PERCEIVED INFLUENCE OF SCHOOL ENVIRONMENT ON ACADEMIC PERFORMANCE OF PHYSICS STUDENTS IN PUBLIC SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA
| Authors | Contact |
|---|---|
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Dr. Mbamalu Oby Justina Department of Science Education Alex Ekwueme Federal University Ndufu Alike, Ebonyi State, Nigeria |
obymbamalu@gmail.com |
Abstract
This study examined the impact of the school environment on the academic performance of Physics students in public secondary schools in Enugu State, Nigeria. The study was guided by three research questions and one null hypothesis. A descriptive survey research design was adopted for the study. The target population comprised 4,842 Physics students in public secondary schools across the six education zones in Enugu State. Simple random sampling by balloting was used to select six public secondary schools, one from each education zone. Multi-stage random sampling technique was subsequently adopted to select 30 Physics students from each sampled school, yielding a total sample of 180 respondents. Data were collected using a researcher-developed instrument tagged "School Environment and Physics Students' Academic Performance Questionnaire (SEPSAPQ)" comprising 17 items arranged on a four-point Likert scale. The instrument was face and content validated by three experts, and its reliability was established using the Cronbach Alpha technique, which yielded reliability indices of 0.76, 0.74, and 0.78 for the three clusters, with an overall reliability coefficient of 0.76. Data collected were analyzed using mean and standard deviation to answer the research questions, while the t-test statistic was used to test the null hypothesis at a 0.05 level of significance. Findings revealed that, to a high extent, overcrowded classrooms, school libraries, laboratories, and workshops were infrastructural factors that significantly influence the academic performance of Physics students. It was further established that chalkboards/whiteboards, available textbooks, charts, computers, and pictures were instructional materials that influence students' academic performance to a high extent. In addition, principal-teacher, teacher-teacher, teacher-student, and student-student relationships were identified as human relations that influence Physics students' academic performance to a high extent. The null hypothesis was accepted, indicating no significant difference between the mean ratings of male and female students on the influence of school environment on academic performance. Based on the findings, it was recommended among others that government at all levels should invest in the provision of modern school infrastructure, adequate instructional materials, and programs that promote positive human relations in public secondary schools to enhance Physics students' academic performance.
Keywords
School Environment, Physics Students, Academic Performance, Instructional Materials, Human Relations
