Influence of Environment On Academic Performance of Students in Selected Tertiary Institutions in Niger Delta

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INFLUENCE OF ENVIRONMENT ON ACADEMIC PERFORMANCE OF
STUDENTS IN SELECTED TERTIARY INSTITUTIONS IN NIGER DELTA
Abstract
This study employs a descriptive survey design to investigate the influence of the environment
on the academic performance of students in selected tertiary institutions in the Niger Delta
region. The purpose is to gather the opinions of respondents and systematically describe the
features of the population under study. The population for this study consists of students from
two federal universities in the Niger Delta, namely the Cross River University of Technology
(CRUTECH) and the University of Uyo. A sample of 100 students was randomly selected
using a simple random sampling technique. Data were collected using a researcher-
developed questionnaire titled "Influence of School Environment on Academic Performance
of Students in the Selected Universities." The questionnaire comprises two parts: Part A
captures demographic information, while Part B consists of Likert-scale items ranging from
Strongly Agree (SA) to Disagree (D). Mean and standard deviation were used to analyze the
data and provide answers to the research questions. Hypotheses generated for the study were
tested using t-tests and Pearson's product-moment correlation. Based on the findings of this
study, it is concluded that school buildings, school libraries, school locations, and school
facilities significantly influence student academic performance. The implications of this study
are to enable curriculum planners, school administrators, and supervisors to ensure the
recruitment of qualified, skilled, and experienced lecturers in higher institutions. The study
recommends that adequate and conducive classrooms should be provided to promote
effective teaching and learning, thereby improving students' academic performance.
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CHAPTER ONE
INTRODUCTION
Background to the Study
Many scholars have argued that learning environment are variables that can affect students’
academic performance, including performance in examinations (Ajayi, 2011 and Oluchukwu,
2014). The importance of learning environment to educational development was so upheld by
the authorities and regulatory institutions that school inspectors were parts and parcel of the
school system before the advent of military regime in the country. The neglect of this aspect
has received due to poor funding by the successive regimes of government in the country also
reflected in paucity of studies that focuses on this issue. As such learning environment
remains an important area that should be studied and well managed to enhance students’
academic performance.
According to Ajao (2001), the recent poor academic performance of tertiary institutions in
Nigeria has been of much concern to the government, parents, teachers and even student
themselves. But the quality of education not only depends on the teachers performing their
duties, but also in the effective coordination of the school’s learning environment.
Learning environment includes all the external condition and influences in the school that
affect the academic performance of the student such as laboratory equipment, library
facilities, qualified teachers, furniture, school building, good administrative management,
teacher pupil relationship and school location among others.

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School environment is the thread that connects the multitude of activities on the school. In
many respects, this thread is almost invisible, everyone experiences its influence. Dudek
(2000) opined that it could be said to be the external influences in the school that can
influence academic performance of students irrespective of their intelligent quotient. School
environment can also be considered as the second teacher since space has the power to
organize and promote pleasant relationships between people of different ages, to provide
changes, to promote choices and activities and for its potential for sparking different types of
social and affective learning (Okeke 2001). It has been generally accepted that environment
and heredity can hardly be separated from education in influencing achievement, hence a
child’s life and ability is influenced by nature and nurture. Heredity provides the natural
disposition while a healthy environment makes available a window of opportunities to the
learner (Ohuche 2001). The environmental variable of the setting helps to a large extent in
ensuring attainability of the goals of such setting.
The National policy on education 2004 stipulates that the school environment especially the
physical environment should be made conducive to facilitate the learning process. The policy
recommends that classroom should be well constructed and spacious and all types of physical
facilities such as instructional materials, library, laboratory, playing ground, toilets and staff
rooms should be provided for effective teaching and learning process. Good modern physical
facilities in school could add significantly to the promotion of academic performance. The
size of classrooms, play-grounds and availability of material resources relative to the number
of students in a school could also affect learning. According to Cross, Baker and Stiles
(2006), many interactions characterize school learning and unless adequate spaces are
provided for such interactions, learning could be hampered. These types of facilities would
help in providing the desired education for the students, attracting them towards the different
school programmes.
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In Nigeria today, schools are closely associated with the communities. Most communities
depend on the neighbourhood school for the provision of good and appropriate environment
for accommodation, furniture and all form of equipment for certain activities like club or
village meetings, wedding reception and church services.
There is need for a well-planned and organized educational environmental enrichment
because it fosters good interpersonal relationship. Moreover, Ajayi and Ashaolu (2005)
opined that environmental enrichment regarding physical facilities is a major factor in
students’ academic performance. Supporting this Ayodele (2005), have shown that school
resources aid students’ academic performance.
It is now certain that most of higher institution students today are deteriorating academically
due to lack of good and well-structured school environment. This poor performance may be
attributed to poor learning environment especially in the following areas: schools building,
library services, and school location and school facilities.
Deteriorating conditions have encouraged incessant complaints from students. Adeboyeje
(2004), Owoeye (2000) and Ajayi (2022) submitted positive relationships between school
facilities and school effectiveness. Hallack (2010) also highlighted physical facilities as a
major influencing achievement in the school system. He emphasized that the availability,
relevance and adequacy of these facilities contribute to students’ achievement while
unattractive school buildings, crowded classrooms, non-availability of playground and flower
beds and surroundings that have no aesthetic beauty can contribute to poor performance.
Ahunanya and Ubabudu (2006) also reiterated the provision of adequate physical facilities for
effective teaching and learning to take place. Adams (2004) submitted that a quiet, cool,
clean and beautiful physical environment makes the teacher and students happy and enhances
their performance and productivity. Wilson (2003), Okunuga (2005) and Ijaduola (2008c)
cautioned that with poor physical working condition, there are usually mental fatigue,
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truancy, frustration, discomfort, and poor health; all those consequently reduces students’
academic performance. The school physical facilities in most tertiary institutions in Ekiti
State have not been in good shape. In some cases, students sit on the ground, windows to
receive lessons, also many of the classrooms, laboratories, libraries, playing grounds are in a
terrible state of despair (Mutiu, 1994) and Ahmed (2003) showed that in most of the nation’s
tertiary institutions, teaching and learning take place under a most uncomfortable
environment, lacking basic materials. Physical conditions refer to those things that must be
available in the working place for effective work to take place. In the context of the school
system, they are those things that enable the teacher and students to be able to carry out the
teaching/learning process effectively and contribute to the achievement of the school goals
and objectives without fatigue and distraction (Ijaduola, 2007). As opined by Felix (2004), a
good school organization must have appropriate physical conditions (aesthetic beauty,
availability of instructional materials, location) necessary for effective
teaching/learning.According to Subair and Awolere (2006), there should be maximum
presence of physical conditions such as lighting, ventilation, good building constructions,
location, instructional materials, sufficient windows, doors, vents and fans to cool the heat
during hot season. All these improve work and health of both the teachers and the learners.
The school environment has broad influence on students’ learning and growth, including a
significant aspect of their social, emotional and ethical development. When students find their
school environment supportive and caring, they are less likely to become involved in
substance abuse, violence and other problem behavior. The research indicated that supportive
schools foster these positive outcomes by promoting students sense of connectedness,
belongingness or community. These terms are used interchangeably here to refer to students’
sense of being in a close, respectful relationship with peers and adult at school. Therefore,
building in a school community is a means of fostering academic success. Students who

