment and academic performance in AMAC senior secondary schools. Provision of adequate and effective planning provisions (X=2.80, SD=0.81), Appointment of professional school planners (X=2.80, SD=0.81), Adequate funding (X=2.53, SD=0.76) and matching school programmes with school environment (X=2.90, SD=0.89). Specifically, the mean score of 2.75 which is greater than measures are required for enhancing school environment and academic achievement performance in AMAC senior secondary schools.

DISCUSSION OF FINDINGS

The study's findings highlight the key components of an effective school environment in AMAC senior secondary schools, including school stability, structural organization, safety, and well-defined limitations and boundaries. These results align with the assertions of Rademacher and Callahan (2008), who emphasize that when rules and supportive procedures are well-established, school processes thrive. Additionally, the study findings emphasize the importance of quality instructional delivery, academic success, fair discipline, and adequate facilities, consistent with the insights provided by William (2006). William's work underscores that a conducive atmosphere for physical, mental, and educational growth is fostered when students feel content with the school authorities' efforts in providing suitable conditions.

The study's findings shed light on the significant impact of discipline in AMAC senior secondary schools. They indicate that disciplined environments positively influence students' inclination toward effective learning, elevate student morale, lead to improved performance in both internal and external examinations, and enhance students' participation and success in co-curricular activities. These findings align with Wien's (2007) assertions, emphasizing that engagement in co-curricular activities fosters self-directedness among students, provides valuable cooperative experiences, and instills in them a sense of responsibility, respect for laws, and authority at a quicker pace.

The study's findings identified the challenges hindering an effective school environment in AMAC senior secondary schools, including inadequate school management, deficient infrastructure, a shortage of professionally qualified planners for school environments, and insufficient funding. Haber (2004) highlights the correlation between poor school management and ineffective school environments, indicating that schools may not operate efficiently under such circumstances. Edward and Watts (2004) additionally note that students who lack conducive home environments often rely on receiving supportive environments from their educators and school to compensate for these deficiencies. ?

The study's results highlighted various strategies implemented to improve effective school environments in AMAC senior secondary schools. These measures include ensuring the provision of competent and professional school planners for effective planning, adequate funding, and aligning school programs with the school environment. This aligns with William's (2006) assertion that the provision of sufficient and suitable facilities significantly contributes to enhancing academic performance within educational institutions.

CONCLUSION

Based on the findings of this study, the following conclusions were drawn from

1.?????? Effective school environments in AMAC senior secondary schools are comprised of school stability, school structure, and a safe atmosphere.

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2.?????? Student well-being and academic performance in school are influenced by the caliber of the school environment. ?

3.?????? The effectiveness of the school environment influences students' inclination towards proper learning and their morale.

4.?????? Students who lack sufficient environments at home often find compensation through improved environments within the school setting.

5.?????? Enhancing effective school environments can be achieved by ensuring thorough planning, employing professional school planners, and providing ample funding for schools.

6.?????? It is crucial to highlight that the funding for this research demonstrates that the school environment has a substantial impact on students' academic performance.

7.?????? According to the research findings, students attending schools equipped with sufficient learning resources, fostering positive teacher-student relationships, and providing a conducive learning atmosphere tend to achieve better academic performance.

8.?????? Findings from the research indicate that students excel academically in schools that possess ample learning resources, foster positive teacher-student relationships, and offer a conducive learning environment.

9.?????? Hence, the research findings suggest that the school environment indeed impacts students' academic performance.

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