IMPACT, SCHOOL ENVIRONMENT, STUDENTS ACADEMIC PERFORMANCE

This study examined the impact of the school environment on the academic performance of students in Integrated Science in selected public secondary schools in Egor Local Government Area of Edo State, Nigeria. A descriptive survey research design was adopted, with a target population of 600 Junior Secondary School students and their Integrated Science teachers. Using Taro Yamane’s sampling formula, a total of 150 students and 14 teachers were drawn from seven purposively selected schools. Data were collected through a structured questionnaire titled School Environment and Students’ Academic Performance in Integrated Science Questionnaire (SESAQ). The instrument was validated by lecturers in the department of curriculum and instructional technology while its reliability was confirmed with a Cronbach’s Alpha coefficient of 0.84. Out of the 164 copies of the questionnaire distributed, 151 were duly completed and retrieved, giving a response rate of 92%. Data analysis was carried out using descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (correlation and
regression analysis). Findings revealed that key elements of the school environment including classroom infrastructure, availability and utilization of instructional materials, teacher qualifications and attitudes, and overall school climate significantly influenced students’ academic performance in Integrated Science. The study concluded that a conducive and wellresourced school environment is crucial for enhancing students’ learning outcomes. It was recommended that government, school administrators, and stakeholders provide adequate instructional resources, improve teacher professional development, and foster a
supportive school climate that promotes effective teaching and learning in Integrated Science.