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experience their school as a caring community become more motivated, ambiguous and
engage in their learning. In particular, students’ active connection with teachers and their
perceptions that teachers care about them are what stimulate their effort and engagement
(Eric, S. 2005).
The geographical location of schools has a significant influence on the academic performance
of students. The uneven distribution of resources, poor school mapping, facilities, problem of
qualified teachers refusing appointment or not willing to perform well in isolated villages,
lack of good road, poor communication, and nonchalant attitude of some communities to
school among others are some of the factors contributed to a wide gap between rural and
urban secondary schools. Schools located in rural areas lack qualified teachers. It is because,
they do not want going to rural areas that lack social amenities. They prefer to stay in urban
schools. It is also observed that a lot of coaching of urban students is done to prepare them
for public examinations, thus promoting the spirit of competition and rivalry that may be
lacking in the rural pupils, probably, owing to limitations in exposure and experience. Also,
the study has proven that students in urban areas had better academic performance than their
rural counterpart. In other word, students in urban locations have a very advantage of
favorable learning environment that apparently enhance their academic performance
(Owoeye J.S, &Philias, O.Y 2011).
The physical school environment has some influences on students’ academic performance in
both lower level and higher institutions. The physical facilities, human resources, and the
relationship among them determine the physical environment of the school. Orlu (2013)
argues that students with adequate laboratory facilities perform better than those in school
with less or without facilities, this simply because laboratory forms part of enrich the physical
school environment. It was also discovered by him that poor facilities and inadequate space,
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as well as the arrangement of items including seats in the classroom, library and laboratory,
would affect the organization of learning environment.
Favorable school climate gives room for students to work hard and enhance their academic
performance.
According Christopher (2012) school environment has a significant influence on academic
performance. The location of the school affects students’ performance. For example, when a
school is sited in a noisy area like an airport or in the heart of a city where activities disrupt
the teaching-learning of the student. One will not expect such students in this area to be doing
well academically. Noise in anything interferes with teaching/learning process.
The physical structure of the school building and the interactions between teachers and
students are also influence students’ performance. School climate can be a positive influence
on the health of the learning environment or a significant barrier to learning. The school
environment can affect many areas and people within schools. For example, a positive school
climate has been associated with fewer behavioral and emotional problems for students.
Therefore, it is believed that positive interpersonal relationship and optional learning
opportunities for students in all demographic environments can increase achievement
behavior. Positive student teacher relationship brings about a positive and supportive school
climate for students for smooth running of academic activities which results in good
academic performance (Orlu, 2013).
The environmental differencesand the differences in the quality of instruction from one
school toanother can create differences in the level of knowledge acquisition ofthe students.
This shows that the learning facilities children are exposedto and the socio-economic
influence on them can affect their academic performance. This situation doubtless, cannot
promote students learning ability and subsequently better performance in their class work
including examinations. He therefore recommended that there was need for all hands to be on
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deck to make sure that hindrances were removed so that a good solid foundation could be laid
for future generation.
Statement of the problem
The problem under study has to do with an unsatisfactory condition of the educational system
being operated in Nigeria. The establishments of government tertiary institutions have
resulted in a situation where by some school werenot favoured in terms of the provision of
rich school environment. It has been very difficult if not impossible for government to
standardize the school environment.
Thus, the following environmental problems/challenges are faced by the tertiary institutions
in Nigeria: Inadequate school buildings, lack of good library and good laboratory
equipment’s, schools are not located where appropriate, poor road leading to the institutions
and unconduciveschool environment and noise pollution
It is based on this above stated problems that Ikediashi (2002) pointed out that teaching and
learning process in tertiary experience, inadequate or poor physical infrastructure,
unsatisfactory building design are likely to cause some physical discomfort for the students
and are therefore bound to influence their academic performance.
Purpose of the study
The main purpose of the study is to determine the influence of environment on Academic
performance of students in selected tertiary institutions in Niger Delta.
The study intends to:
1. investigate the extent the quality of the physical school environment with
regard to school buildings affect the academic performances
2. determine the extent the library services affects academic performance
3. find out the extent school location affect student’s academic performance
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4. ascertain the extents the school facilities affect students’ academic
performance
Research Questions
The following research questions will guide the study:
1. To what extent does the school physical environment with regard to school
building affect the academic performances of students in selected tertiary institutions in
Niger Delta?
2. To what extent do the library services affect the academic performances of
students in selected tertiary institutions in Niger Delta?
3. How does school location affect academic performances of students in
selected tertiary institutions in Niger Delta?
4. To what extent do the school facilities affect students’ academic performances
of students in selected tertiary institutions in Niger Delta?
Hypotheses
Two hypotheses were formulated to guide the study and will be tested at 0.05 level of
significant.
Ho1: There is no significant difference between schools environment and academic
performance of students.
Ho2: There is no significant relationship between school facilities and students’
academic performance
Significance of the Study
The study may be useful to the stakeholders in the Ministry of Education and policy makers
to establish areas that have knowledge and skill gap. It will help the policy makers in human
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resource planning, allocation and disbursement of funds to public tertiary institutions in the
country.
The findings of the study may assist in providing data and information for proper planning
and decision at the Ministry of Education, leadership, administrators and NGOs. Researchers
will apply the recommendations of this study in adding new knowledge in the area of study
area.
Scope of the Study
The study is delimited to the influence of environment on Academic performance of students
in selected tertiary institutions in Niger Delta. The content area covers school building,
library services, school location and school facilities.
Definition of Terms
Environment: The totality of surrounding conditions, the area in which something exists or
lives.
Influence: The capacity to have an effect on the character, development or behaviour of
someone or something.
Academic Performance: Refers to the measurable achievements and outcomes of students
in their educational pursuits, such as grades, test scores, class rankings, and overall academic
achievements.
Tertiary Institutions: Also known as higher education institutions, tertiary institutions are
educational institutions that provide post-secondary education, including universities,
colleges, polytechnics, and vocational schools.

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Niger Delta: The Niger Delta is a region in Nigeria located in the southern part of the
country. It is known for its rich oil and gas reserves and is home to various educational
institutions.
CHAPTER TWO
LITERATURE REVIEW
The review of the related literature for this study was carried out under the following
subheadings:
- Conceptual Framework
- Theoretical Framework
- Related Empirical Studies
- Summary of Reviewed Literature
Conceptual Framework
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An environment is the natural surroundings of an organism and it can be land, air or water
(Asogwa 2008). According to Onyehalu in Okeke (2011), environment is of three parts
namely: physical, social and abstract. Physical environment is objects or materials found in
the home, school or community. It also includes people like parents, peers and children. The
social environment is the social life, societies, clubs among others. While abstract
environment is the reactions, feedbacks responses received on interaction with others.
Environment is the physical world inhabited by man, or the realm of nature untainted by man
(human action), or the cultural milieu – the physical environment as modified by human
action, (Ofomata 2014). It could also be seen as things, around the child that he might
perceive or that might have some effect on him. It can be view as all system of air, land,
water and life that surround man. In other words environment is the sum total of all the
external conditions which may act upon an organism or community to influence its
development or existence. For example the surrounding air, light, moisture, temperature,
wind, soil and other organisms. As for Monkhouse, in Ofomata (2014), it is the whole sum of
the surrounding external conditions within which an organism, a community or an object
exists.
Concept of School Environment
Many scholars have argued that learning environment are variables that can affect students’
academic performance, including performance in examinations (Ajayi, 2001 and Oluchukwu,
2000). The importance of learning environment to educational development was so upheld by
the authorities and regulatory institutions that school inspectors were parts and parcel of the
school system before the advent of military regime in the country. The neglect this aspect has
received due to poor funding by the successive regimes of government in the country also
reflected in paucity of studies that focuses on this issue. As such learning environment
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remains an important area that should be studied and well managed to enhance students’
academic performance.
The recent poor academic performance of tertiary institution students in Nigeria has been of
much concern to the government, parents, teachers and even student themselves. But the
quality of education not only depends on the teachers performing their duties, but also in the
effective coordination of the school’s learning environment (Ajao, 2001) Learning
environment which include lecture theater spaces planning, administrative places planning,
circulation spaces planning, spaces for conveniences planning, general infrastructure
planning, the teachers as well as the students themselves are essential in teaching-learning
process. The extent to which students’ learning could be enhanced depends on their location
within the school compound, the structure of their lecture hall, availability of instructional
facilities and accessories. It is believed that a school with adequate learning environment
contributes to stir up expected outcomes of learning that will facilitate good academic
performance, by encouraging effective teaching and learning.
School environment in other way round according to Mgbodile (2014) consist of both
material and non-material resources in the school. It includes the teachers, peers,
cohesiveness, the subjects, method of teaching. A healthy and attractive school environment
makes for conducive learning and promotes students pride in their schools and their interest
to stay in school (Mgbodile 2014). Belanger (2016) writing on the importance of learning
environment stated that people’s educational life histories are influenced not only by
provision of learning opportunities, but also by the quality of the environment where they live
or learn. Continuing he stated that learning is more than education provision and that the
community in which learners live have a profound impact on their aspiration to learn, their
curiosity and their desire to develop their own competency.

