School Environment Factors and Physics Students’ Academic Achievement in Calabar Education Zone of Cross River State, Nigeria


Authors : E. Okokon; A. E. Duke; E. O. Echeweozo; N. D. Allahoki

Volume/Issue : Volume 7 - 2022, Issue 2 - February

Google Scholar : https://bit.ly/3IIfn9N

Scribd : https://bit.ly/35vEmzo

The study sought to find-outthe effects of school environment factors on academic achievement in physics among senior secondary schools students in Calabar Education Zone of Cross River State, Nigeria. Based on these purposes, threeresearch questions were formed, from which three (3) null hypotheses were formulated. This work uses Ex-post-facto design, 3,559 SS 2physics students in Calabar Education Zone of Cross River State formed the total population of the study, and from population,500 physics students were selected using multipurpose sampling technique to form the sample. Data were gathered using School environment factors questionnaire (SEFQ) and physics students’ achievement test (PSAT) instruments. Data analysis was carried out using the Independent t – test. All the hypotheses were tested at 95% level of significance. The following findings were obtained: students in urban and rural schools do no differsignificantly in physics academic achievement (p = 0.984, p>.05; schools with facilities (such as laboratory, electricity supply and Library do not differ significantly from schools without facilities (p = 0.000, p<.05)in terms of physics achievement, and finallyschool type does not affect student’ academic achievement in physics (p = 0.000, p<.05). The major implication in this study is that, physics students’ achievement can be enhanced through improving the physical school environment factors. Recommendations were made, such as,‘government should provide funds for the procurement of educational facilities’.

Keywords : Academic achievement, school location, school type, school facility.

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