Available Online at http://www.recentscientific.

com
International Journal
of Recent Scientific
International Journal of Recent Scientific Research Research
Vol. 6, Issue, 7, pp.4914-4922, July, 2015
ISSN: 0976-3031
RESEARCH ARTICLE
INFLUENCE OF SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF STUDENTS
IN SECONDARY SCHOOLS IN ZONE “A” SENATORIAL DISTRICT OF BENUE STATE,
NIGERIA
Odeh. R. C,1 Oguche, O. Angelina2 and Ivagher, Ezekiel Dondo3
1,2Department of Educational Foundations and General Studies, University of Agriculture, Makurdi
3Department of Educational Foundations, Benue State University, Makurdi

ARTICLE INFO ABSTRACT

Article History: The importance of school environment in to of students in secondary schools today in particular cannot be
th
Received 5 , June, 2015 overemphasized. This is because, school environment has tremendous influence in the quality of teaching
Received in revised form 12th, students receives and the extent of attention they pay to lesson in school. This implies that schools that fail
June, 2015 to provide the necessary learning facilities and create a conducive atmosphere for teaching and learning
Accepted 6th, July, 2015 may hardly put in the best in their students especially in the area of academic achievement. This scenario
Published online 28th, has been among the reason for poor academic achievement of students in many primary schools in the
July, 2015 study area. The main thrust of this paper is to investigate the influence of school environment on academic
achievement of students in secondary schools in Zone “A” Senatorial District of Benue State, Nigeria.
Three research questions and three hypotheses guided the study. A descriptive survey design was adopted
for the study. The population of the study comprised 1636 teachers from 119 secondary schools in Zone
Key words:
‘A’ Senatorial District of Benue State. A sample of 250 teachers was used for the study. A 15-item
structured questionnaire developed by the researchers titled “Influence of School Environment
School Environment, Academic Questionnaire (ICTQ)” was used for data collection. Mean and standard deviations were used to answer
Achievement, School Climate, the research questions, while chi-square (x2) was used to test the hypotheses at 0.05 level of significance.
Discipline and Physical Facilities The results of the study indicated that school climate, discipline and physical facilities has significant
influence on academic achievement of secondary school students in Zone ‘A’ Senatorial District of Benue
State. Based on the findings of this study, the researchers recommended among others that appropriate
school authorities should enable to provide a conducive school environment that has good climate for
effective teaching and learning. Such environment should be safe, students treated fairly by teachers and
happy to be in school as well as feel they are a part of the school.

Copyright © Odeh. R. C et al., This is an open-access article distributed under the terms of the Creative Commons Attribution License,
which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited.

INTRODUCTION that many students fall short of the requirements necessary for
admission into primary schools.
The issue of poor academic performance of students in Nigeria
has been of much concern to the government, parents, teachers According to Ajewole and Okebukola (2000), a number of
and even student themselves. The quality of education not only factors are said to have contributed to the students’ poor
depends on the teachers as reflected in the performance of their academic achievement in school. The authors stress that a host
duties, but also in the effective coordination of the school of these factors may surround students’ poor achievement in
environment (Ajao, 2001). Education is an essential factor for school which may include: poor study habits and lack of
effective development of any country like Nigeria. The western available resource materials, poor school climate, indiscipline,
education adopted by Nigeria is highly based on individualism, inadequate facilities, teachers’ ineffectiveness, the teaching
socio-economic and internationalization which are geared method and the type of learning environment available for both
towards national development. According to Ada (2005), one the students and the teachers. From the authors view, the poor
of the major obstacles to the development of secondary schools performance of students in primary school may be a reflection
in Benue State especially in Zone ‘A’ Senatorial District of of the type of learning environment.
Benue State is the persistent poor academic achievement of
students. Based on this fact, people believe that the standard of Farombi (1998) observed that school environment may have
education is falling in Benue State and Nigeria in general. Poor negative influence on students’ academic achievement
academic performance as recorded in recent years was so great especially if such environment lacks good school climate,
instructional materials, discipline, physical facilities, has poor
teacher quality, type of location of school is questionable,

*Corresponding author: Odeh. R. C

Department of Educational Foundations and General Studies, University of Agriculture, Makurdi
 Odeh. R. C et al., Influence Of School Environment On Academic Achievement Of Students In Secondary Schools In Zone
“A” Senatorial District Of Benue State, Nigeria

