Project Abstract

Abstract
This study aimed to investigate the influence of the school environment on the academic performance of SS2 biology students. The research was conducted by collecting data from a sample of SS2 biology students from various schools. The study focused on identifying the key aspects of the school environment that could impact students' academic performance in biology. The research employed a mixed-methods approach, combining quantitative analysis of academic records with qualitative data from questionnaires and interviews. The quantitative analysis involved examining students' grades in biology and comparing them with various factors related to the school environment. These factors included classroom conditions, teacher-student relationships, availability of resources, and overall school infrastructure. The findings revealed a significant correlation between the school environment and students' academic performance in biology. Students who reported positive perceptions of their school environment tended to have higher grades in biology compared to those who perceived their environment negatively. Specifically, students who felt that their classrooms were conducive to learning, had supportive teachers, access to necessary resources, and a well-maintained school infrastructure performed better academically. Furthermore, the qualitative data provided insights into how specific aspects of the school environment influenced students' learning experiences and academic outcomes. For instance, students highlighted the importance of having well-equipped laboratories, engaging teaching methods, and supportive relationships with their teachers in enhancing their understanding of biology concepts and improving their grades. Overall, this study underscores the critical role of the school environment in shaping students' academic performance in biology. It highlights the need for schools to create a positive and conducive learning environment that can support students' learning and enhance their academic achievements. By focusing on improving classroom conditions, teacher-student interactions, resource availability, and overall school infrastructure, schools can effectively contribute to the academic success of SS2 biology students. In conclusion, understanding and optimizing the school environment can have a significant impact on the academic performance of SS2 biology students. This research provides valuable insights for educators, policymakers, and school administrators looking to enhance students' learning experiences and improve their academic outcomes in biology.

Project Overview

1.0 INTRODUCTION

1.1 Background of the Study

Learning is enhance when given in a rich environment, if the classroom environment is conducive and has all necessary learning facilities that is, the more conducive school environment is, the greater the opportunity to learn, in other words, a bare and hostile classroom and school environment offer little stimulation to learning (Anyanwu and Izuagba 2009). The school environment includes the classroom libraries, laboratories, football field, building, peers, teaching method, teachers quarters, technical workshop, etc The environment here includes both physical psychological and social environment, mutual relationship between the students and the teachers. The environment should be made to suit the purpose of learning.

The teacher/learner is at center of the teaching and learning process; all energies spent by the teacher in and outside the classroom and in the school environment are aimed at ensuring positive all round development.

Thus, the school is an established institution where the behavior of a child is shaped to get him equipped for a meaningful living in the society, the school environment should possess features essential for achieving the goals of education.

In essence, the following areas of the school are recognized to have positive influence on the academic performance of the child, the school building, the school infrastructure, and the school personnel.(Izuagba and Obiefuna 2009)

Glassman (2000) asserted that comfortable and caring environment among other treatment helps to enhance students academic performance, the school facilities and infrastructures are essential for the realization of the educational objectives,facilities such as white board,projector, notice board, clock, bell, chairs, tables, desk, first aid box, textbooks etc, are necessary for effective administration of schools, School environment refers to the instructional administrative circulation and therefore school environment remains an important area that should be studied and well managed to enhance students academic performance (Oluchukwu 2000).

The extent to which students learning could be enhanced depends on their interaction within the school premises,the structure of their classroom,availability of instructional facilities and accessories (Ajao 2000), it is believed that a well planned school will gear up expected outcome of education   that will facilitate good social political and economic emancipation, effective teaching and learning process and academic performance of the students.

Environment is one of the major factor that determine an individual’s capacity to learn and also provides basis for success in future achievement, therefore, this calls for concerted efforts on the parts of the parents, educators and government to provide adequate school facilities such as well equipped laboratories, functional libraries, and sporting facilities to enhance the intellectual and academic performance of the school effects on teachers students and the learning process, poor ventilation, noise, high penetration of carbon dioxide into the classroom, inconsistent temperature makes teaching and learning difficult, poor maintenance and ineffective ventilation system leads to poor health among students as well as teachers which inevitably leads to poor health among students as well as teachers which inevitably lead to poor academic performance (Ostender and Lyon 2001), believe that these factors can adversely affect students behaviour and also lead to rate of frustration among teachers and poor learning attitude among student.