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Graff (2011) in Nwizu (2013) argues that the environment in which the learner acquires
knowledge has a great influence on the cognitive achievement of the learner. It has also been
generally agreed that the quality of learning is markedly influenced by environmental and
organizational factors. Okafor (2012), opined that learning is an intimate transaction between
the learner and his environment. This transaction takes place in a specific context. The child
learning in a conducive environment transcends the school parameter. It encompasses the
entire community and nation. School environments – wall, ground, lights, and mechanical
system can serve as active contributors to the students’ learning process (Keep, 2002). He
says that learning opportunities can be integrated into the structure of the school making it an
active space rather than passive spaces, housing a disarray of things.
Clark (2010) on the importance of learning environment strongly stated that: Growth depends
upon internalizing events into a storage system” that corresponds to the environment, it is this
system that makes possible the child’s increasing ability to go beyond the information
encounter on a single occasion. He does this by making predictions and extrapolations from
his stored model of the world.
Queensberry, Eddowesi& Robinson (2011), asserted that for individuals to be self-motivating
and self-imitating, the environment or the setting must be amenable and responsive to human
interaction. If the settings do not allow for permeability and malleability, then individual
initiative in the learning process is stifled. As Piaget (1964) sited by Okeke (2001) defined
intelligence as an accumulation of knowledge which is as a result of the child’s exploration
of, and experimentation with the environment and his ability to assimilate and accommodate
the environment. He continue by saying that active interaction with the environment is
regarded as the most basic requirement for proper intellectual development. Omengboji
(2005) emphasized that material environment is a major determinant of goal attainment in
school.
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School Building
The quality of school building plays a vital role in students’ academic performance. Lewis
(2000) tried to identify the independent effects of school building quality in a study of text
scores and found out that good facilities had a major impact on learning. Edward, (2012)
observed that disciplinary incidents increased in schools with better buildings. This may be
caused by the strict discipline standards in these schools among other factors. Earthman
(2015) supported this when he pointed out that schools with lesser quality of building had
fewer disciplinary incidents than schools that are rated higher on the structural components.
School buildings that can adequately provide a good learning environment are essential for
student success. Old building does not have such features as control of thermal environment,
adequate lighting, good roof and adequate space that are necessary for a good learning
(NCES, 2000). This may be because they are not functioning due to poor maintenance. Older
building do not have the main attribute of modern building that are associated with a positive
physical environment conducive to student learning, (Earthman &Lemaster, 2016).
Students’ achievement lags in a shabby or inadequate school building – those with no science
labs, inadequate ventilation and faulty heating systems, (Stricherz 2000). Clark (2002) on his
discussion on a school building designed for learning states that: If the recitation and
reproduction of lessons is considered the chief aim of teaching, the traditional equipment of
the classroom is perhaps sufficient but if teaching is guiding children to do their own
thinking, purposing, planning, executing, and appraising, as recent educational philosophy
maintains, then the classroom becomes a workshop, a library, a museum, in short, a learning
laboratory. The structure of the building has also been viewed as an important factor in
school environment which can influence the health, happiness and academic performance of
students.
Library Services
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The library is at the heart of the education enterprise. Library as a platform for sharing
knowledge is aimed at rejuvenating Nigerian schools through the provision of current books
and journals, (FRN, 2004). It is a store house of resources and as such provides many more
opportunities to the learner to acquire the knowledge, which facilitates to achieve greater
academic performance. It contributes to the total development of the students and enlarges
their knowledge. Edoka (2000) sees library as a resource centre where a collection of books,
periodicals, book materials are housed for use by teachers and researchers for learning, study,
research, recreational activities and personal interest. It has been observed that there is a
strong relationship between school libraries and academic performance.
Keith (2000) reports that schools with well-equipped library performs higher than schools
where libraries are less developed. Libraries provide instructional materials to enrich the
curriculum and give unlimited opportunities for students’ learning, (Aguolu 2002). An
effective school library gives foundation for self-education necessary for facing challenges of
higher education. The role of the library is also reflected in the National policy on Education
(FRN, 2004) which states that libraries constitute one of the most important educational
services, proprietors of schools shall provide functional libraries in accordance with the
established standard. They shall also provide for training of librarians and library assistants
for this service.
The quality of school library services makes difference in academic performance, (Library
Research Service, 2000). It promotes the growth of knowledge. A well-equipped library is a
store house of knowledge. If properly organized and utilized, it encourages students’ interest
in reading and learning, hence it is said that library is the centre for balanced diet for a
learner. Libraries exist only because of books and people’s desire to read them. It is in line
with this that the National Centre for Education Statistics, (2000) reports that the more
students read, the higher they will score on almost any measure in any discipline.
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Mazi (2006), citing Obi contended that the number of books in the library would mean
nothing if the books are not used, are out of date, unattractive or inappropriate. Library
Research Service, (2000), libraries don’t make difference in learning if they are merely ware
houses of outdated stuff, place to drop students when teachers have their planning periods or
when staffed only by paraprofessional or clerical staff members.
School Location
The influence of school location on the achievement of students of public secondary schools
has been the concern of many educationists. Bello in Ezeh (2008) opined that school
locations are known to influence the students learning through quality of teaching staff, class
size and availability of infrastructure. The choice and location of school site have been an
indispensable aspect of any effective school planning. This is so because it is the site that can
influence the type of the school to be built and the quality and quantity of the buildings.
A child’s environment that is rural or urban exerts considerable influence on his intellectual
development, Okonkwo (2017) pointed out that schools in rural areas is likely to face the
problem of poor academic performance due to the inequality in provision of human and
material resources required for positive educational achievement. This in turn will perpetuate
inequality of access to education provision of adequate number and quality of teachers,
contents and methods of teaching. An urban child has an edge over the rural ones in terms of
“life chances” such as better education and the socialization pattern Ajeh (2010). There are
three social classes that exist-higher, middle and lower social classes. The urban, higher and
middle classes through improved “life chances are exposed to better environment with access
to libraries, adequate space, continuation classes and mass media. The rural children are
hardly exposed to those facilities because they are mainly from lower social class. As a result,
children from this background have low academic performance.