there is small class size and over population of students in regards to career choice. Awule cited in Aliade (2008) stated
classrooms. Farombi further opined that school facilities are a that learning environment should have good infrastructural
potent factor to quantitative education. The importance to development, adequate trained teachers, good leadership and
teaching and learning of the provision of adequate instructional adequate instructional materials among others. All these
facilities for education cannot be over-emphasized. The dictum characteristics according to the author have positive impact on
that “teaching is inseparable from learning but learning is not academic achievement of students in primary schools.
separable from teaching” is that teachers do the teaching to
make the students learn, but students can learn without the In the same vein Abenga (1995), opined that an improved
teachers. According to Akande (1995), learning can occur environmental condition leads to higher intelligence scores
through one’s interaction with one’s environment. Environment while poor environmental conditions reduce these scores.
here refers to facilities that are available to facilitate students Academic achievement in this context simply means the scores
learning outcome. It includes books, audio-visual, software and students have obtained in either examination or test which has
hardware of educational technology; so also, size of classroom, led to their performance. In this study therefore, the researcher
sitting position and arrangement, availability of tables, chairs, hopes to examine the influence of school environment on
chalkboards, shelves on which instruments for practicals are academic achievement of primary schools students in Zone A
arranged (Farrant, 1991 and Farombi, 1998). Senatorial District of Benue State with particular reference to
availability of trained teachers, provision of instructional
Tsavga (2011) maintains that the learning environment plays a materials, motivation of teachers and school physical facilities.
vital role in determining how students perform or respond to
circumstances and situations around them. This implies that no Statement of the Problem
society is void of environmental influences. The learning
environment determines to a large extent how a student The influence of school environment on academic achievement
behaves and interacts, that is to say that the environment in of students has been an issue of concern to all stakeholders in
which we find ourselves tend to mould our behaviour so as to education. This is evident in the rate of mass failure of students
meet the demands of life whether negatively or positively. The in both internal and external examinations, as revealed by
author opined that the desire for both qualitative and research studies. Despite the Benue State government’s effort
quantitative education has multiplied the problem of providing towards the provision and renovation of infrastructures in
an effective and conducive learning environment for teaching primary schools, students performance in both internal and
and learning. In Nigeria, there is an increase in the number of external examinations such as National Common Entrance and
students’ enrolment in schools with little or no regards to State Common Entrance Examinations and other entrance
improving the learning environment so as to better their examinations into primary schools is still very low and below
performance. expectation. Several research studies have identified other
factors such as school climate, instructional materials,
Freiberg, Driscoll and Knights (1999) observed that some of discipline and physical facilities, teacher quality, type of
the notable factors that may influence students’’ academic location of school, class size and over population of students in
achievement in secondary schools are; school climate, classroom as being responsible for poor academic for poor
instructional materials, discipline, physical facilities, teacher academic achievement of students.
quality, type of location of school and class size. This is
because, schools with a good and conducive environment that The researcher has observed with dismay that the school
has the best type of teachers, instructional materials and environment in the study area is nothing to write home about.
physical facilities will produce better school leavers with high The school climate is not interesting for teaching and learning,
achievement. Most at times parents of students are not satisfied instructional material and inadequately provided,
with the facilities provided in their school. Also, the extent at Infrastructural facilities are in dilapidated conditions, lack of
which some teachers, exhibit high level of indiscipline does not trained teachers and other facilities that promote teaching and
seem to portray them as role models. They rather encourage learning are also in short fall which may tend to influence
indiscipline among students by their attitudes. This may have students academic achievement in school. It is on this premise
negative influence of students’ academic achievement. that the researcher is motivated to appraise the impact of school
environment on achievement of secondary school students in
Adzemba (2006) defines learning as a relatively permanent Zone A Senatorial District of Benue State with specific focus
change in behaviour due to practice and experience. This on school climate, discipline and physical facilities.
definition is a confirmation of Akoja (2006), who views
learning as a relatively permanent change in behavior as a Purpose of the Study
result of insight, practice, experience or stimuli in the
environment. To buttress further view school environment as The main purpose of the study is to investigate the influence of
the immediate surroundings of the school which also include school environment on academic achievement of secondary
classrooms dining halls, examination halls, football fields school students in Zone ‘A’ Senatorial District of Benue State,
among others. For learning to be meaningful and effective, Nigeria. Specifically, the study sought to:
Learning environment according to Zaria in Aliade (2008) is a
place where teachers impact knowledge of the various subjects 1. find out the influence of school climate on academic
to students thereby bringing them up morally and guide them as achievement of secondary school students in Zone ‘A’
Senatorial District of Benue State.
4915 | P a g e
 International Journal of Recent Scientific Research Vol. 6, Issue, 7, pp.4914-4922, July, 2015

2. examine the influence of discipline of teachers on Concept of School Environment

academic achievement of secondary school students.
3. assess the influence of school physical facilities on The increasing school enrolment and students interests in
academic achievement of secondary school students. learning from the best kind of environment has generated much
research interest in order to put into use by private individuals
Research Questions mission, communities or government proprietors an
environment that will be stimulating and will enhance
The following research questions guided the study: academic achievement of students.