The academic performance of students in Nigeria has been of great concern to the government, teachers, parent and the students themselves, the standard of education does not depend only on the teacher as reflected in the performance of their duties but also in the effective coordination of the school environment (Ajao, 2000) Beyond the direct effect which these inadequate facilities have on students ability to learn, it’s combination with other facilities such as instructional aid and infrastructure creates uncomfortable frustrating work space for teacher as well as unconducive atmosphere for the students which manifests in poor concentration and hyperactivity, thereby creating a stressful set of working condition for teachers (Ajayi, 2003). Therefore stress and job dissatisfaction are common precursors which lowers teachers enthusing,hence the above mentioned characteristics of school facilities have effects upon the academic performance of the students, the school cannot operate in isolation of its immediate social, physical environment, this is because what happen in the immediate environment help to determine the curriculum and the quality of teachers available to the school any point in time. The nature of environmental student passes through can either hinder or facilitate his ability at acquiring knowledge (Ajayi 2003)

Frazier (2002), Opined that the Psycho-Socio Physical

Factors that affect learning are;

1. The learning environment
2. The learning
3. The teacher

The physical factor in learning deals with the environment where actual teaching and learning takes place physical factors are completely outside the learners control, most of the child’s teaching and learning normally take place either in the classroom or laboratory, therefore,there is need for a productive learning environment which according to; Arends(2005), is one where students have positive attitude towards themselves and their classroom that is their fellow student or peers and where they display a high degree of academic performance, both motivation and involvement, in academic tasks.

Teacher’s decision and action also help to shape the classroom environment. The classroom environment must be designed to support intellectual risk taking and foster intrinsic motivation so that students will be creative and self reliance in their learning. Teachers have to create the right attitude in students towards learning and to gain their leadership functions as enabling activities that is establishing the condition and interacting with students in ways that enhance their learning (Miller 2010).

To this end, there is need to study the influence of school environment on the academic performance of ss2 biology students in Aba North Local Government Area of Abia state,

1.2 Statement of the Problem

Most schools are faced with problems such as inadequate libraries, classroom, staffroom, laboratory, teaching equipments like instructional aids, and technical workshop.

These problems have posed great challenges to the teaching and learning process and also hinder the academic performance of Nigerian students. It is generally believed that if the learning environment is conducive ,and availability of teaching materials, biology students in secondary schools will be more educated and there will be less risk of low academic performance, hence does the inadequacy, associated. With inadequate libraries, classroom, teaching equipment among other hinder academic performance of ss2 biology students in Aba North local Government area of Abia state.

1.3 Purpose of the Study

The main objective of the study is to ascertain the influence of school environment on the academic performance of SS2 biology student in Aba North Local government area of Abia state .

The study will specifically aim at the following;

1. To find out the extent which school teaching equipment and instructional materials influence student academic achievement.
2. To find out the rate to which school Location affect theacademic performance of biology student in secondary school
3. To identify the influence of class size on the academic performance of student in secondary school.

1.4 Significance of the Study

This study will be beneficial of the following:

• Teachers
• Students
• GuidanceCounselor
• The School
• Parents
• Government

Teachers

With the help of the study the teachers should develop and establishinstructional programmes, make use of instructional aids, establish effective method of teacher and adopt good leadership style.

Students

This study will enable the students to observe and recognise some school environment factor and the effect on their academic performance.It will also help them to make appropriate amendment where necessary.

Parents

The result of this study will help parents to contribute to the up keep and development of the school environment financially and materially through the organization of parent — teacher Association (P T A) a meeting conducted in school.

Guidance Counselors

Guidance counselors will benefit from this study it will enable thisgroup of people to lead the student in their right and appropriate future career base on their academic performance.

The School

The result of this study will help the school to appreciate the usefulness and benefit of conducive school environment for biology student it will also create room for proper amendment awareness and comparison among different schools.

1.5 Research Question

(1)To what extent do teaching equipment and instruction materials influencestudents’ academic performance?

(2)To what extent does school location influence the academic performance of secondary school students?

(3)To what extent does class size influence the academic performance of students in secondary school?

1.6 Scope of the Study

This study focuses on the influence of school environment on the academic performance of biology student in all the public Senior Secondary Schools in Aba North Local Government Area of Abia state.

The study is delimited to:

1. Class size (Small and large class size).
2. School location
3. Instructional materials (equipment).

REFERENCES

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Arends. H. S. (2005). Teacher’s disposition & classroom Environment which support the teaching of creative & critical thinking skills, Tennessee, university press.

Baron T. Byrne G. Bodrona C.& Lounge E. (2000) Internet activities for a preschool technology Education program. Guided by caregivers Doctoral Dissertation, North Carolina state university.

Bodrova L.P. (2006). Masters of one’s environment

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Chitravelu, Teh & Sithamparam (2005) instructional Classroom Management: Proactive approach to Behavior Management (2nd Ed). Upper saddle river, NJ. Pearson Education department of school education,

Ministry of education Thimphu (2001). Factors contributing to Classroom effectiveness.

Davis B. (2001). Factors contributing to classroom Environment. Ministry of education Thimphu

Devries, B. Zan, B. (2004). When children make rules. Educational leadership. The Mayers & sons publishing co. Central Park London.

Egereonu R. (2012). Psychology of human learning. Diving Mercy publishers 46 Njiribeako Street Owerri.