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Volume. 6, Number 11; November - 2021 

 

 

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INFLUENCE OF SCHOOL ENVIRONMENT ON THE ACADEMIC 

PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN 

ENUGU EDUCATION ZONE 
 

Rev.Fr. Barr Onubuleze Franklin kelechi (Ph.D) 
Department of Educational Management, Faculty of Education, Enugu State University of Science 

and Technology (ESUT) Enugu, Nigeria 

 

 

Keywords:  

School 

Environment, 

Academic 

Performance, 

adequate 

infrastructure, 

quality of teachers 

 

 ABSTRACT  

This study examined the influence of school environment on the 
academic performance of secondary school students in Enugu 
education zone. The design of the study was a descriptive survey. 
Three research questions and three null hypotheses were formulated 
and also guided the study. The population of the study was 481 made 
up of 31 principals and 450 teachers in the secondary schools in 
Enugu education zone. The researcher purposively sampled 12 
secondary schools from the total number of 31 in that zone. 10% was 
used in getting the sample size of the teachers’ population. However, 
the total sampled size was 57. Questionnaire was used for data 
collection. Mean and standard deviation were used to answer the 
research questions while t-test was used to test the hypotheses. One of 
the findings of the study was that; the lack of quality teachers has 
really affected the academic performances of secondary school 
students in Enugu education zone. Among the recommendations, 
there is need for Enugu state government to embark on the 
recruitment of qualified teachers in order to meet up with the latest 
academic standards in other areas.  

 

 

 

Introduction 

     A school is an institution designed for the 

teaching of students (or “pupils”) under the 

direction of teachers. A school is a place where 

children are educated. It is also defined as any 

institution at which instruction is given in a 

particular discipline. Every school has to be 

located in a place called environment. A positive 

school environment is defined as a school 

having appropriate facilities, well managed 

classrooms, available school based health 

supports and a clear, fair disciplinary policy. 

The school environment, which include the 

classrooms, libraries, technical workshops, 

laboratories, teachers’ quality, school 

management, teaching methods, peers, etc are 

variables that affect students’ academic 

performance (Ajayi, 2001 and Oluchukwu, 

2000).  Hence, the school environment remains 

an important area that should be studied and 

well managed to enhance students’ academic 

performance. 

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     Academic performance refers to the degree of 

a student’s accomplishment on his or her tasks 

and studies. The most well-known indicator of 

measuring academic performance is grades 

which reflect the student's "score" for their 

subjects and overall tenure. Success is measured 

by academic performance in most educational 

institutions. In this case, how well a student 

meets standards set out by an institution itself 

or an external examination body either set up by 

the government or an independent outfit 

signifies success or good performance (Ajao, 

2011). Today’s modern society expects students 

to be a high achiever. The key criteria to judge 

one’s true potentialities and capabilities are 

perhaps academic performance which has 

become an index of a student’s future. As a 

result, there is a great pressure on the minds of 

the child and their parents on how to attain the 

societal expectations. The school that is charged 

with the responsibility of impacting teaching 

and learning processes does not exist in a 

vacuum. Since, it has been discovered that the 

student’s academic performance is a function of 

various factors based on the learning 

environment which comprises of all the student 

is exposed to in the school and outside the 

school that can facilitate or inhabit learning. 

The issue of poor academic performance of 

students in Nigeria has been of much concern to 

the government, parents, teachers and even 

student themselves. The quality of education 

not only depends on the teachers as reflected in 

the performance of their duties, but also in the 

effective coordination of the school 

environment for an efficient and effective 

education (Ajao, 2001). 

     Education remains the bedrock of 

development but in Nigeria, there is consensus 

about the falling educational standards 

(Adesehinwa, 2013). The poor performance of 

secondary school students in different subjects 

as observed in the yearly results of Senior 

School Certificate Examination conducted by 

WAEC and NECO which are external bodies 

justifies this claim of dwindling academic 

performance of secondary school students in 

both internal and external examinations (Ajayi, 

Hasstrup & Osalusi, 2010). The increasing fall 

in the quality of manpower and the negative 

implication of this on the posterity of Nigeria is 

making this issue of learning environment and 

academic performance a concern (Aremu, 2000 

cited in Unanma, Abugu, Dike & Umeobika, 

2013). Specifically, Alimi, Ehinola & Alibi (2011) 

posit that, secondary school is pivotal in human 

capital formation and development. Put 

differently, secondary education is an 

instrument for national development in that it 

moulds and forms the individual who after 

advances the society (National Policy on 

Education, 2013).  