1. What is the influence of school climate on the academic Environment is a place where the child functions. This includes
achievement of secondary school students in Zone ‘A’ home, the school, the peer group, the classroom, the totality of
Senatorial District of Benue State? the child’s upbringing including his spiritual life, tissue needs,
2. How does discipline of teachers influence academic social needs, psychological needs it is defined not to mean only
achievement of secondary school students? the place in which the child lives (physical) but also the people
3. What is the influence of school physical facilities on with which he comes in contrast with (social) (Akem, 2008).
academic achievement of secondary school students?
Gagne (1997) states that environment for the child includes a
Research Hypotheses host of structures such as buildings, furniture’s, equipments,
instructional materials, the teachers, the peer group and other
The following hypotheses were formulated and tested at 0.05 people involved in the development of a child. Booth and
level of significance. Okely (2005) looked at school environment as the physical
environment (e.g. facilities and equipment), school policies
H01 School climate has no significant influence on academic (e.g. time allocated for physical and Health Educational Sport)
achievement of secondary school students in Zone ‘A’ and school practices regulating PE and Sport, banners to
Senatorial District of Benue State. participation and strategies to promote participation). This
H02 Discipline of teachers has no significant influence on definition encapsulates components of the Health Promoting
academic achievement of secondary school students. School Model (NHMRC, 1996) and also how school staff tends
H03 School physical facilities has no significant influence on to contextualized health, particularly physical activity.
academic achievement of secondary school students
Nwangwu (1990) gave the characteristics of school
Significance of the Study environment to include school buildings, classrooms,
furniture’s, playgrounds, sporting facilities, laboratories,
It is hoped that this study will provide information for parents, libraries and equipments which aid the teachers in effective
educators and school administrators to reflect upon various delivery of lesson. According to State of Maine (2002) school
factors that help students in achieving their academic goals. In environment includes the physical and aesthetic surroundings
so doing, they can investigate the possibility of introducing and the psychological climate and culture of the school.
those factors to their school, which may consequently lead to
enhancing students’ educational outcomes in school This study Concept of Academic Achievement
will also be significant because the findings will stimulate
parents, school managers, teachers, students and the society’s Academic achievement is commonly measured by
awareness on the importance of conducive learning examinations or continuous assessment but there is no general
environment the findings of the study will also assist school agreement on how it is best tested or which aspects are most
administrators and curriculum planners to develop strategies important. According to Annie, Howard, Stoker and Mildred
that would reduce negative effects of poor learning (1996) academic achievement is the outcome federal the extent
environment on academic achievement of students in primary to which a student, teacher or institution has achieve their
schools. educational goals.

The findings of this study shall also be useful to school Bossaert, Doumen, Buyse and Verschueren (2011) defines
proprietors, government school administrators and parents in academic achievement as student’s success in meeting short or
understanding the influence of school environment on long term goals in education in the big picture according to the
academic achievement of students in primary schools. This authors, academic achievement means completing high school
study will also be of importance to students themselves as it or earning a college degree. Lassiter (1995) looks at students’
will be made known to them the effects of school environment academic achievement as referring to a students’ strong
on their academic achievement. Finally, the findings of the performance in a given academic area. A student who earns
study will act as a reference point to other interested scholars good grades or awards in science has achieved in the academic
interested in this area of research. field of science. He further stated that education associations
and schools monitor the overall level of student academic
REVIEW OF RELATED LITERATURE achievement to decide what, if any challenges, need to be made
in the educational system.
The review of related literature is carried out under the
following sub-headings. Good (2009:56) defines academic achievement as “the
knowledge obtained or skills developed in the school subjects
4916 | P a g e
 Odeh. R. C et al., Influence Of School Environment On Academic Achievement Of Students In Secondary Schools In Zone
“A” Senatorial District Of Benue State, Nigeria