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Uche in Okeke (2003) contends that in terms of facilities and structures, urban schools are
worse because of very high enrollment figures. In urban schools, the facilities are grossly
inadequate making it necessary to run a sort of shift system especially in primary schools.
This has been strongly condemned as it does not make for effective teaching and learning.
Stressing the urban/rural inequality, Okon& Anderson in Ajeh (2011) noted that because of
lack of social amenities in remote rural area, teacher sent there do not like to stay even if they
agree to work, they prefer to live in towns and shuttle to such areas. Ezema (2016) said that
the teacher is one of the most important factor in the child’s environment that influences his
academic performance. Some experts in the field have agreed that rural secondary schools are
poorly staffed, with few professionally qualified teaching personnel.
Broomhall and Johnson (2014) concludes that rural students performs less than that of urban
student on standardized test of educational achievement. This may be due to educational
expenditure which are smaller in rural areas.
School Facilities
School facilities are the corner stones of education system. They are essential ingredients in
the effort to realize effective teaching and learning outcome. Hinum (2009) asserts that the
quality of facilities has impact not only on educational outcomes but on the wellbeing of
students and lectures. Ayodele (2004) have pointed out that the availability of adequate
chairs, desks and other facilities are necessary for the accomplishment of any educational
goals and objectives. He revealed that effective management of school facilities brings about
development of educational programmes and facilitates educational process. It also results to
boosting of the morale of lecturers and students and enhances the usefulness in the
determination of the worth of a school. In the same vain, Hinum (2009) also report that there
is a significance relationship between student’s achievement and the condition of the built
environment.
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Investment in education entails the provision of the necessary infrastructure and facilities that
could lead the system to the desired goals and objectives, (Umoru-Onuka 2004). Adegboyega
(2012) observed that little attention is paid to education in terms of funding and this money is
spent on recurrent expenditure leading to the deterioration of the existing facilities. The
general conditions of infrastructure as well as instructional materials in some public tertiary
institutions are poor, (Oredein, 2000). These prevailing condition would definitely show
negative influence on the instructional quality which may translate to poor academic
performance.
School Infrastructural Facilities and Students’ Academic Performance
According to Nwachukwu (2014), the physical setting for learning affects the learner. The
setting must be attractive enough to make students wish to spend long hours there. What we
have presently in most of our secondary schools does not meet these requirements. The
typical village classroom is part of an unattractive building. The roof may still be in place or
may have been blown off by wind. If the latter is the case, students are forced to study
without being protected from the effects of the weather. This kind of situation as stated by
Nwachukwu (2014) in which the physical comfort of the students cannot be guaranteed is not
ideal for learning and does not enhance academic performance.
School Location and Students’ Academic Performance
According to Mbipom (2000), schools are either situated in one geographical location or the
other. These geographical locations are either termed rural (remote) where modern facilities
such as leisure, easy transportation, cultural heterogeneity, and cosmopolitan population are
lacking or urban (city) where there are adequate facilities such as leisure, cinema, easy
transportation, cultural heterogeneity, and cosmopolitan population. Unlike the rural schools
where the population is relatively small and the students know one another by name,
interactions are personal. Urban dwellers live individualistic life and only relate with people
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they feel like relating with, without any form of permanency.Ogili (2009) posited that the per
capital income among rural people are low and there is general poverty. About 70% of the
rural populations are engaged in farming at subsistence level while the urban populations are
mostly civil servants, traders and artisans. The effect of nature has compelled man to either
settle or dwell in an urban or rural area. This educationally implies that in the rural settlement
or location there is poor accessibility to the modern educational facilities and this serves as a
hindrance to the motivation of a rural child to learning.
Denga (1988) maintained that each environment plays a part in shaping the development of
the child academically and otherwise. Accordingly, a child gets from his environment all he
needed to enable him develop best. Students of urban surrounding have more opportunities to
radios, educative film shows, electricity, televisions, well equipped laboratories and libraries
etc. that help or contribute in moulding their approaches when compared to rural location
students regarding academic performance.Effiong (2001) on his part opined that any two
individuals with approximately equal intelligence but living in two separate and distinct
environments may end up attaining unequal intellectual heights. Olasunkanmi (2007), in his
research on the influence of school location on students’ academic performance in Lagos
State, adopted a causal-comparative design with a random sample of 500 students from a
population of senior secondary twostudents in the State. A six point likert type scale
questionnaire titled SLSAAQ was administered. Independent t-test analysis was used to test
the hypotheses at 0.05 levels of significance. From the result, it was observed that students
from rural areas tend to perform poorly while those within the urban areas tend to perform
better due to the availability of modern educational facilities.
Schools Equipment/Instructional Materials and Students Academic Performance
On the issue of instructional materials, Mbipom (2000) described instructional materials as
that which the teacher uses to achieve his set objectives. She further observed that lack of
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educational resources in our schools has been a major problem in the instructional process.
She further concluded that ideally, no effective education can take place without equipment,
facilities, materials etc. In her observation, a school environment that is handicapped by the
non-availability of these teaching and learning facilities may strongly affect the level of
students’ academic performance. This then implied that learning equipment and materials
have their own effects on the academic performance of the students. Instructional materials
are channels through which contents stimuli are presented to the learner (Bassey, 1988).
Inyang–Abia (1998) identified the following categories of instructional materials, visual,
prints, graphics, electronic, projectiles and audiovisuals, instructional materials. According to
him when these materials are adequately made available for studies they will facilitate the
teaching learning process, thereby increasing performance for both the students and teachers.
Ajari and Robinson (1990), embarked on several researches which include the importance of
instructional materials on students. They sampled 200 respondents through the simple
random sampling technique. An ex-post facto research design was adopted for the study. A
four point likert type scale questionnaire was used for data collection. The data were analyzed
using one way analysis of variance (ANOVA). From the results they observed that
educational resources in the school environment are very important in the development of an
ideal teaching and learning environment. They further revealed that poor teaching and
learning environment result to poor academic performance.Egbona (2002) in his research to
find out to what extent instructional materials are made available for the teaching-learning
process, in Ugep educational zonal district discovered that, the most common instructional
materials made available for teaching is chalkboard, cardboard, and life specimen even
though his findings shows that availability of instructional materials has no significant
relationship with academic performance of students, he concluded that they should be made
available as they facilitate the teaching – learning process.

22
In other words, Akpabio (2002) carry out a research on the topic Availability and Utilization
of instructional and student academic performance in social studies. He formulated three
hypotheses and tested them at 0.05, alpha level of significance. One of the hypotheses was
test on how availability of instructional materials relates with academic performance of
students in social studies. He found out that all the three hypotheses formulated were all
significant. He concluded that instructional materials should always be made available during
lessons as the present of these materials stimulates the interest of students and equally
facilitates the teaching – learning process.Etim (2001) carried out a research on the
availability of instructional materials and academic performance of students in economics. He
used Calabar municipality as his study area, and adopted stratified and simple random
sampling for the selection of his sample. 200 students were used for the study. He discovered
that most of the schools he visited did not have any instructional materials for teaching
economics. The few schools that have instructional materials available perform better in the
achievement test that was given. He therefore conclude that instructional materials should be
made available for teaching economics as their availability will trigger the interest of both the
teacher and the students.
Acha (1999) carried out a research on the availability of instructional materials and
concluded that the availability of instructional materials could influence and improve
students’ academic performance if only the instructional materials are constantly made
available in the classroom, but that if not constantly made available, may therefore have no
influence on the academic performance of students.Samati (2002) carried out a research on
the important of teaching social studies with instructional materials. He discovered the
availability of instructional materials does not have any significant relationship with students’
academic performance in social studies. He justified his findings by saying that instructional
materials will depend on how they are used to impact knowledge on students.Laboratory has
23
been conceptualized as a room or a building specially built for teaching by demonstration of
theoretical phenomenon into practical terms. Farombi (1998) argued the saying that ―seeing
is believing‖ as the effect of using laboratories in teaching and learning of science and other
science related disciplines as students tend to understand and recall what they see than what
they hear or were told. Laboratory is essential to the teaching of sciences and the success of
any science course is much dependent on the laboratory provision made for it.
Physical Resources and Academic Performance
Various studies done on effect of school environment on academic performance attest to the
fact that school environment that is not conducive for learning may lead to under
performance (Chimombe, 2011).
Provision of adequate learning facilities at all levels including equipment and human
resources enhances the quality and relevance of imparted skills of learners (Lumuli, 2009).
Learning involves interaction of students with the environment. Teaching and learning
resources include classrooms, laboratories, libraries, playing fields, textbooks among others.
Indeed physical resources go a long way in creating conducive environment that promote
effective teaching and learning. It is with this in mind that the Draft Report on Cost and
Financing of Education in Kenya that (RoK, 1995) identifies textbook ratio and school
facilities as some yard sticks to be used to gauge the quality of secondary school education.
Juma (2011) links performance in examinations to state of teaching and learning resources in
schools. He notes that students from poor backgrounds perform poorly in the examinations
because the poor are often in areas where schools are seriously deprived of vital facilities, an
attitude of helplessness may be inculcated early into children making them feel that being in
school is a waste of time.
Physical materials in terms of adequacy and quality have been noted to have a great impact
on performance of students in the examination (Husen, Saha, & Noonan, 1978). A school that
24
has adequate instructional materials is likely to post better quality grades than a school which
has poor quality physical resources. A school with inadequate classrooms will be forced to
accommodate more students than recommended. This will exert a lot of pressure on
resources such as teachers who may compromise their methodology as part of adaptive
mechanism (Nafukho, 1991; Pscharapolous&Woodhall, 1985).
The lack of basic facilities like laboratories has compromised the teaching of science
subjects. Topics that are meant to be taught practically are taught theoretically as part of
adaptive mechanism by teachers due to inadequate resources to enable effective teaching of
the same. This ends up affecting negatively students’ performance reducing their
competitiveness for opportunities whose placement is pegged on performance in such
subjects (Mayama 2012; Lumuli, 2009).
Financial Resources and Academic Performance
Financial resource is a key element among educational resources. Financial resources are
used for acquisition of other resource such as physical facilities, textbooks and human
resources (Lumuli, 2009). Availability or adequacy of financial resources will enable a
school acquire other facilities. Despite the importance of financial in promoting acquisition
of other resources Draft Report on Cost and Financing of education (RoK, 1995) notes that
schools have a narrow revenue base which consist of mainly school fees. School fees make
up over 90% of total revenue collected by the schools (Selina, 2012). Even if government
has been making contribution in form of subsidized secondary Education (SSE), the
contribution may be inadequate unless well managed. Collection of fees still varies from
school to school. Where collections are inadequate, the state of infrastructure will be poorly
developed compromising content delivery. This ends up putting a lot of strain on existing
resources which end up compromising academic performance of the school (Eshiwani, 1993)
25
Various schools have adopted various techniques of financial management among them being
investing in income generating Activities (IGAs) to supplement school budgets. Funds
earned through IGAs are used to put up school infrastructure or acquisition of stationery to
support learning activity (Kiveu and Mayio, 2009).
Study done by Selina (2012) on the impact of IGAs on students Retention Rates in Public
Secondary Schools Vihiga District indicate that schools that had IGAs generated income that
was used in promotion of motivational Programmes for teachers. Such schools ended up
posting better performance in examination compared to schools that did not have such
arrangements (Ibid). This study therefore proposes to find out factors that have led to
variation in recorded performance among Public Secondary Schools in Teso South District by
addressing the variation that exists among schools that have led to differences in
performance. In order to address the above issue, this study proposes to establish how
financial resources have been utilized to promote performance of different schools as
reflected in registered KCSE results.
Human Resource and Academic Performance
Human resource in school includes teachers, support staff and students. Human resource as a
factor of production is affected by adequacy and quality as reflected by level of training and
level of motivation (Juma, 2011). According to behavioral scientists, effective worker
performance requires motivation ability and reward system that encourages quality work
(Ivancerich et al, 1994). Performance of teachers as reflected by level of training and
teaching experience will determine the quality of grades attained in an examination (Harbison
and Mayer, 1964; Husen et al, 1978 and Heinemann; 1981). A trained teacher will have
necessary pedagogical skills which will promote students’ understanding, motivating a
student to learn, thereby promoting academic performance.