     The physical characteristics of the school 

have a variety of effects on teachers, students, 

and the learning process. Poor lighting, noise, 

high levels of carbon dioxide in classrooms, and 

inconsistent temperatures make teaching and 

learning difficult. Poor maintenance and 

ineffective ventilation systems lead to poor 

health among students as well as teachers, 

which leads to poor performance and higher 

absentee rates (Frazier, 2002, Lyons, 2001; and 

Ostendorf, 2001). These factors can adversely 

affect student behaviour and lead to higher 

levels of frustration among teachers, and poor 

learning attitude among student. 

Beyond the direct effects that poor facilities 

have on students’ ability to learn, the 

combination of poor facilities, which create an 

uncomfortable and uninviting workplace for 

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teachers, combined with frustrating behavior by 

students including poor concentration and 

hyperactivity, lethargy, or apathy, creates a 

stressful set of working conditions for teachers. 

Because stress and job dissatisfaction are 

common pre-cursors to lowered teacher 

enthusiasm, it is possible that the 

aforementioned characteristics of school 

facilities have an effect upon the academic 

performance of students. 

     This study takes a critical look on the 

influence of school environment on the 

academic performance of secondary school 

students. It is a fact that, the surrounding 

environment of students influences their 

performances, for example, the quality of the 

school building has the direct impact on 

students performance, students perform better 

in better academically in better building 

(Oluchukwu, 2011). School environment which 

include classroom spaces planning, 

administrative places planning, circulation 

spaces planning, spaces for conveniences 

planning, general infrastructure planning, the 

teachers as well as the students themselves are 

essential in teaching-learning process. The 

extent to which students’ learning could be 

enhanced depends on their location within the 

school compound, the structure of their 

classroom, availability of instructional facilities 

and accessories. It is believed that a school with 

adequate learning environment contributes to 

stir up expected outcomes of learning that will 

facilitate good academic performance by 

encouraging effective teaching and learning 

(Frazier, 2002, Lyons, 2001; and Ostendorf, 

2001). 

     Beyond the direct effects that poor facilities 

have on students’ ability to learn, the 

combination of poor facilities, which create an 

uncomfortable and uninviting workplace for 

teachers, combined with frustrating behaviour 

by students including poor concentration and 

hyperactivity, lethargy or apathy, creates a 

stressful set of working conditions for teachers. 

Because stress and job dissatisfaction are 

common pre-cursors to lowered teacher 

enthusiasm, it is possible that the 

aforementioned characteristics of school 

facilities have an effect upon the academic 

performance of students. 

Statement of the Problem 

     Emphasizing the importance of school 

environment to students academic 

performance, it was asserted that school 

environment is an essential aspect of 

educational planning and unless schools are 

well suited, buildings adequately constructed 

and equipment adequately utilized and 

maintained, much teaching and learning may 

not take place. The high levels of students’ 

academic performance may not be guaranteed 

where instructional space such as classrooms, 

libraries, technical workshops and laboratories 

are structurally defective. However, little is 

known on the impact of school environment on 

students’ academic performance in Enugu 

education zone.  The magnitude of environment 

problems on teaching and learning school is 

very difficult to determine because so many 

extraneous variables impinges on the teaching 

skills and learning capabilities of teachers and 

students in the classroom at different times. The 

time between school environment and home 

environment is hard to define and varies from 

person to another. 

Purpose of the Study 

     The general purpose of the study was to 

examine the influence of school environment on 

the academic performance of secondary schools 

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students in Enugu education zone. Specifically, 

the study sought to determine the: 

i. influence of adequate infrastructure on 

the academic performance of secondary 

school students; 

ii. influence of quality teachers on the 

academic performance of secondary 

school students; and 

iii. the influence of school facilities on the 

academic performance of secondary 

school students.  

