SCHOOL ENVIRONMENT VARIABLES AND STUDENTS’ ACADEMIC PERFORMANCE: AN EMPIRICAL STUDY OF PUBLIC SECONDARY SCHOOLS IN CALABAR METROPOLIS, CROSS RIVER STATE

Abstract

This study investigated the relationship between school environment variables and students’ academic performance in public secondary schools in Calabar Metropolis, Cross River State, Nigeria. Specifically, it examined how school location and school facilities influence students’ academic outcomes. The study adopted a correlational research design with a population of 3,281 students across 18 public secondary schools in Calabar Municipality. Using a combination of the census method and simple random sampling, a sample of 657 students, representing 20% of the population, was selected through the “Hat and Draw” method. Data were collected using a structured questionnaire titled School Environment Variables and Students’ Academic Performance Questionnaire (SEVSAPQ), consisting of 18 items on a four-point Likert scale. The instrument was validated by three experts in Measurement and Evaluation at the University of Calabar, and its reliability, determined through a trial test with 40 students outside the study sample, yielded Cronbach Alpha coefficients of .79 and .81, indicating strong internal consistency. Data collected were analyzed, and hypotheses were tested using Pearson Product Moment Correlation at the .05 level of significance. Findings revealed a statistically significant positive relationship between school location, adequacy of school facilities, and students’ academic performance. The study concluded that school environment variables are critical to students’ academic success, with school location and facilities emerging as significant determinants of learning outcomes. Based on these findings, it was recommended that the Ministry of Education should ensure equitable distribution of schools and provide adequate facilities to create a conducive learning environment that supports improved student performance.