26
Adequacy of teachers is reflected by student teacher ratio. Student teacher ratio reflects the
number of student that is handled by one teacher in a stream during a lesson (Lumuli, 2009).
Low student teacher ratio means that a teacher will be able to handle fewer students, implying
high attention level. High student ratio implies that a teacher will be able to handle many
students at ago. This will make a teacher to employ teaching methods which are deductive
rendering students passive (Michelowa, 2003; Dembele&Miaro, 2003). However, there is
need to strike balance as extremely low student teacher ratio leads to underutilization of
teachers while high student teacher ratio compromises academic performances affecting
quality of education. This study therefore seeks to establish the impact of human resource on
students’ academic performance as reflected by KCSE results.
Learning techniques and Academic Performance
In Britain, teachers emerging from programmes are only slightly better equipped for the
demands that will confront them than their predecessors thirty years go. This reflects the
static teacher training force itself out of touch to some degree with recent developments in
schools. In Britain the return of adult learner to the classroom meant that schools were
dealing with more sophisticated clientele than in the past. Staff development meant is
essential for the school to meet the wider responsibilities it is now expected to fulfill (Wilson,
2002).
Teachers are essential players in promoting quality education in schools because they are
catalysts of change. Teachers at all levels of education system should have access to training
and ongoing professional development so that they can be able to participate locally and
internationally in decisions affecting their teaching environments (UNESCO, 2000).
Educational management has no choice as to whether to train teachers and other employees
or not. This is because the competence of employees will never last forever due to such
27
factors such as curriculum change, technological change transfers and promotions (Okumbe,
1998).
Education reforms processes tend to maintain the classical scheme of incorporating teachers
when the proposal has already been defined, counting teachers only as potential trainees and
implementers, thus ignoring the importance of teachers’ knowledge, experience and active
participation in the reform process
(Mbatia, 2004). The shortage of well-trained teacher was identified in the 1964 – 70
development plans as a major obstacle to achieving education for all. The plan emphasized
the need of expanding teacher – training facilities in order to reduce the number of untrained
teachers and meet the demand of a rapidly expanding primary education system.
It is necessary to develop a system of providing opportunities to teachers to undergo in-
service courses on a continuous basis. Apart from increased enrolment, more children from
different backgrounds will be going to school, thus more special needs and over-age children.
In rural areas more children from poor home who may have been exposed to baby sitting and
herding are likely to go to school.
Theoretical Framework
Skinnerian Environmental Theory
This section is based on the fact that environment is vital for the achievement of educational
goal. This becomes necessary since the study is on the influence of school environment on
the student achievement of public universities.
The origin of environmental theories can be traced to a known psychologist named John
Locke (1917). He is the father of the learning tradition. He postulated that experience and
learning are basic and very essential to understanding of human behaviour. The
environmental approaches conceive human behaviour as something that is acquired through
the process of interaction with the environment, rather than inherited. According to this
28
model, behavioral development is controlled by and is a function of the physical and psycho-
social environment, labara in Ngwoke (1997). Children’s development is believed to be
shaped by the pattern of reinforcement it receives from the environment. Skinner (1948)
contributed in shaping the views expressed by environmental approach. It includes the work
of such people as Thorndike Toleman, Guthrie and Hull. These writers have these basic
assumptions about the process of learning. These are: Learning is manifested by a change in
behaviour, and the environment shapes behaviour. Therefore learning is the acquisition of
new behaviour through conditioning.
Bandura’s Social Learning Theory
It has been observed that sometimes children develop new behaviour by observing other
people’s behaviour and by observing the reinforcing or punishing experience of others.
Albert Bandura’s social learning theory emphasizes the importance of observational learning
which occurs when the behaviour is influenced by watching the behaviour of a model. It is
the consequences of the mode’s behaviour that determines the behaviour of the observer. The
common objects in our environment which children usually adopt as models include stars in
the class, school teacher. Bandura listed four processes involved in observational learning,
intentional, retention, production and motivational processes. He emphasized that social
learning is interactional in nature. He stressed that human learning involves the interaction of
the person, the person’s behaviour and the environment. It is noteworthy that a child’s
progress in the school is influenced by the attitude he develops towards not only the subjects
he is to learn but also the school and the school situation, hence his attitude will depend on
the sort of experience he has had.
Based on the underlining principles and assumptions guiding the above discussed theories,
the current study is therefore, being anchored on the Bandura’s social learning theory.
Review ofEmpirical Studies

29
Okafor (2003) undertook a survey study to evaluate school plant in terms of adequacy, usage
and maintenance in secondary schools in Idemili North Local Government Education Area.
The descriptive survey research method was utilized with the questionnaires as the instrument
for data collection. The population of the study comprised all the principals and the teachers
in post primary institutions in Idemili Education zone. Two hundred and fifty teachers formed
the sample of the study. There was 90% return rate of the questionnaires. The statistical
technique used in the analysis of the data was the t-test and mean score.
The findings of this study include the following. It was the opinions of the principals and
teachers that they supply physical plant facilities in the post primary schools in Idemili North,
Anambra State which include science laboratories, classroom, furniture, staffroom, facilities,
library facilities and laboratory equipment. The principals and teachers posited that students
should not be charged for the cost of repairing of school plant. The post primary school
management Board should employ store officers and other workers to be in charge of school
plant including the maintenance, repairing and distributing. Both the principals and teachers
were of the opinions that community in which the school is located should refurbish the
school plant.
Ebeledike (2010) investigated environment correlation of student in secondary school
chemistry in AhaochaAnambra State. The study specifically is to find out professional
qualified and experience chemistry teachers, good laboratory equipment and good
administration management influence on student performance. Random sampling technique
was used for the selection of 200 respondents. Hypotheses were tested with the Pearson
product moment correction coefficient at 0.05 level of significant. Data were analyzed using
means and frequency distribution. The researcher found out that the performance of student
depend on professional qualified and experience teachers and there is relationship between
students’ performance in chemistry and good laboratory equipment.