Research Questions 

The following research questions guided the 

study: 

i. to what extent does adequate 

infrastructure influence the academic 

performance of secondary school 

students? 

ii. to what extent does the quality of 

teachers influence the academic 

performance of secondary school 

students? 

iii. to what extent does the school facilities 

influence the academic performance of 

secondary school students? 

Hypotheses  

The following null hypotheses were tested at 

P<0.05; 

HO1: There is no significant difference between 

the mean ratings of principals and teachers on 

the extent adequate infrastructure influence the 

academic performance of secondary school 

students. 

HO2: There is no significant difference between 

the mean ratings of principals and teachers on 

the extent the quality of teachers influence the 

academic performance of secondary school 

students. 

HO3: There is no significant difference between 

the mean ratings of principals and teachers on 

the extent the provision of school facilities 

influence the academic performance of 

secondary school students. 

Research Method 

     This study adopted the descriptive method of 

research design. This study was carried out in 

the 31 secondary schools in Enugu education 

zone. Enugu education zone is one of the six 

education zones in Enugu State. It comprises of 

three local governments areas namely; Enugu 

North, Enugu East and Isiuzo L. G. A. The 

population of the study was all the 31 principals 

and 450 teachers in the zone. The researcher 

purposively sampled 12 public secondary 

schools out of the 31 in the education zone. 

However, the researcher got a sampled size of 12 

principals and 45 teachers. In the aspect of the 

teachers’ sampled size, the researcher made 

used of 10% of the total population of the 

teachers. This 10% is in line with Uzoagulu 

(2011) which stated that if the population for the 

study is known and it is made up of different 

groups, each group receives allocation based on 

its proportion to the population. The instrument 

used for data collection was a researcher made 

structured questionnaire titled “Influence of 

School Environment on the Academic 

Performance of Secondary school students 

Questionnaire (ISEAPSSQ)”. It was validated by 

three experts in the Faculty of Education, ESUT. 

The instrument comprised 15 questionnaire 

items divided in clusters according to the three 

research questions. Reliability of the instrument 

was determined using Cronbach Alpha 

reliability estimate, at the end of which a 

reliability index of 0.82 was obtained. The 

copies of the questionnaire were administered 

to all the principals and teachers by the 

researcher. Mean and standard deviation was 

use to analyse data related to the research 

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questions. The criterion mean of 2.50 was 

gotten by summing up the weighted options 

(4+3+2+1=10) and dividing it by total number 

of response options (4) as follows; 10/4=2.50. 

The t-test statistics was used to test the null 

hypotheses at 0.05 level of significant.  

     The decision rule for the hypothesis were 

that, hypothesis was not rejected when the t-

calculated value is less than the critical table 

value, but rejected when the t-calculated value is 

greater than the critical table value.  

Research Question 1:  

To what extent does adequate infrastructure 

influence the academic performance of 

secondary school students? 

 

 

Table 1: Mean response scores of Principals and Teachers on the extent adequate 

infrastructure can influence the academic performance of secondary school students 

                         ITEMS           Principals            Teachers 

S/N Indicate the extent to which you agree 

with the statement below:                                 

   X   SD   Dec.          X   SD Dec. 

1 
There are enough classrooms in the school 

for adequate teaching and learning. 
2.42 0.90 LE 2.30 0.88 LE 

2 
There are conducive offices for every staff in 

the school.  
2.33 0.93 LE 2.45 0.92 LE 

3 
There is an accommodation for staff 

members. 
2.28 0.91 LE 2.34 0.95 LE 

4 
The electrical infrastructure in the school is 

very good. 
2.51 0.82 GE 2.62 0.88 GE 

5 
There is enough office furniture in the 

school. 
2.60 0.99 GE 2.57 0.79 GE 

                       Cluster mean 2.43 0.91 LE 2.46 0.88 LE 

 

Table 1 above shows the responses of principals 

and teachers on the extent infrastructure can 

influence the academic performance of public 

secondary school students in Enugu education 

zone. However, the general response of the 

respondents was to a low extent. The principal’s 

mean ranged from 2.28 to 2.60 while that of 

teachers ranged from 2.30 to 2.62. The cluster 

means of 2.43 and 2.46 for Principals and 

Teachers and standard deviations of 0.91 and 

0.88 respectively. These imply that 

infrastructural development is very important in 

any school environment in order to increase the 

academic performances of the secondary school 

students in Enugu education zone owing by the 

responses of the respondents. 