usually designed by test scores or marks assigned by the achievements of students in academic to high level of
teacher”. Mehta (1996:8) defines academic achievement as indiscipline among teachers while others disagreed.
“academic performance includes both curricular and co- Nevertheless, it becomes imperative in recent times that many
curricular performance of the students it indicates the learning schools have traded away discipline and as a result led to poor
outcomes of the students. In classrooms students perform their achievements of students.
potentials efficiently, as a result of it, learning takes place: the
learning outcomes changes the behavior pattern of the student According to Chichi (2001), discipline is the act of orderliness,
through different subjects. obedience and maintenance of proper subordination among
employees and a check or restraint on the liberty of individual.
Influence of School Climate on Academic Achievement of It is the training that correct, moulds and strengthens the
Secondary school students’ individual behaviour. Adeyemo, (2005), notes that there is
wide spread violation of teaching ethics which are capable of
School climate is critically linked to risk prevention and health obstructing the smooth functioning of the school system and
promotion (NASBE, 1994). A positive, respectful school thereby affect students academic achievement. Mafabi (1993)
climate provides a solid foundation for supporting students’ opines that, success can only be achieved in school when
academic achievement and development of positive attitudes teachers shows good example of time management. Though the
and behaviours. Students who are connected to school (i.e., feel practice in most of the primary schools is that, school activities
safe, perceive themselves to be treated fairly by adults, are seem not to respect the designed time table. He further stated
happy to be in school, feel they are a part of the school that punctuality is most a times not observed by teachers, head
community, and feel close to people at school) experience less teachers and non-teaching staff in an educational institution, as
distress and engage in fewer risk-taking behaviours (Blum, part of the efforts toward academic excellence.
2002, 2005). School climate research suggests that positive
interpersonal relationships and optimal learning opportunities Indiscipline among teachers are their acts of behaviour that
can increase achievement levels and reduce high-risk behaviour affects effective teaching and learning as well as result to
for students in all demographic environments. retarding students’ academic achievement. Common
indiscipline behaviour by teachers include; absenteeism from
According to Megan (2002:78), “research on school climate in school and lesson, lateness, non-preparation of lesson notes,
high-risk urban environments indicates that a positive, failure to mark students exercise books, non-completion of
supportive, and culturally conscious school climate can school records such as diaries, registers, student results,
significantly shape the degree of academic success experienced involvement in examination malpractices, illegal collection
by urban students”. Furthermore, researchers have found that from parent and students, unapproved study leave with pay,
positive school climate perceptions are protective factors for drinking, drug taking and sexual immorality. These are serious
boys and may supply high-risk students with a supportive threat to students’ academic achievement, because teachers are
learning environment yielding healthy development, as well as the expected professionals, entrusted with the responsibility to
preventing antisocial behaviour. A positive school climate conserve the future and destiny of the students as well as the
results in positive outcomes for school personnel as well. nation. (Okeke, 2004:10).
Characteristics of school climate, especially trust, respect,
mutual obligation and concern for others’ welfare, can have “The teacher belongs to a special class (sub-group) saddled
powerful effects on educators’ and learners’ interpersonal with” the responsibility of moulding the child into a functional
relationships (Center for Social and Emotional Education, adult that will contribute to national development with the
2005). Safe, collaborative learning communities where following qualities; knowledge of the subject matter being
students feel safe and supported report increased teacher taught far ahead of that of the students; professional skill or
morale, job satisfaction, and retention. The interaction of know-how to awaken a child’s interest in what is being taught
various characteristics of school and classroom climate can and to enkindle in his students a love of learning and a good
create a fabric of support that enables all members of the moral character (Anyamebo, 2005:41-42). Effective discipline
school community not only to learn but also to teach at is needed in school for good academic achievement. When
optimum levels (Freiberg, 1998). Conversely, a negative school there is effective discipline in a school and in the classroom,
climate interferes with learning and development. effective teaching and learning can take place. Gawe, Vakalisa
Organizational climate is assumed to have some effect upon the and Jacobs (2001:190) emphasize co-operative learning as a
success of a school in accomplishing its objectives (Singh, solution. If a school lacks effective discipline, the achievement
2006). Various studies documented that students in schools academically will be poor.
with a better school climate have higher achievement and better
socio emotional health. The school climate–student Influence of School Physical Facilities on Academic
achievement connection has been well-established in the Achievement of Secondary school students
research (Freiberg, Driscoll, and Knights, 1999).
School facilities have been observed as a potent factor to
Influence of Discipline of Teachers on Academic quantitative education. The importance to teaching and learning
Achievement of Secondary school students of the provision of adequate instructional facilities for
education cannot be over-emphasized. The dictum that
Disciplines and academic achievements are the core of our “teaching is inseparable from learning but learning is not
today’s education. Some scholars have attributed poor
4917 | P a g e
 International Journal of Recent Scientific Research Vol. 6, Issue, 7, pp.4914-4922, July, 2015

separable from teaching” is that teachers do the teaching to comprise of seven local government areas namely, Katsina–
make the students learn, but students can learn without the Ala, Kwande, Konshisha, Ukum, Ushongo and Logo and
teachers. According to Akande (1995), learning can occur Vandeikya. The population of the study comprised 1,636
through one’s interaction with one’s environment. Environment teachers from 119 secondary schools in Zone ‘A’ Senatorial
here refers to facilities that are available to facilitate students District of Benue State, Nigeria. A sample of 250 teachers was
learning outcome. It includes books, audio-visual, software and used for the study. Simple random sampling technique was
hardware of educational technology; so also, size of classroom, used to select the sample size because the population was
sitting position and arrangement, availability of tables, chairs, homogeneous. A 15-item structured questionnaire developed
chalkboards, shelves on which instruments for practicals are by the researchers titled “Influence of School Environment
arranged (Farrant, 1991 and Farombi, 1998). Questionnaire (ISEQ)” was used for data collection. The
instrument was validated by experts in Educational
Writing on the role of facilities in teaching, Balogun (2002) Management and Tests and Measurement from the Faculty of
submitted that no effective science education programme can Education, Benue State University, Makurdi. The instrument
exist without equipment for teaching. This is because facilities was trial tested using 25 teachers from secondary schools that
enable the learner to develop problem-solving skills and were not part of the sampled population. The data collected
scientific attitudes. In their contribution, Ajayi and Ogunyemi was analyzed using Cronbach Alpha Correlation Co-efficient
(1990) reiterated that when facilities are provided to meet which yielded 0.83. The coefficient indicated high internal
relative needs of a school system, students will not only have consistency which proved that the instrument was reliable to be
access to the reference materials mentioned by the teacher, but used for field work. The data collected were analyzed using
individual students will also learn at their own paces. The net simple descriptive statistics of mean and standard deviation to
effect of this is increased overall academic performance of the answer research questions whereby a mean cut-off point of
entire students. 2.50 was used for decision making. Any mean score of 2.50
and above was accepted as having the desired influence while
Commenting on why high academic attainment is not in vogue any mean score below 2.50 was rejected as not having
in Nigeria primary schools, Adesina (1991) identified poor and influence. The research hypotheses were tested using chi-
inadequate physical facilities, obsolete teaching techniques, square test of goodness of fit at 0.05 level of significance.
overcrowded classrooms among others, as factors. Throwing
more light on school facilities and moral guiding provision, Presentation of Results
Fabunmi (1997) asserted that school facilities when provided
will aid teaching learning programme and consequently Research Question One: To what extent does school climate
improve academic achievement of students while the models influence the academic achievement of secondary school
guiding their provision to schools could take any form as students in Katsina-Ala Local Government Area of Benue
rational bureaucratic and or political model. State?