30
Ezen (2005) conducted a study on relationship between availability of technical equipment
and performance of student in introductory technology in Afikpo Education zone. The study
was conducted to find out how effectively teachers of introductory technology in Afikpo
education zone are using technical equipment provided in lesson to students, to enable them
improve their performance, to compare the performance of students taught with technical
equipment and those taught without technical equipment and to find out the opinion of
teachers and students on whether the introduction of practical test in junior school certificate
examination will enhance students’ performance. 260 student and 20 teachers were randomly
selected for the study from the 25 secondary school. The data collected were analyzed using
frequency table, means, percentages, standard deviation, t-score and Pearson product moment
correlation coefficient. The major findings of the study, are that technical equipment provided
are presently not been effectively utilized to develop the skill of the student and that the
teaching of introductory technology is generally theoretical.
The school physical facilities are known as school plant and it includes the school buildings,
classrooms furniture, equipment, instructional materials, laboratories, libraries, play grounds,
etc. Lezotte and Passiroque (2008) carried out a study to find out the effect of school
buildings on students’ academic performance. They formulated hypotheses based on prior
students’ achievement with study background, school building and students’ achievement as
the dependent variables. A total of 2,500 randomly selected students from 20 modern schools
were used as sample. The Pearson’s product moment correlation coefficient statistical tool
was employed at 0.05 alpha level of significance. The result showed that the school building
accounts for significant variance in academic performance. They recommended that
classrooms should be spacious to promote flexibility of usage in groups and individual
activities. Similarly, classroom plays a vital role in the education of the child.
31
Still on the possible influence of school plant, Klafs and Amhein (2011) conducted research
to find out the influence of recreational facilities on students’ academic performance in Lagos
State. They employed questionnaire titled RFSDQ, which was administered on 500 randomly
sampled secondary school students from 10 schools in Lagos. Four hypotheses were
formulated for the study and analyses were made with chi-square (x2) statistics to find out
how the scores vary. The investigation revealed significant results for the study. Klafs and his
colleague found that availability of recreational facilities do not only lead to increase practice
in skill acquisition by individuals but also serve to encourage mass participation in sporting
programmes, thereby promoting students’ academic performance. In an attempt to discover
the factors affecting students’ performance in agriculture, Ntekpere (2008) conducted a
research. He randomly sampled a total of 207 males with a mean of 21.40 and a standard
deviation of 3.58, and 139 female students with a mean of 17.94 and standard deviation of
4.25. Several findings were made. One among them was the unavailability and lack of
teaching materials significantly influenced the academic performance of the students in
Agriculture. Still on the influence of physical facilities on students, Essien (2004), embarked
on a study titled indicators for self-reliance among Nigeria students in Cross River State as
perceived by administrators of tertiary institutions. Four hypotheses involving skills of self-
reliance were formulated. From a population of 1,865 tertiary institution administrators, 400
were randomly selected to constitute the sample. Data for the investigation were collected
using School Administrators Perception of Self-reliance Questionnaire (SAPSQ) and the
hypotheses were tested at 0.05 level of significance using t-test of single mean (population t-
test) technique. From one of the results, she observed that the Nigerian students would attain
self-reliance in the area of exploitation of human and material resources if the educational
system could make available adequate provision of infrastructural facilities, equipment and
facilities for teaching and learning in our educational institutions.

32
Akabogu (2001) investigated on the effect of location of school on secondary school
students’ achievement in reading comprehension. The study specifically is to find out
whether urban or rural school effect performance of students in secondary schools. Two
hundred and sixty (260) senior secondary class 2 (SS2) students in Enugu education zone of
Enugu State were used for the study. The data collected were analyzed using mean and
standard deviation. While analysis of covariance (ANCOVA) was used to test the null
hypothesis at 0.05 Apha level of significance.
Akabogu found out that location of school has significance impact on achievement in reading
comprehension. Ezudu (2001) studied Girls science classroom environment as correlates to
academic performance of girls in science. He developed two research questions and a null
hypothesis for the study. Questionnaire was used for the collection of data. The respondents
were allowed to respond to the questionnaire items on four points likert scale. The population
of the study was 200 students randomly drawn from two secondary schools sampled from,
the total population of all female students in JSS II in Oji-River Local Government Area of
Enugu State. The data collected were analyzed using descriptive and inferential statistics. The
research questions were answered using Pearson product moment co-efficient while t-test
was used in testing the hypothesis at 0.05 level of significant. From the review of the
empirical studies, it is revealed that studies have been carried out on the issue of correlation
in the achievement of few subjects and the students’ performance. The review revealed that
such few works centered on academic performance of students in relation to classroom
environment. It appears none has concentrated on the general influence of the school
environment on the academic performance of students of public secondary schools in the
state. It is against this background that the present study is being carried out to fill the gap.
Summary of Literature Review

33
The review of literature is based on the following headings: conceptual framework,
theoretical framework and review of empirical studies. It is evident that environment is a vital
tool in effective and efficient operation of educational programme. Good school environment
contribute immensely to higher level of educational performance. Regardless of where a
school is located, a rich school environment is comfortable and secure from danger; radiate a
sense of wellbeing and send a caring message. Thus good school environment is the key to a
high performance of education institution. It also discusses the effect of building, library
services school location and school facilities with regard to quality. The theoretical
framework deals with the theories of environment which includes learning models and social
learning approach. The researcher reviewed five empirical studies on school environment and
related areas. The findings revealed that school plants, physical facilities are supplied by the
government. The performance of students depends on professional qualified and experienced
teachers. It also revealed that there is low relationship between the girls’ classroom
environment and their academic performance. These problems are identified outside the
present area of study. It is this gap that arouses the researcher’s interest to undertake a study
on the influence of environment on Academic performance of students in selected tertiary
institutions in Niger Delta.

34
CHAPTER THREE
RESEARCH METHOD
This chapter presents the procedure to be used in this study under following the sub-
headings:
- Research design
- Population of the study
- Sample and sampling techniques
- Instrument for data collection
- Validation of the instrument
- Reliability of the instrument
- Method of data collection
- Method of data analysis
Research design
The design for this study is descriptive survey. It is to provide the opinion of the respondents
on the influence of environment on Academic performance of students in selected tertiary

35
institutions in Niger Delta. Nworgu (2006) defines descriptive survey design as those studies
that aim at collecting data and describing them in a systematic way, the features of a given
population. The design is considered appropriate because it will enable the researcher to
identify the characteristic of the population objectively.
Population for the study
The population for the study comprised of students in selected tertiary institutions in Niger
Delta.
Sample and Sampling Techniques
Simple random sampling technique was used to select two institutions in the Niger Delta
Cross River University of Technology (CRUTECH) and University of Uyo which are part of
federal Universities in the Niger Delta..
The sample for this study consisted of One Hundred (100) students who were randomly
selected.
Instrument for Data Collection
The instrument for data collection was questionnaire titled “Influence of school environment
on academic performance of students in the selected Universities. The instrument was
developed by the researcher.
Part A of the questionnaire provides information on demographic data of the respondents
while consisted of items that are arranged in four likert scales of Strongly Agree (SA), Agree
(A), Strongly Disagreed (SD), and Disagreed (D).
Validation of the Instrument
The instrument was subjected to face validation by experts from the field of Measurement
and evaluation in both universities. The experts were requested to look at the adequacy of the
items in line with the purpose research questions as well as the rating scale. Corrections were
36
affected in some of the items and on the response options. The instrument was considered
valid by the experts for the study.
Method of Data Collection
Direct method was used to administer and collect the instrument by the researcher with the
help of a research assistant. This helped in the administration and collection of the
questionnaire after completion by the respondents. The reason is to ensure a high return rate
of the instrument.
Method of Data Analysis
Mean and standard deviation were used to answer the four research questions posed for the
study. T-test and Pearson product moment correlation were used to test hypotheses generated
for study
37
CHAPTER FOUR
RESULTS
This chapter presents the results of the analyses of the data collected for the study and the
subsequent discussion.
RESULTS
Descriptive Analysis
Figure 1: Gender
42 (42%)
Female
Male
58 (58%)
Source: Field Survey
Figure 1 revealed that gender of respondents sampled for the study. It was revealed that 58
representing 58% of the respondents are female while 42 (42%) are male. This indicates that
majority of the respondents in this study are female. This means that, females are fully
involved in the study than male as they are the major respondents available at the point of
carrying out this study.

