




































 Global Journal of Education and Allied  

Research (GJEAR) 
Volume.14, Number 4; April-2023; 

ISSN: 2837-3707 | Impact Factor: 7.80 

https://zapjournals.com/Journals/index.php/gjear  

Published By: Zendo Academic Publishing 

 

 

pg. 1 

ACADEMIC ACHIEVEMENT IN ENUGU'S SECONDARY SCHOOLS: UNMASKING 

THE IMPACT OF SCHOOL ENVIRONMENT 

 

 
1Dr. Chika Adebayo Okafor, 2Prof. Ngozi Emeka Onwuka, 3Dr. Ifeoma Chukwudi 

Okonkwo

                                                           
1 Department of Educational Management, Faculty of Education, Enugu State University of Science and Technology 

(ESUT) Nigeria 

 
 

 

Article Info  Abstract 

Keywords:  
School Environment, Academic 

Performance, Educational 

Standards, Secondary 

Education, Teaching 

Methodologies 

 

 This study investigates the significant impact of school environment 

on students' academic performance. A school's environment, 

encompassing physical facilities, classroom management, health 

support, and disciplinary policies, plays a pivotal role in shaping 

students' educational outcomes. Recognizing the diverse variables that 

influence academic performance, such as classroom settings, library 

resources, teacher quality, and teaching methodologies, this research 

addresses the need for a comprehensive understanding of the interplay 

between these elements. Academic performance, often gauged 

through grading systems and external examinations, serves as a 

critical measure of students' achievements. The pressure to excel in an 

increasingly competitive society has amplified the importance of 

academic success. 

In Nigeria, concerns persist over declining educational standards, 

evidenced by subpar performance in national examinations. The 

deteriorating quality of education threatens the nation's human capital 

development. Secondary education holds particular significance in 

shaping individuals for societal advancement. However, inadequate 

school infrastructure, characterized by poor lighting, noise pollution, 

and insufficient ventilation, hinders effective teaching and learning. 

These conditions lead to health issues among both students and 

teachers, resulting in absenteeism and diminished performance. This 

research underscores the urgent need to optimize the school 

environment for enhanced academic outcomes, aligning with the 

broader goals of national development and human capital formation. 
 

https://zapjournals.com/Journals/index.php/gjear


Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (4) 
 

pg. 2 

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. 

     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. 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (4) 
 

pg. 3 

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 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 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: 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (4) 
 

pg. 4 

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 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? 

 

 

  



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (4) 
 

pg. 5 

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. 

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 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (4) 
 

pg. 6 

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? 

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. 

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 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (4) 
 

pg. 7 

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.  

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. 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (4) 
 

pg. 8 

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. 

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.  

 

 

 

 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (4) 
 

pg. 9 

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