Project – Environmental factors as correlates of students academic performance in public secondary schools in oye local government area of Ekiti State

CHAPTER ONE

INTRODUCTION

• Background to the Study

Environmental factors have long been identified as crucial determinants of academic performance in educational settings. These factors encompass a wide range of elements including physical, socio-economic, and cultural aspects of the environment in which students live and learn. In the context of public secondary schools in Oye Local Government Area of Ekiti State, Nigeria, environmental factors may significantly affect students’ learning experiences and outcomes. According to Aremu and Sokan (2003), environmental conditions such as classroom facilities, availability of learning materials, and even the broader community environment play an essential role in shaping students’ academic success or failure. This review will explore various environmental factors that influence academic performance, drawing on both local and global research studies.

The physical environment of schools is one of the most immediate factors affecting students’ academic performance. Research consistently shows that well-maintained and adequately equipped school facilities contribute positively to students’ learning. A study by Adeyemi (2010) emphasizes the importance of the physical infrastructure of schools, including classroom conditions, availability of learning resources, and the general maintenance of school buildings, as key indicators of academic achievement. In Ekiti State, however, many public secondary schools face challenges such as inadequate classrooms, poor lighting, and lack of modern teaching aids, which can undermine the quality of education provided to students. The suboptimal physical environment creates a barrier to effective teaching and learning, hindering students’ concentration, motivation, and overall academic performance (Ogunyemi, 2018).

Another critical environmental factor influencing academic performance is the socio-economic status of students and their families. The socio-economic background of students plays a fundamental role in shaping their academic experiences and opportunities. According to Okpala and Onohwakpor (2010), students from low-income families often struggle with academic challenges such as inadequate access to learning materials, poor nutrition, and a lack of quiet spaces for studying at home. In Ekiti State, where rural poverty rates are relatively high, many students in public secondary schools experience these difficulties, which directly impact their academic outcomes. The lack of a supportive home environment, which is characterized by limited educational resources, can demotivate students and hinder their academic achievements (Obanya, 2005).

The cultural environment also plays a significant role in shaping academic performance in secondary schools. Cultural values and norms regarding education can either support or undermine students’ academic efforts. In many communities in Ekiti State, there is a strong emphasis on education as a means of upward mobility, which can motivate students to perform well academically. However, traditional gender roles and expectations, especially in rural areas, can pose barriers to the academic success of female students. Research by Adesina (2005) suggests that in some communities, cultural beliefs about the roles of women in society may limit the opportunities available to female students, thus affecting their academic performance. In contrast, communities that encourage gender equality in education tend to foster better academic outcomes for both male and female students.

Beyond the school itself, the broader community environment, including peer influence, parental involvement, and community support, significantly influences academic performance. Students who are part of a community that values education and provides support structures are more likely to excel academically. A study by Eze (2011) highlighted the positive impact of parental involvement on student performance. In Ekiti State, parental involvement remains a mixed factor, with some parents actively supporting their children’s education, while others, particularly in rural communities, are less engaged due to limited educational background or financial constraints. The role of the community in creating an environment conducive to academic success cannot be overstated, as positive peer influence and community-driven educational programs often contribute to improved student performance.

Environmental factors such as school infrastructure, socio-economic status, cultural values, and community support systems are significant correlates of students’ academic performance in public secondary schools in Oye Local Government Area of Ekiti State. Although many of these factors present challenges, there are also opportunities for improvement, such as the enhancement of school facilities, increased parental involvement, and community-based educational initiatives. It is imperative for policymakers and educational stakeholders to recognize the importance of these environmental factors and implement strategies that address these barriers to foster better academic outcomes for students in Ekiti State. Further research is needed to explore the specific relationships between these factors and academic performance in order to develop targeted interventions that can mitigate their negative effects.

1.2. Statement of the Problem

Academic performance in secondary schools is influenced by a complex interplay of various factors, both internal and external to the school environment. Among these factors, environmental influences are often considered significant determinants of how well students perform. In Oye Local Government Area (LGA) of Ekiti State, Nigeria, there are growing concerns about the impact of environmental factors—ranging from the physical infrastructure of schools to socio-economic and cultural elements—on students’ academic outcomes. Despite efforts to improve educational quality in the region, students’ academic performance in public secondary schools remains suboptimal, and the role of environmental factors in this trend is yet to be fully explored.