38
Question 1: To what extent does the school physical environment with regard to school
building affect the academic performances of students in selected tertiary institutions in Niger
Delta?
Table 1: The school physical environment with regards to school building affects the
academic performances of students
S/ ITEMS VGE GE LE VLE Mea St. Decisio
N n D n
1 Offices for staff 54 24 10 12 3.20 1.0 GE
(54%) (24%) (10%) (12%) 4
2 Reading rooms for 46 25 19 10 3.07 1.0 GE
students (46%) (25%) (19%) (10%) 3
3 Lecture theater for 27 46 17 10 2.90 0.9 LE
students (27%) (46%) (17%) (10%) 2
4 Lecture hall spaces for 34 37 25 4 3.01 0.8 LE
teaching &learning (34%) (37%) (25%) (4%) 7
process
5 More ventilated space 40 27 25 8 2.99 0.9 LE
for students recreation (40%) (27%) (25%) (8%) 9
6 Hall for Exams 55 20 18 7 3.23 0.9 GE
(55%) (20%) (18%) (7%) 8
Grand mean weighted value 3.06 0.9 GE
Mean greater than 3.06 “Great Extent” otherwise “Low Extent”

39
The extent in which school physical environment with regards to school building as affect the
academic performances of students as shown in table 1 revealed that offices for staff, reading
rooms for students and hall for exams are in great extent affecting student academic
performance as their mean 3.20, 3.07 and 3.23 respectively are greater than 3.06 grand mean
weighted value. However, the result shows that lecture theatre for students, lecture hall
spaces for teaching &learning process, more ventilated space for students’ recreation are
affecting students academic performance at low extent as their mean 2.90, 3.01, and 2.99
respectively fall below grand mean weighted value. This implies that academic performance
of students is affected by school physical environment with regards to school building.
Question 2: To what extent do the library services affect the academic performances of
Table 2: The extent in which library services affect the academic performances of
students
N n D n
7 Provision of seat for use 59 23 18 - 3.41 0.7 GE
in the library. (59% (23%) (18% 8
) )
8 Current materials/books 47 29 15 9 3.14 0.9 GE
for students in the library (47% (29%) (15% (9%) 8
) )
9 Books for lending to 45 39 9 7 3.22 0.8 GE
students to enhance more (45%

40
knowledge ) (39%) (9%) (7%) 8
10 Physical presence of 44 41 7 8 3.21 0.8 GE
library assistants to help (44% (41%) (7%) (8%) 9
and guide )
11 Working hours during 24 45 25 6 2.87 0.8 LE
which library is open for (24% (45%) (25% (6%) 5
use. ) )
12 Extension of working 36 36 13 15 2.93 1.0 LE
workers (36% (36%) (13% (15% 5
) ) )
The extent in which library services affect the academic performances of students as shown
in table 2 revealed that lack of provision of seat for use in the library, current materials/books
for students in the library, books for lending to students to enhance more knowledge, physical
presence of library assistants to help and guide are affecting students academic performance
as their value 3.41, 3.14, 3.22, and 3.21respectively was greater than the grand mean
weighted value of 3.13. However, the study indicated that working hours during which
library is open for use and extension of working workers are only affect students achievement
in low extent as their mean value of 2.87 and 2.93 respectively less than grand mean
weighted value. Hence, library services affect student’s academic performances in a greater
extent.
41
Question 3: How does school location affect academic performances of students in selected
tertiary institutions in Niger Delta?
Table 3: the extent in which school location affects academic performances of students
N n D n
13 Nearness to your 40 27 24 9 2.98 1.0 LE
home/village (40% (27% (24% (9%) 0
) ) )
14 Lack of facilities near to 32 40 24 4 3.00 0.8 GE
the school (32% (40% (24% (4%) 5
) ) )
15 Lack of where to buy 26 49 20 5 2.96 0.8 LE
school (student) needs near (26% (49% (20% (5%) 2
the school ) ) )
16 Limited access to reading 30 50 17 3 3.07 0.7 GE
materials near or around (30% (50% (17% (3%) 7
the institutions ) ) )
17 Inadequate fund to procure 30 36 21 13 2.83 1.0 LE
materials for institution (30% (36% (21% (13% 1
shop/store ) ) ) )
18 Lecturers inability to 38 36 19 7 3.05 0.9 GE
access current and relevant (38% (36% (19% (7%) 3
materials for teaching ) ) )
19 Insufficient qualified 46 28 19 7 3.13 0.9 GE
lecturers due to the (46% (28% (19%

42
isolated nature of the ) ) ) (7%) 6
school
The extent in which school location affect academic performances of students in Universities
as shown in table 3 indicated that lack of facilities near to the school, limited access to
reading materials near or around the institutions, lecturers inability to access current and
relevant materials for teaching, and insufficient qualified lecturers due to the nature of the
school are also affecting students academic performance as their mean value 3.00, 3.07, 3.05
and 3.13 respectively greater than grand mean weighted value. However, the respondents
revealed that nearness of schools to the home/village does not affect academic performance
of the students as well as lack of where to buy school (student) needs that near the school and
inadequate fund to procure materials for institution shop/store have low extent to affect
student academic performance as their mean value are 2.98, 2.96, and 2.83 respectively fall
below grand mean weighted value. The result implies that school location in a great extent
affect academic performances of students.
Question 4: To what extent do the school facilities affect students’ academic performances of
Table 4: What extent does the school facilities affect students’ academic performances
N n D n
20 Well-furnished lecture 47 26 16 11 3.09 1.0 GE
halls for students (47% (26% (16% (11%

43
comfortability ) ) ) ) 4
21 Teaching aids 39 41 16 4 3.15 0.8 GE
(39% (41% (16% (4%) 3
) ) )
22 Electric generators for 28 39 28 5 2.90 0.8 LE
hostels/lecture theaters (28% (39% (28% (5%) 7
) ) )
23 Blackboard for 31 33 30 6 2.89 0.9 LE
classroom/laboratories (31% (33% (30% (6%) 1
) ) )
24 Well-equipped laboratory 40 31 18 11 3.00 1.0 LE
for each departments (40% (31% (18% (11% 2
) ) ) )
25 Sport facilities 32 49 15 4 3.09 0.7 GE
(32% (49% (15% (4%) 9
) ) )
26 School health facilities in 40 31 21 8 3.03 0.9 LE
terms of emergency (40% (31% (21% (8%) 7
) ) )
27 Fencing of the 45 32 13 10 3.12 0.9 GE
school/security (45% (32% (13% (10% 9
) ) ) )
28 Electricity 53 24 16 7 3.23 0.9 GE
(53% (24% (16% (7%) 6
) ) )
44
The table 4 presented above showed the opinions of the respondents as regard to the extent in
which school facilities affect the academic performance of the students. It revealed that well-
furnished lecture halls for students comfort ability, teaching aids, sport facilities, fencing of
the school/security, and electricity are affecting students’ academic performance as their
mean value of 3.09, 3.15, 3.09, 3.12, and 3.23 respectively, these are greater than grand mean
weighted value of 3.06. However, the electric generators for hostels/lecture theaters,
blackboard for classroom/laboratories, and well-equipped laboratory for each departments
and school health facilities in terms of emergency are considered to have low extent in
affecting students’ academic performance as their mean value of 2.90, 2.89, 3.00, and 3.03
falls below grand mean weighted value. Hence, the result showed that respondents agreed
that on a great extent school facilities affect students’ academic performances.
Test of Hypotheses
Two hypotheses were formulated to guide the study and will be tested at 0.05 level of
significant.
Ho1: There is no significant difference between schools environment and academic
Table 5: T-test statistics for difference between schools environment and academic
performance of students
Variables N Mean Std. Dev Df T. Cal. T. Table Inference