According to Hallak (1990), facilities form one of the potent The data that provided answer to the research question are
factors that contribute to academic achievement of students in presented on Table 1.
the school system. They include the school buildings,
classroom, accommodation, libraries, laboratories, furniture, Data presented on Table 1 showed that the mean ratings of
recreational equipment, apparatus and other instructional items 1-5 are 3.16, 3.38, 3.08, 3.24, and 3.08 respectively with
materials. He went further to say that their availability, the corresponding standard deviations of 0.97, 0.79, 0.95, 0.85
relevance and adequacy contribute to academic achievement of and 0.82.
students. He however, quickly added that unattractive school
buildings and overcrowded classrooms among others contribute All the mean ratings are above the cut-off point of 2.50. This
to poor academic achievement of the students in primary and means that the respondents agreed that students who feel safe,
other levels of education. cared for and supported have better academic achievement.

Table 1 Mean Ratings and Standard Deviations on the Influence of school climate influence on the academic achievement of
secondary school students
Item No Item Description SA A D SD X ST.D Decision
`1. Students who feel safe, cared for and supported have better academic achievement. 120 68 43 19 3.16 0.97 Accepted
2. Students who do feel secured in a school environment hardly achieve in their academics 131 93 15 11 3.38 0.79 Accepted
Positive interpersonal relationships and optimal learning opportunities in a school
3. 101 89 39 21 3.08 0.95 Accepted
environment can increase achievement levels of students.
Culturally conscious school climate can significantly shape the degree of academic
4. 112 100 24 14 3.24 0.85 Accepted
achievement level of students
Students in schools with a better school climate have higher achievement and better socio
5. 78 131 24 17 3.08 0.82 Accepted
emotional health.
Cluster mean/Standard Deviations 3.19 0.88

METHODOLOGY Students who do feel secured in a school environment hardly

achieve in their academics. Positive interpersonal relationships
Survey research design was adopted for the study. The study is and optimal learning opportunities in a school environment can
confined to zone A Senatorial District of Benue State which increase achievement levels of students. Moreso, culturally

4918 | P a g e
 Odeh. R. C et al., Influence Of School Environment On Academic Achievement Of Students In Secondary Schools In Zone
“A” Senatorial District Of Benue State, Nigeria

conscious school climate can significantly shape the degree of Research Question Three: What is the influence of school
academic achievement level of students and that students in physical facilities on academic achievement of secondary
schools with a better school climate have higher achievement school students?
and better socio emotional health. The cluster mean of 3.19
with the standard deviation of 0.88 was also found to be above The data that provided answer to the research question are
the cut-off point of 2.50. This implies that school climate presented on Table 4.
influence the academic achievement of secondary school
students in zone A Senatorial District of Benue State Data presented on Table 3 showed that the mean ratings of
items 11-15 are .08, 3.05, 3.09, 3.00, and 3.04 respectively with
Research Question Three: Discipline of teachers has no the corresponding standard deviations of 0.94, 0.90, 1.05, 0.93
significant influence on academic achievement of secondary and 0.91.
school students?
These means are all above the cut-off point of 2.50. This means
The data that provided answer to the research question are that the respondents agreed that adequate provision of
presented on Table 3. infrastructures makes students learn with ease thus bringing
about good academic achievement.
Table 2Mean Ratings and Standard Deviations on the influence of discipline of teachers on academic achievement of secondary
school students
Item No Item Description SA A D SD x ST.D Decision
6. Lack of discipline affects the students’ academic achievement and their progress in school. 93 99 31 27 3.03 0.97 Accepted
7. Indiscipline among teachers results to retarding students’ academic achievement. 103 76 53 18 3.06 0.96 Accepted
Unapproved study leave with pay, drinking, drug taking and sexual immorality are serious
8. 114 68 47 21 3.10 0.99 Accepted
threat to students’ academic achievement.
Lack of punctuality, abscondment from classes by both learners and teachers tends to have
9. 152 64 21 13 3.42 0.85 Accepted
tremendous influence on students’ academic achievement.
10. Effective discipline in school result to good academic achievement 119 84 30 17 3.22 0.91 Accepted
Cluster mean/Standard Deviations 3.17 0.94 Accepted