In many public secondary schools within Oye LGA, inadequate physical infrastructure, such as overcrowded classrooms, lack of modern teaching materials, and poor sanitary conditions, is common. These issues create a challenging learning environment that hampers the academic performance of students. Research indicates that students are less likely to concentrate or perform optimally in environments that are poorly equipped or uncomfortable (Adeyemi, 2010). In Oye LGA, the physical environment in many schools is not conducive to effective learning, leading to concerns about how such conditions might affect the cognitive development and academic outcomes of students. Therefore, there is a pressing need to assess how these environmental factors correlate with students’ academic performance.

Socio-economic factors, such as family income, parental education, and household resources, are also important contributors to students’ academic success. In Oye LGA, a significant proportion of students come from low-income families, where access to educational resources like textbooks, computers, and private tutoring is limited. This financial constraint often results in poor academic performance, as students may lack the necessary tools to succeed academically (Okpala & Onohwakpor, 2010). Moreover, socio-economic challenges can also lead to absenteeism and a lack of motivation, further diminishing academic achievement. The impact of socio-economic factors on students’ performance in the region has not been extensively researched, making it crucial to investigate this correlation in greater detail.

Cultural and community factors also play an important role in shaping academic performance in the region. In Oye LGA, cultural norms and traditions, including gender roles, may limit educational opportunities for certain groups of students, particularly female students. In some parts of the region, there is a belief that educating girls is less valuable than educating boys, which can result in lower educational aspirations for girls and hinder their academic performance (Adesina, 2005). Additionally, the level of parental involvement and community support for education varies significantly across different areas within the LGA, further influencing students’ academic outcomes. The lack of a supportive home or community environment can lead to disengagement with schoolwork, lack of encouragement, and ultimately poor academic performance.

In light of these challenges, it is important to investigate how these environmental factors collectively contribute to the academic performance of students in public secondary schools in Oye LGA. Existing literature suggests that factors such as school infrastructure, socio-economic background, and community norms have a significant impact on academic outcomes (Aremu & Sokan, 2003). However, there is limited empirical research that directly examines how these variables interact and affect student performance in the specific context of Oye LGA. Given the socio-economic and infrastructural challenges faced by public secondary schools in this region, it is vital to conduct a focused study to identify which environmental factors most strongly correlate with students’ academic performance.

The purpose of this study is to fill this gap in the literature by exploring the relationship between environmental factors and students’ academic performance in public secondary schools in Oye LGA, Ekiti State. By identifying the key environmental correlates of academic achievement, this study will provide valuable insights that can inform policies and interventions aimed at improving the learning environment in this region. It is hoped that the findings of this research will contribute to the development of more targeted strategies for addressing the barriers to academic success in Oye LGA, ensuring that all students have the opportunity to perform at their highest potential.

1.3. Aim and Objectives of the Study

The aim of the study is to examine the Environmental factors as correlates of student’s academic performance in public secondary schools in oye local government area of Ekiti State. The specific objectives of the study are

1. To examine the relationship between classroom environments and student academic performance.
2. To investigate the impact of school location on student academic performance.
3. To assess the influence of school facilities on student academic performance.
4. To identify any interactions between classroom environments, school location, and school facilities on student academic performance.

 

1.4. Research Questions

The research questions are buttressed below:

1. What is the relationship between classroom environments and student academic performance?

2. How does school location impact student academic performance?

3. What is the influence of school facilities on student academic performance?

4. Are there any interactions between classroom environments, school location, and school facilities that affect student academic performance?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

H_O:There is no significant relationship between class room environment and students academic performance

H₁:There is significant relationship between class room environment and students academic performance.

 

 

 

1.6. Significance of the Study

This study investigates the role of environmental factors as correlates of students’ academic performance in public secondary schools in Oye Local Government Area of Ekiti State. The significance of this research lies in its potential to illuminate how various environmental influences—ranging from school infrastructure to socio-economic conditions—impact student achievement. By identifying and understanding these factors, the study will provide valuable insights that can guide educational stakeholders in making informed decisions to enhance the learning environment and improve student performance. Given the importance of education in shaping the future of individuals and society, this research aims to contribute to the ongoing discourse on how environmental conditions can either support or hinder academic success.

In Ekiti State, like many other parts of Nigeria, students face diverse challenges related to their learning environments, including inadequate school facilities, overcrowded classrooms, and limited access to learning materials. These environmental issues often translate into poor academic outcomes for students. Therefore, this study seeks to explore how these factors correlate with students’ academic performance, shedding light on the specific environmental conditions that need to be addressed in order to create a conducive learning atmosphere. By identifying the critical environmental factors affecting students’ learning, the study will provide practical recommendations for policymakers and school administrators to improve educational quality and outcomes.

