CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

It is commonly agreed that education is a critical instrument for economic growth since it encompasses several stages that individuals go through in order to develop and utilize their potentials. Additionally, education equips individuals with the information, skills, and attitudes essential for productive life. This is why, in all modern nations, investing in young education is seen critical (Adeyemi & Adu, 2010; Okeke, 2007).

If the school is viewed as a catalyst for change in terms of developing high-quality human capital for the nation, then school environment is a critical component influencing that transformation. Each school has its own distinct climate, which varies from school to school. Halpin & Croft (1963), pioneers in school climate research, considered school climate as possessing unique features. Additionally, they asserted that school environment reflects an individual's personality and the manner in which that individual strives toward academic achievement.

As an organization, the school must accomplish specific goals (National Policy of Education, 1998). To accomplish the objectives, the school's organizational atmosphere is critical. This organizational environment refers to the working conditions that exist between superiors (headteachers) and subordinates (teachers) in order to accomplish the school's objectives (Adeyemi, 2008).

Hoy & Hoy (2006) define school climate as "the environment in which students learn." According to Najeemah (2012), a happy school is highly driven and productive, which distinguishes it from other schools. Additionally, school climate refers to a school's social atmosphere and culture, which determine how its community behaves. This indicates that school environment has a significant impact on the conduct and accomplishment of the school community, notably on the performance of instructors.

A healthy school atmosphere is one in which academics are prioritized and the leader is able to influence teachers and foster their conviction in their ability to improve learning and teaching. According to Najeemah (2012) and Riechl & Sipple (1966), a school's qualities might influence teachers' dedication and overall effectiveness. Smith (2009) asserted that instructors who get support from their leaders are more likely to be devoted to the school's vision and purpose, as well as its values.

Teachers, whether in private or public schools, are tasked with the obligation of carrying out their fundamental responsibilities in an environment that is favorable to learning and harmony. To summarize, this is why the National Policy on Education established the foundations for elementary, secondary, and postsecondary education (Amagionyeodiwe & Osinubi, 2006).

The work environment has a significant impact on the lives of every individual, whether they are students, teachers, employers, or employees. Though other people are still skeptical that climate change results in improved performance. The school milieu, which includes classrooms, libraries, technical workshops, and labs, the quality of instructors, school administration, instructional techniques, and the size and policies of the school, are all factors that impact teachers' effectiveness (Orlu, 2013). Thus, the school environment continues to be a critical area that should be investigated and controlled well in order to improve both teacher and student performance.

1.2 STATEMENT OF THE PROBLEM

Academic performance of pupils in Kebbi State public secondary schools in Nigeria has long been a source of worry for the government, parents, instructors, and even students. The quality of education is not just determined by student-related elements, but also by the school climate's successful coordination (Okoronkwo, 2013).

Additionally, according to Okon (2012), when it comes to students' academic achievement, people are often too eager to criticize both parents and pupils. However, the fundamental problems confronting education in Nigeria since independence have been largely organizational or issue-based, ranging from insufficient school structures, poorly equipped classrooms, a high rate of school enrollment, insufficient instructional materials, and high drop-out rates to insufficient facilities; all of which have culminated in mass failure in public examinations and a low quality of school leavers in Kebbi State. This study will examine the effect of school environment on students' academic performance in Kebbi State public senior secondary schools.

1.3 OBJECTIVES OF THE STUDY

The primary objective of this study is to examine the effect of school climate on students' academic performance in public secondary schools. Specifically, other aims of this study are:

i.          To determine if there is any relationship between school environment and academic performance.

ii.        To determine if there is any effect of school facilities on students academic performance.

iii.      To determine if there is any effect of school environment  on students academic performance.

1.4 RESEARCH HYPOTHESES

The following null hypotheses will be tested in this study:

Ho1: There is no relationship between school environment and academic performance.

Ho2: There is no significant effect of school facilities on students academic performance.

Ho3: There is no significant effect of school environment on students academic performance.

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