ENVIRONMENTAL FACTORS

This work implements a descriptive survey design to investigate the students’ assessment of Biology teachers’ attitude and environmental factors on their academic performance as it concerns secondary school students in Udu Local Government Area of Delta State. Teachers’ attitude characterized by teachers’ mastery of subject matter, ability to communicate and classroom management skill, as well as environmental factors such as equipped laboratory, class size and location were considered as independent variables affecting students’ academic performance in Biology. To achieve the purpose of the study, eight research questions and seven hypothesis were posed and formulated to guide the study. Literature was also reviewed based on the variables considered. Questionnaires were administered to one hundred and fifty (150) Biology students from five selected secondary schools in Udu local government. In analyzing the responses of the respondents, percentage ranking and rating, mean, standard deviation and the application of t-test was used to determine the significance of each hypothesis at a significance level of 0.05. The findings of the study showed that Teachers’ attitude characterized by teachers’ mastery of subject matter, ability to communicate and classroom management skill, as well as environmental factors such as equipped laboratory, class size and location significantly affect the academic performance of Biology students in Udu Local Government Area of Delta State. Based on the findings of the study, it was recommended that teachers should exhibit attitudes that promote students’ learning interest in terms of good communication system, effective classroom management, proper mastery of subject matter and provision of a conducive learning environment. Suggestions for further studies were also made.

This study investigated the relationship between physical activity, demographic factors, environmental factors, and academic performance of student athletes in the University of Benin. The study was undertaken in response to concerns about how varying levels of physical activity, personal characteristics, and environmental conditions influence the academic outcomes of student athletes. A descriptive survey research design was adopted for the study. The population of the study comprised 268 student athletes in the University of Benin, from which a sample size of 137 respondents was selected using appropriate sampling techniques. Data were collected using a structured and validated questionnaire designed to elicit information on physical activity participation, demographic variables, environmental factors, and academic performance. The data obtained were analyzed using descriptive statistics such as frequency counts, percentages, and mean scores, while inferential statistics were employed to test the stated hypotheses at a 0.05 level of significance. The findings revealed that physical activity has a significant relationship with the academic performance of student athletes. The study also showed that demographic factors such as age, level of study, and gender, as well as environmental factors including availability of sports facilities and supportive learning environments, significantly influenced academic performance. Based on the findings, the study recommended that the university should provide supportive sporting and academic environments and encourage balanced physical activity participation to enhance the academic performance and overall development of student athletes.