Furthermore, this research will add to the growing body of literature on educational performance and environmental factors, particularly in the context of rural and semi-urban areas like Oye Local Government Area. While much research has been conducted in urban settings, there is a notable gap in studies focusing on the rural areas of Nigeria. By focusing on Oye LGA, this study will provide a more nuanced understanding of how rural settings with limited resources affect students’ academic outcomes. This context-specific insight can be used to tailor interventions that are more relevant and effective for rural schools, where environmental factors may differ significantly from urban areas.

The findings of this study could also influence the development of policies aimed at improving the physical and social environments within schools. For example, the study may reveal how factors such as classroom size, lighting, ventilation, and availability of learning materials contribute to students’ academic performance. Understanding these relationships will help policymakers prioritize resources and interventions that target these key environmental determinants, ensuring that schools are equipped with the necessary tools to foster academic success. This aligns with the broader goal of achieving quality education for all, as envisioned in the United Nations Sustainable Development Goal 4.

In addition, this study has the potential to inform community-based interventions. Since environmental factors extend beyond the confines of the school, the broader community also plays a significant role in shaping students’ academic performance. Factors such as family income, parental involvement, and the overall socio-economic conditions of the community can influence a student’s ability to perform well academically. By examining these interrelated environmental variables, the study will emphasize the importance of a holistic approach to improving education, where schools, families, and communities work together to create a positive and supportive learning environment.

Finally, the study’s results will contribute to the broader goal of reducing educational inequalities within Nigeria. In many cases, students in rural areas face disadvantages due to environmental factors that are not present in more affluent urban settings. By identifying and understanding the environmental factors that negatively affect students’ academic performance in Oye Local Government Area, the study will provide a basis for targeted interventions aimed at narrowing the educational performance gap between rural and urban students. Ultimately, the study’s findings could serve as a stepping stone for future research and policy development focused on improving the educational outcomes for disadvantaged students across Nigeria.

 

1.7. Scope of the Study

The study examines the environmental factors as correlates of students academic performance in public secondary schools in Oye local government area of Ekiti State.

 

1.8. Operational Definition of Terms

1. Environmental Factors: Environmental factors refer to the physical, social, and economic conditions that surround and influence individuals. In the context of education, environmental factors include aspects such as the physical infrastructure of schools, the socio-economic background of students, the family and community environment, as well as the broader societal context (e.g., political stability, availability of resources). These factors can significantly impact students’ learning experiences and academic outcomes.
2. Students: Students are individuals who are enrolled in an educational institution with the goal of acquiring knowledge, skills, and competencies. In this context, students refer to adolescents attending public secondary schools in Oye Local Government Area of Ekiti State. They are the subjects of the study, and their academic performance is the focus of analysis in relation to environmental factors.
3. Academic Performance: Academic performance refers to the extent to which a student meets the learning objectives set by educational institutions. It is typically measured through grades, test scores, assignments, and overall achievement in various subjects. In this study, academic performance is used as an indicator to assess how well students are succeeding in their studies, and it is analyzed in relation to environmental factors like school infrastructure, socio-economic conditions, and teaching quality.
4. Public Secondary Schools: Public secondary schools are government-funded educational institutions that provide secondary education to students, typically for grades 7 to 12. These schools are managed by local or state governments, and the curriculum is regulated by national or state education authorities. In the context of this study, public secondary schools in Oye Local Government Area refer to the schools that serve the general population of students without charging tuition fees, although other costs may apply.
5. Classroom Environments: Classroom environments refer to the physical and psychological conditions in which students learn. This includes factors such as classroom size, seating arrangement, lighting, ventilation, noise levels, and overall cleanliness. It also encompasses the social environment, including teacher-student relationships, peer interactions, and the overall atmosphere that can affect a student’s motivation, engagement, and academic success. A positive classroom environment is crucial for effective learning.
6. School Location: School location refers to the geographical setting of a school, which can influence the availability of resources, access to infrastructure, and the socio-economic background of the student population. Schools in urban areas may have better access to resources and modern facilities, while schools in rural or remote locations may face challenges such as inadequate infrastructure, fewer educational resources, and greater distances for students to travel. In the context of this study, the location of the schools in Oye Local Government Area, a semi-urban region, is significant for understanding the environmental conditions affecting academic performance.
7. School Facilities: School facilities refer to the physical structures, equipment, and resources provided to support learning in schools. These include classrooms, libraries, science and computer labs, restrooms, sports facilities, administrative offices, and other essential infrastructure. Adequate school facilities are critical for creating an environment conducive to learning. Inadequate or poorly maintained facilities can have a negative impact on students’ academic performance, as they may hinder effective teaching and learning.

Project – Environmental factors as correlates of students academic performance in public secondary schools in oye local government area of Ekiti State