45
School Environment 100 3.20 1.04
Students’ achievement 100 60. 19 18.34

99 Significant
PAchievement
> 0.05 (Significant)
The result of t-test in table 5 revealed that t-cal (31.14) is greater than t-table (0.19) at 0.05
level of significant, df=99. This makes the null hypothesis 1 to be rejected. This means that
there was significant difference between schools environment and academic performance of
the students.
Ho2: There is no significant relationship between school facilities and students’ performance
Table 6: Pearson Product Moment Correlation showing school facilities and Students’
Academic performance
Variables N Mean SD r-cal r-tab Sig (P)
School Facilities 100 3.09 0.79
0.209 0.19 0.01
Academic performance 100 60.19 18.34
P < 0.05 (Significant)
The result of analysis presented in table 6 revealed that the relationship between school
facilities and students’ academic performance was very high as r cal (0.209) was greater than
rtab (0.96) and P-value (0.01) less than 0.05 level of significance. This led to the rejection of
null hypothesis three. Hence, there was significant relationship between school facilities and
students’ academic performance.
Discussion of Findings
46
The result of the findings revealed that revealed that offices for staff, reading rooms for
students and hall for exams are affecting student academic performance; hence there is need
for more reading rooms for students. This is in line with findings of Akpa et al (2005) that
school buildings, classroom accommodation for teaching and learning, promote the academic
performance of students in the school.
The findings also revealed that lack of provision of seat for use in the library, current
materials/books for students in the library, books for lending to students to enhance more
knowledge, physical presence of library assistants to help and guide are affecting student’s
academic performance. This support the finding of Mazi (2006) that the provision of
enough reading materials in the school library with good seats and tables help to improve the
quality of the academic performance of students in the school.
The study revealed that lack of facilities near to the school, limited access to reading
materials near or around the institutions, lecturers’ inability to access current and relevant
materials for teaching, and insufficient qualified lecturers due to the nature of the school are
also affecting students’ academic performance. This agrees with the opinion of Bello (2008)
that school location influences the academic performance of the students.
The result of hypothesis test showed that there was significant difference between schools
environment and academic performance of the students and there was significant relationship
between school facilities and students’ academic performance

47
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of the Study
This study examined the influence of environment on Academic performance of students in
selected tertiary institutions in Niger Delta. The study specifically, the study focused on
school building, school library, school location and schools facilities.
This study adopted descriptive research of survey type. Simple ramdom sampling technique
was used to select 100 students from CRUTECH and Uniuyo. Well-structured questionnaires
designed and used for data collection. The instrument was validated by my supervisor and
reliability coefficient of 0.95 was obtained which implies that the instrument was reliable.
Data collected were analyzed using percentage frequency count and mean, standard deviation
and grand mean weighted value to provide answer for research questions in the study.
Conclusion
Based on the findings of this study, it was concluded that school building, school library,
school location and schools facilities are in a great extent affecting student academic
performance. The implication of this study is to enable curriculum planner school
administrators and supervisor to ensure that qualified skilled and experienced lecturers are
recruited and allowed to teach in higher institutions.
Recommendations
The following recommendations were made;
1. Provision of adequate conducive classroom to promote effective teaching and learning
of students in order improved on their academic performance.

48
2. Qualified and experience lecturers should be employed to teaching university students
and current teaching or instructional materials should be made available for both staff and
students in the institutions.
3. Office accommodations to be provided for lectuers to enable them have appropriate
space and time for their lecture and other related academic activities
4. Efforts should be made by appropriate authority to provide schools with functional
libraries and well equipped with current reading reference materials as well as employed
qualified library assistant that is capable to direct students to the proper chef where to get
relevant materials.
5. Power supply should made available for both staff and students for effective teaching
and learning process e.g. in other to power computers and projector for teaching delivery.
Suggestions for Further Studies
Similar study should be carried out in other state to find out whether similar results would be
obtained.
49
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55
QUESTIONNAIRE
Please make sure that the answer provided by you is to the best of your knowledge at it will
be treated confidentially.
SECTION A: PERSONAL DATA
Name of Institution: ……………………………………………………
Level: ……………………………………………………………………
Gender: Male ( ) Female ( )
Key: Strongly Agree (SA) Agree (A), Strongly Disagree (SD) and Disagree (D)
Instruction: Tick (√) appropriately in the box provided
SECTION B
Research Question 1: To what extent does the school physical environment with regard to
school building affect the academic performances of students?
Please indicate the extent to which you agree on the influence of the under listed on
your academic performance
S/N SCHOOL BUILDING SA A SD D
The extent the quality of school physical environment with
regard to school building affect the academic performance of
students.
1 Offices for staff
2 Reading rooms for students

56
3 Lecture theater for students
4 Lecture hall spaces for teaching & learning process
5 More ventilated space for students recreation
6 Hall for Exams

57
Research Question 2: To what extent do the library services affect the academic
performances?
S/N SCHOOL Library Services SA A SD D
The extent the library service affects the academic
7 Provision of seat for use in the library.
8 Current materials/books for students in the library
9 Books for lending to students to enhance more knowledge
10 Physical presence of library assistants to help and guide
11 Working hours during which library is open for use.
12 Extension of working workers
Research Question 3: How does school location affect academic performances of students?
S/N SCHOOL LOCATION SA A SD D
The extent school location affects the academic performance
of students.
13 Nearness to your home/village
14 Lack of facilities near to the school
15 Lack of where to buy school (student) needs near the school.
16 Limited access to reading materials near or around the
institutions
58
17 Inadequate fund to procure materials for institution
shop/store.
18 Lecturers inability to have access to materials for teaching
19 Insufficient qualified lecturers due to the isolated nature of
the school.
59
Research Question 4: To what extent do the school facilities affect students’ academic
performances of tertiary institutions in Ekiti State?
S/N SCHOOL FACILITIES SA A SD D
The extent school facilities affect academic performance of
students.
20 Well-furnished lecture halls for students comfortability
21 Teaching aids
22 Electric generators for hostels/lecture theaters
23 Blackboard for classroom/laboratories
24 Well-equipped laboratory for each departments
25 Sport facilities
26 School health facilities in terms of emergency
27 Fencing of the school/security
28 Electricity

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1

INFLUENCE OF ENVIRONMENT ON ACADEMIC PERFORMANCE OF

STUDENTS IN SELECTED TERTIARY INSTITUTIONS IN NIGER DELTA

Background to the Study

academic performance, including performance in examinations (Ajayi, 2011 and Oluchukwu,

2014). The importance of learning environment to educational development was so upheld by

facilities, qualified teachers, furniture, school building, good administrative management,

teacher pupil relationship and school location among others.

influence academic performance of students irrespective of their intelligent quotient. School

disposition while a healthy environment makes available a window of opportunities to the

ensuring attainability of the goals of such setting.

village meetings, wedding reception and church services.

There is need for a well-planned and organized educational environmental enrichment

opined that environmental enrichment regarding physical facilities is a major factor in

resources aid students’ academic performance.

library services, and school location and school facilities.

Deteriorating conditions have encouraged incessant complaints from students. Adeboyeje

relevance and adequacy of these facilities contribute to students’ achievement while

unattractive school buildings, crowded classrooms, non-availability of playground and flower

availability of instructional materials, location) necessary for effective

teaching/learning.According to Subair and Awolere (2006), there should be maximum

presence of physical conditions such as lighting, ventilation, good building constructions,

schools foster these positive outcomes by promoting students sense of connectedness,

building in a school community is a means of fostering academic success. Students who

favorable learning environment that apparently enhance their academic performance

(Owoeye J.S, &Philias, O.Y 2011).

would affect the organization of learning environment.

According Christopher (2012) school environment has a significant influence on academic

well academically. Noise in anything interferes with teaching/learning process.

Therefore, it is believed that positive interpersonal relationship and optional learning

opportunities for students in all demographic environments can increase achievement

academic performance (Orlu, 2013).

for future generation.

Statement of the problem

being operated in Nigeria. The establishments of government tertiary institutions have

standardize the school environment.

and unconduciveschool environment and noise pollution

learning process in tertiary experience, inadequate or poor physical infrastructure,

and are therefore bound to influence their academic performance.

Purpose of the study

performance of students in selected tertiary institutions in Niger Delta.

The study intends to:

regard to school buildings affect the academic performances

2. determine the extent the library services affects academic performance

4. ascertain the extents the school facilities affect students’ academic

The following research questions will guide the study:

building affect the academic performances of students in selected tertiary institutions in

2. To what extent do the library services affect the academic performances of

students in selected tertiary institutions in Niger Delta?

3. How does school location affect academic performances of students in

selected tertiary institutions in Niger Delta?

4. To what extent do the school facilities affect students’ academic performances

of students in selected tertiary institutions in Niger Delta?

Ho1: There is no significant difference between schools environment and academic

Ho2: There is no significant relationship between school facilities and students’

Significance of the Study

Scope of the Study

The study is delimited to the influence of environment on Academic performance of students

library services, school location and school facilities.

Influence: The capacity to have an effect on the character, development or behaviour of

Academic Performance: Refers to the measurable achievements and outcomes of students

educational institutions that provide post-secondary education, including universities,

colleges, polytechnics, and vocational schools.