Data presented on Table 2, showed that the mean ratings of Poor and inadequate physical facilities, obsolete teaching
items 6-10 are 3.03, 3.06, 3.10, 3.42, and 3.22 respectively with techniques, overcrowded classrooms leads to poor academic
the corresponding standard deviations of 0.97, 0.96, 0.99, 0.85 achievement of students. School facilities when provided will
and 0.91. aid teaching learning programme and consequently improve
academic achievement of students. Moreso, facilities form one
All the mean ratings are above the cut-off point of 2.50. This of the potent factors that contribute to academic achievement of
means that the respondents agreed that lack of discipline affects students in the school system and that unattractive school
the students’ academic achievement and their progress in buildings and overcrowded classrooms contributes to poor
school. Indiscipline among teachers results to retarding academic achievement of the students in primary school. The
students’ academic achievement. Unapproved study leave with cluster mean of 3.05 with the standard deviations of 0.95 was
pay, drinking, drug taking and sexual immorality are serious also found to be above the cut-off point of 2.50. This implies
threat to students’ academic achievement. Moreso, lack of that school physical facilities influence academic achievement
punctuality, abscondment from classes by both learners and of secondary school students.
teachers tends to have tremendous influence on students’ Testing Hypotheses
academic achievement and that effective discipline in school
result to good academic achievement. The cluster mean of 3.17 Research Hypothesis One: School climate has no significant
with the standard deviations of 0.94 was also found to be above influence on academic achievement of secondary school
the cut-off point of 2.50. students in Zone ‘A’ Senatorial District of Benue State
Table 3 Mean Ratings and Standard Deviations on the influence of school physical facilities on academic achievement of
secondary school students
Item No Item Description SA A D SD X ST.D Decision
Adequate provision of infrastructures makes students learn with ease thus bringing about good
11 100 92 38 20 3.08 0.94 Accepted
academic achievement.
Poor and inadequate physical facilities, obsolete teaching techniques, overcrowded classrooms leads
12 86 111 32 21 3.05 0.90 Accepted
to poor academic achievement of students.
School facilities when provided will aid teaching learning programme and consequently improve
13 122 57 43 28 3.09 1.05 Accepted
academic achievement of students.
Facilities form one of the potent factors that contribute to academic achievement of students in the
14 84 104 39 23 3.00 0.93 Accepted
school system.
Unattractive school buildings and overcrowded classrooms contributes to poor academic achievement
15 90 98 44 18 3.04 0.91 Accepted
of the students in primary school
Cluster mean/Standard Deviations 3.05 0.95

This implies that discipline of teachers influence academic

achievement of secondary school students.

4919 | P a g e
 International Journal of Recent Scientific Research Vol. 6, Issue, 7, pp.4914-4922, July, 2015

Table 4 Chi-square (x2) test of influence of School Climate on Academic Achievement of Secondary School Students
Opinions Observed Frequency Expected Frequency Df X2 – cal X2-tab Level of Sig Decision
No Influence 197(79) 125(100) 12 0.05 139.99 21.03 Ho
Influence 63(21) 125 (100) Rejected
Values in parentheses are percentages (x2 = 139.99, df = 12, p = 0.05>0.00)
Table 4 showed that, the descriptive and inferential statistics of Research Hypothesis Three: School physical facilities has no
percentages and chi-square (x2) test were used to test the significant influence on academic achievement of secondary
influence of school climate on academic achievement of school students
secondary school students in Zone ‘A’ Senatorial District of
Benue State. The results indicated that 79% of the respondents Table 6 showed that, the descriptive and inferential statistics of
agreed that school climate has significant influence on percentages and chi-square (x2) were used to test the influence
academic achievement of secondary school students in Zone of school physical facilities on academic achievement of
‘A’ Senatorial District of Benue State as against 21% of the secondary school students.
respondents who disagreed.
The results showed that 77% of the respondents agreed that
The table also showed that the chi-square (x2) calculated value school physical facilities have significant influence on
of 139.99 is greater than the chi-square (x2) tabulated value of academic achievement of secondary school students as against
3.84 tested at 0.05 level of significance and at 1 degree of the 23% respondents who disagreed.
freedom. Therefore, the null hypothesis which states that
school climate has no significant influence on academic The table also indicated that the chi-square (x2) calculated
achievement of secondary school students in Zone ‘A’ value of 133.06 is greater than the chi-square (x2) tabulated
Senatorial District of Benue State is rejected. This implies that value of 3.84 tested at 0.05 level of significance and at 1 degree
school climate has significant influence on academic of freedom. The null hypothesis which states school physical
achievement of secondary school students in Zone ‘A’ facilities has no significant influence on academic achievement
Senatorial District of Benue State. of secondary school students is rejected. This indicates that
school physical facilities have significant influence on
Research Hypothesis Two: Discipline of teachers has no academic achievement of secondary school students.
significant influence on academic achievement of secondary
school students
Table 5 Chi-square (x2) test of Influence of Discipline of Teachers on Academic Achievement of Secondary School Students
Observed Level
Opinions Expected Frequency Df X2-cal X2-tab Decision
Frequency of Sig
No Influence 199(80) 125(100) 12 0.05 156.28 21.03
Influence 26(20) 125(100) Rejected
Values in parentheses are percentages {x2 = 156.28, df = 12, p = 0.05>0.00}
Table 5 showed that, the descriptive and inferential statistics of DISCUSSION OF FINDINGS
percentages and chi-square (x2) were used to test the influence
of Discipline of teachers on academic achievement of The first finding of this study revealed that school climate has
secondary school students. significant influence on academic achievement of secondary
school students in Zone ‘A’ Senatorial District of Benue State.
The results showed that 80% of the respondents agreed that This finding agrees with the views of Megan (2002:78), whose
discipline of teachers has significant influence on academic “research on school climate in high-risk urban environments
achievement of secondary school students as against the 20% indicates that a positive, supportive, and culturally conscious
respondents who disagreed. The table also indicated that the school climate can significantly shape the degree of academic
chi-square (x2) calculated value of 156.28 is greater than the success experienced by urban students”.
chi-square (x2) tabulated value of 3.84 tested at 0.05 level of
significance and at 1 degree of freedom. The null hypothesis The second finding of this study is that discipline of teachers
which states discipline of teachers has no significant influence has significant influence on academic achievement of
on academic achievement of secondary school students is secondary school students. This finding agrees with the views
rejected. This indicates that discipline of teachers has of Okeke (2004) who state that indiscipline among teachers are
significant influence on academic achievement of secondary their acts of behaviour that affects effective teaching and
school students. learning as well as result to retarding students’ academic