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Research Question 2: to what extent does 

the quality of teachers influence the academic 

performance of secondary school students? 

 

 

Table 2: Mean response scores of Principals and Teachers on the extent the quality of 

teachers can influence the academic performance of secondary school students 

                       ITEMS        Principals           Teachers 

S/N Indicate the extent to which you 

agree with the statement below:                         

    X  SD   Dec.          X   SD Dec. 

6 
The teachers in my school are qualified 

based on their disciplines. 
2.91 0.98 GE 2.92 0.99 GE 

7 
Our teachers are all NCE holders with little 

or no much teaching experience. 
3.06 0.99 GE 2.66 1.14 GE 

8 
The teachers are professionals with many 

years of experience. 
2.78 0.94 GE 2.86 0.99 GE 

9 
Our teachers are graduates from notable 

universities in and out of Nigeria. 
2.75 1.04 GE 2.78 1.02 GE 

10 Some of our teachers are Msc holders. 2.89 1.04 GE 2.83 1.03 GE 

                   Cluster mean 2.88 1.00 GE 2.81 1.03 GE 

 

Table 2 above shows the responses of principals 

and teachers on the extent the quality of 

teachers can influence the academic 

performance of public secondary school 

students in Enugu education zone. However, the 

general response of the respondents was to a 

great extent. The principal’s mean ranged from 

2.75 to 3.06 while that of teachers ranged from 

2.66 to 2.92. The cluster means of 2.88 and 2.81 

for Principals and Teachers and standard 

deviations of 1.00 and 1.03 respectively. These 

imply that there are quality teachers in the 

secondary schools but they have to improve on 

their teaching skills in order to increase the 

academic performances of the secondary school 

students in Enugu education zone owing by the 

responses of the respondents. 

Research Question 3:  

To what extent do the school facilities influence 

the academic performance of secondary school 

students? 

 

 

  

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Table 3: Mean response scores of Principals and Teachers on the extent the availability 

of school facilities can influence the academic performance of secondary school 

students 

                       ITEMS    PRINCIPALS       TEACHERS 

S/N Indicate the extent to which you 

agree with the statement below:                                                          

    X  SD   Dec.          X   SD Dec. 

11 
There are good sporting facilities for the 

school. 
2.55 0.83 GE 2.59 1.11 GE 

12 There is a health care facility in my school. 2.56 0.99 GE 2.58 0.78 GE 

13 
There is a training facility for both the staff 

and students. 
2.20 0.88 LE 2.21 0.89 LE 

14 
There is a research facility or library for the 

students. 
2.53 0.94 GE 2.65 0.92 GE 

15 There is an e-learning facility in my school. 2.30 0.93 LE 2.42 1.01 LE 

 Cluster mean 2.43 0.91 LE 2.49 0.94 LE 

 

Table 3 above shows the responses of principals 

and teachers on the extent the availability of 

school facilities can influence the academic 

performance of public secondary school 

students in Enugu education zone. However, the 

general response of the respondents was to a 

low extent. The principal’s mean ranged from 

2.30 to 2.56 while that of teachers ranged from 

2.21 to 2.65. The cluster means of 2.43 and 2.49 

for Principals and Teachers and standard 

deviations of 0.91 and 0.94 respectively. These 

imply that there is need for the availability of 

school facilities in the secondary schools in 

Enugu education zone. 

Hypotheses  

The following null hypotheses were tested at 

P<0.05; 

HO1: There is no significant difference between 

the mean ratings of principals and teachers on 

the extent adequate infrastructure influence the 

academic performance of secondary school 

students. 