Table 6 Chi-square (x2) test of Influence of Discipline of Teachers on Academic Achievement of Secondary School Students
Observed Level
Opinions Expected Frequency Df X2-cal X2-tab Decision
Frequency of Sig
No Influence 192(77) 125(100) 12 0.05 133.06 21.03
Influence 33(23) 125(100) Rejected
Values in parentheses are percentages {X2 = 133.06, df = 12, p = 0.05>0.00}

4920 | P a g e
 Odeh. R. C et al., Influence Of School Environment On Academic Achievement Of Students In Secondary Schools In Zone
“A” Senatorial District Of Benue State, Nigeria

achievement. Common indiscipline behaviour by teachers References

include; absenteeism from school and lesson, lateness, non-
preparation of lesson notes, failure to mark students exercise Abenga, F.M. (1995). Principles and practice of
books, non-completion of school records such as diaries, administration in Nigeria. Makurdi: Onaivi Printing &
registers, student results, involvement in examination Publishers Co.
malpractices, illegal collection from parent and students, Ada, N.A. (2005). Towards meeting science and technology
unapproved study leave with pay, drinking, drug taking and manpower demand for national development: Indicators
sexual immorality. These are serious threat to students’ from Benue State. In A. Lyam, Y.A. Ochefu, J.A.
academic achievement, because teachers are the expected Sambe, A.M. Adejo (Eds.), Benue State in Perspective ;
professionals, entrusted with the responsibility to conserve the Makurdi: Aboki Publishers.
future and destiny of the students as well as the nation. Adesina, S. (1991). What is Educational Planning? In
Adesina, S. (Ed) Introduction to Educational Planning,
The third finding also revealed that school physical facilities University of Ife Press Ltd 1-10.
have significant influence on academic achievement of Adeyemo, P. A (2005). Principles and practice of education:
secondary school students. This finding is in consonance with University of ile-Ife.
the opinion of Hallak (1990) who states that facilities form one Adzemba, P.S. (2006). Introduction to school management,
of the potent factors that contribute to academic achievement of administration and supervision. Makurdi. Chicago
students in the school system. They include the school Press.
buildings, classroom, accommodation, libraries, laboratories, Ajao, A. (2001). Teachers effectiveness on students’
furniture, recreational equipment, apparatus and other academic performance. Journal of Education and
instructional materials. He went further to say that their Practice 5 (22).
availability, relevance and adequacy contribute to academic Ajayi, M. A and Ogunyemi, Y. (1990). Effect of learning
achievement of students. He however, quickly added that environment on students’ academic achievement in
unattractive school buildings and overcrowded classrooms Lagos State secondary schools. Unpublished MED
among others contribute to poor academic achievement of the thesis University of Nigeria.
students in primary and other levels of education. Ajewole, G.A. & Okebukola, F.O. (2000). Improving socio-
cultural aspect of classroom learning environment in
CONCLUSION enhancing students performance in biology. In Annual
Conference Proceedings of Science Teachers
Based on the results of this study, it was concluded that school Association of Nigeria, (pp127-130). Jos: HEBN
climate, discipline and physical facilities has significant Publishers Plc.
influence on academic achievement of secondary school Akande, O.M. (1995). Hints on teaching practice and general
students in Zone ‘A’ Senatorial District of Benue State, principles of education. Lagos, OSKO Associates.
Nigeria. Akem, J.A. (2008). Continuous assessment: A practical
handbook for schools. Makurdi: Selfers academic press
Recommendations limited.
Akoja, E.I. (2006). Psychology of learning. Basic concepts
Based on the findings of this study and conclusion, the and application. Makurdi: Peach Global.
following recommendations were made: Aliade, V.H. (2008). The impact of environment on the
academic performance of pupils in public primary
1. Appropriate school authorities should enable to provide schools in Gwer local government area of Benue State.
a conducive school environment that has good climate Unpublished B.Ed project, Benue State University,
for effective teaching and learning. Such environment Makurdi.
should be safe, students treated fairly by teachers and Annie Ward, Howard W. Stoker, Mildred Murray-Ward
happy to be in school as well as feel they are a part of (1996). "Achievement and Ability Tests - Definition of
the school. the Domain", Educational Measurement 2, University
2. Effective school discipline should be encouraged by Press of America, pp. 2–5.
head teachers in controlling teachers’ behaviour capable Anyamebo, K. O. (2005). The Role of the Teacher in the
of jeopardizing students’ academic achievement in Development of the Nigeria Nation. Journal of
primary schools. Research in Education 2 (1) 41 – 45.
3. Benue State Government should provide adequate Balogun, T.A. (2002). Improvisation of Science Teaching
school physical facilities in primary schools to enhance Equipment. Journal of the Science Teachers
teaching and learning processes. The Parent Teacher Association, 20 (2), 72-76.
Association (PTA), philanthropist and other charitable Blum, R.W. (2005). School connectedness: Improving
organizations are also implored to compliment the effort students’ lives. Baltimore, MD: Johns Hopkins
of the government to boost academic achievement of Bloomberg School of Public Health.
secondary school students Blum, R.W., McNeely, C.A., & Rinehart, P.M. (2002).
Improving the odds: The untapped power of schools to
improve the health of teens. Minneapolis, MN: Center
for Adolescent Health and Development, Division of