 

 

  

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Table 4: t-test of significant difference between the mean scores of Principals and 

Teachers on the extent adequate infrastructure can influence the academic 

performance of secondary school students 

Group     N    Mean       SD      df t-cal t-crit Decision 

Principals 12 2.43 0.91  

     

     55 

 

 

0.103 

 

 

2.021 

 

Not 

rejected 

 

Teachers 

 

45 

 

2.46 

 

0.88 

    

 

    

 Table 4 above presents the independent t-test 

analysis of the mean difference in the response 

opinions of principals and teachers on the 

extent adequate infrastructure can influence the 

academic performance of secondary school 

students. The result showed that the calculated 

t-value of 0.103 was less than the critical value 

of 2.021. The null hypothesis was not rejected. 

Therefore, there was no significant difference 

between the responses of the Principals and 

teachers on the extent infrastructure can 

influence the academic performance of 

secondary school students in Enugu education 

zone.  

HO2: There is no significant difference between 

the mean ratings of principals and teachers on 

the extent the quality of teachers influence the 

academic performance of secondary school 

students. 

 

 

Table 5: t-test of significant difference between the mean scores of Principals and 

Teachers on the extent the quality of teachers can influence the academic performance 

of secondary school students 

Group     N    Mean       SD      df t-cal t-crit Decision 

Principals 12 2.88 1.00  

     

     55 

 

 

0.700 

 

 

2.021 

 

Not 

rejected 

 

Teachers 

 

45 

 

2.81 

 

1.03 

    

 

     

Table 5 above presents the independent t-test 

analysis of the mean difference in the response 

opinions of principals and teachers on the 

extent the quality of teachers can influence the 

academic performance of secondary school 

students. The result showed that the calculated 

t-value of 0.700 was less than the critical value 

of 2.021. The null hypothesis was not rejected. 

Therefore, there was no significant difference 

between the responses of the Principals and 

teachers on the extent the quality of teachers 

can influence the academic performance of 

secondary school students in Enugu education 

zone.  

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HO3: There is no significant difference between 

the mean ratings of principals and teachers on 

the extent the provision of school facilities 

influence the academic performance of 

secondary school students. 

 

 

Table 6: t-test of significant difference between the mean scores of Principals and 

Teachers on the extent school facilities can influence the academic performance of 

secondary school students 

Group     N    Mean       SD      df t-cal t-crit Decision 

Principals 12 2.43 0.91  

     

     55 

 

 

0.340 

 

 

2.021 

 

Not 

rejected 

 

Teachers 

 

45 

 

2.49 

 

0.94 

    

 

     

Table 6 above presents the independent t-test 

analysis of the mean difference in the response 

opinions of principals and teachers on the 

extent school facilities can influence the 

academic performance of secondary school 

students. The result showed that the calculated 

t-value of 0.340 was less than the critical value 

of 2.021. The null hypothesis was not rejected. 

Therefore, there was no significant difference 

between the responses of the Principals and 

teachers on the extent school facilities can 

influence the academic performance of 

secondary school students in Enugu education 

zone.  

Summary of Findings      

From the results of the findings, it was found 

out that: 

i. Principals and Teachers respondent to a 

low extent on the extent infrastructure 

can influence the academic performance 

of secondary school students in Enugu 

education zone. 

ii. Principals and Teachers respondent to a 

great extent on the extent the quality of 

teachers can influence the academic 

performance of secondary school 

students in Enugu education zone. 

iii. Principals and Teachers respondent to a 

low extent on the extent school facilities 

can influence the academic performance 

of secondary school students in Enugu 

education zone. 

iv. there was no significant difference 

between the mean scores of Principals 

and Teachers on the extent 

infrastructure can influence the 

academic performance of secondary 

school students. 

v. there was no significant difference 

between the mean scores of Principals 

and Teachers on the extent the quality of 

teachers can influence the academic 

performance of secondary school 

students. 

vi. there was no significant difference 

between the mean scores of Principals 

and Teachers on the extent school 

facilities can influence the academic 

performance of secondary school 

students. 