4921 | P a g e
 International Journal of Recent Scientific Research Vol. 6, Issue, 7, pp.4914-4922, July, 2015

General Pediatrics and Adolescent Health, University of Lassiter, K. (July 1995). "The Relationship between Young
Minnesota. Children's Academic Achievement and Measures of
http://allaboutkids.umn.edu/kdwbvfc/fr_pub.htm. Intelligence". Psychology in the Schools 32: 170–177.
Retrieved on May 11, 2007. Mafabi, (1993). Education management and administration.
Booth, M.L, Okely, A.D. (2005). Promoting physical activity Makerere University: Kampala.
among children and adolescents: The strengths and Megan, L. M. (2002). Examining school climate: Defining
limitations of school-based approaches. Health factors and education. [PDF document]. Retrieved from
Promotion Journal of Australia, 16, 52-54. http://education.gsu.edu/school safety/down load%
Bossaert, G; S. Doumen; E. Buyse; K. Verschueren (2011). 20files/wp%202002%20school % 20 climate. pdf.
"Predicting Students' Academic Achievement after the Mehta , R. . (1996). Managing international distribution
Transition to First Grade: A Two-Year Longitudinal channel partners: A cross-cultural approach. Journal of
Study". Journal of Applied Developmental Psychology Marketing Channel, 17 (2 ), 89– 117.
32: 47–57. National Association of State Boards of Education. (1994)
Center for Social and Emotional Education, (2007). Schools without fear: The report of the NASBE study
http://www.edutopia.org/php/orgs.php?id=ORG_40359 group on violence and its impact on schools and
5. Retrieved on May 11 2007. learning.
Chichi, B. (2001). Issues and perspectives in sociology. http://www.nasbe.org/Educational_issues/Reports/Scho
Ibadan: Sam bookman. ols%20without%20Fear.pdf. Retrieved on May 11,
Fabunmi, M. (1997). Differential allocation of educational 2007.
resources and secondary school academic performance Nwangwu, N.A. (1990). Universal primary education:
in Edo State, Nigeria. An unpublished Ph.D. Thesis, Issues, problems and prospects. Benin City: Ethiop
University of Ibadan. Publishers.
Farombi, J.G. (1998). Resource concentration, utilization and Okeke, B. S. (2004). Teaching in Nigeria. The bureaucracy
management as correlates of students’ learning of professionalism 2nd Edition. Port Harcourt: Mercury
outcomes: a study in School Quality in Oyo State. International Publishing Nigeria.
Unpublished Ph.D. Thesis, university of Ibadan. Oni, J.O. (1992). Resource and resource utilisation as
Farrant,J. S. (1991). Principles and practice of education correlates of school academic performance.
(Tenth Impression Singapore: Longman. Unpublished Ph.D Thesis, University of Ibadan.
Freiberg, H. J. (Ed.). (1998). School climate: measuring, Singh, H. (2006). Effect of Socio-emotional Climate of the
improving and sustaining healthy learning School on the Adjustment of Students, Psycho-Lingua,
environments. Philadelphia, PA: Falmer Press. 36(2), 133-143.
Freiberg, H.J., Driscoll, A., & Knights, S. (1999). School Sonn, B (1999). Discipline in schools: discipline in a culture
climate. Bloomington, IN. Phi Delta Kappa. human rights. Cape Town: Via Africa.
Gawe, N, Jacobs, M, Vakalisa, N. (2001). Teaching and State of Maine (2002). Guidelines for coordinating school
learning dynamics: a participative approach for OBE. health programs. Augusta, ME: State Department of
Johannesburg: Heinemann. Education and State Department of Human Services.
Good, T. (2009). Teacher effectiveness in the elementary http://www.mainecshp.com/. Retrieved on January 22,
school: What do we know about it now? Journal of 2007.
Teacher Education, 30, 52-64. Tsavga, J. (2011). The effect of environment on the academic
Hallack, J. (1990). Investing in the Future: Setting performance of students in Tarka Local Government
educational priorities in the developing world. Paris 1 Area of Benue State. Unpublished PGDE Thesis,
TEP and Pergonion Press. Makurdi: Benue State University.
Wood, C, Nicholson, E .W. and Findley, D.S, (2005). The
secondary school principal: manager and supervisor.
Newton: Allyn & Bacon.
How to cite this article:
Odeh. R. C et al., Influence Of School Environment On Academic Achievement Of Students In Secondary Schools In Zone
“A” Senatorial District Of Benue State, Nigeria. International Journal of Recent Scientific Research Vol. 6, Issue, 7,
pp.4914-4922, July, 2015

*******

4922 | P a g e