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Discussion of Findings 

     It was found out in research question one 

that, there was a low extent to which 

infrastructure can influence the academic 

performance of secondary school students. This 

study agrees with A good school indulges in 

building better learning environment which 

enables the students to excel especially their 

examinations. In schools the researcher visited, 

classrooms, student class ratio, cleanliness, staff 

room and others were not really in order. This 

study disagrees with Ajao (2011) who posited 

that, for an effective teaching and learning to 

take place, the environment must be conducive. 

Ajao further posited that, a well equipped 

classroom makes a student to feel relax and 

fully concentrates in the teaching activity. From 

the evidenced of hypothesis 1, there was no 

significant difference between the mean scores 

of Principals and Teachers on the extent 

infrastructure can influence the academic 

performance of secondary school students. 

     In the results of research question 2, it was 

found out that, the quality of teachers influences 

the academic performance of secondary school 

students in Enugu education zone. This study is 

in accordance with the Adesehinwa (2013) who 

posited that, education which is the bedrock of 

development must have people who are 

qualified to be in-charge of the day to day 

activities especially in the area of teaching staff. 

It is a noted fact that, quality teachers impact 

quality knowledge to the students. But in a 

school where there are teachers who are not 

qualified, the resultant effect is to bring out 

half-baked graduate. However, the evidenced of 

hypothesis 2 shows that, there was no 

significant difference between the mean scores 

of Principals and Teachers on the extent the 

quality of teachers can influence the academic 

performance of secondary school students. 

Conclusion  

Based on the findings of this study, it was 

concluded that the learning environment in 

secondary schools in Nigeria has significant 

relationship with academic performance of 

secondary school students. It was also 

concluded in the study that quality teachers are 

needed in the secondary school system in order 

to improve the academic performances of the 

secondary school students in Enugu education 

zone. However, the public secondary schools 

which accommodate more student population 

suffer from infrastructural neglect as the 

principal do not control any budget even to 

maintain the existing structure. 

Recommendations of the study 

Based on the results of the study, the following 

recommendations are made. 

1. The study recommends provision of 

facilities like modern laboratories, 

functional libraries, and comfortable 

classrooms for better academic 

performance; in addition to effective 

maintenance or renovation of old 

buildings, chairs, desks, recreational 

equipment among others should be part 

and parcel of the schools system.  

2. The Enugu state government should pay 

more attention to education by 

employing qualified teachers to teach the 

students in order to get a good result.  

 

References 

Adesehinwa, O. A. (2013). Effects of Family 

Type (Monogamy or Polygamy) on 

Students Academic Achievement in 

Nigeria. International Journal of 

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Psychology and Counselling 5(7), 

October. Pp.153-156. 

 

Ajao, T. (2011). School Facility Conditions and 

Student Academic Achievement. A 

Research Report”. Prepared by CCLA’s 

Institute for Democracy, Education and 

Access. October 2002, Document Wwws-

Rr008-1002. 

 

Ajayi, I. A., H.T. Haastrup & F.M. Osalusi 

(2010). “Learning Environment and 

Secondary School Effectiveness in 

Nigeria”. Stud Home Comm. Science, 

4(3) Pp. 137-142. 

 

Alimi, O. S., G. B. Ehinola & F. O. Alabi (2012) 

“School Types, Facilities and Academic 

Performance of Students in Senior 

Secondary Schools in Ondo State, 

Nigeria”. International Education Studie 

5(3), June. Pp. 44-48. 

 

Federal Republic of Nigeria, (FRN), (2013). 

National Policy on Education. Abuja: 

Federal Ministry of Education. 

 

Frazier, E. (2002; Lyons, C. 2001 and 

Ostendorf, F. 2001). Making better 

decisions about school problems: How 

administrators use evaluation to find 

solutions. California: Corwin Press 

 

Uzoagulu, A. E. (2011). Practical guide to 

writing research project reports in 

Tertiary Institutions. Published and 

Printed in Nigeria by CHESTON LTD. 

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