Raji IJSSMS 008

International Journal of Social Sciences and Management studies
Vol 1(1), April-June edition, 2022.
Influence of School Facilities Provision on Students’

Academic Performance in Senior Secondary Schools in Port-
Harcourt Metropolis
1Prof.
Margaret. E. Akpomi & 2Taiye, M. Raji
1
Department of Business Education
2
Department of Educational Management
Rivers State University, Port-Harcourt
Corresponding Author’s Email: rajitaiwo2002@yahoo.com
Suggested Citation: Akpomi, M.E. & Raji, T.M. (2022). Influence of school facilities provision on
students’ academic performance in senior secondary schools in Port-Harcourt Metropolis. International
Journal of Social Sciences and Management studies 1(1),97-113
Abstract
The study examined the Influence of School Facilities Provision on Students’ Academic Performance in Senior
Secondary Schools in Port-Harcourt Metropolis. Three specific objectives, three research questions and three
hypotheses guided the study. This study employed a descriptive survey design. The population of the study comprised
of 5548 teachers from 125 senior secondary schools in Port Harcourt metropolis. The sample size of the study was
520 teachers (145 public school teachers and 375 private school teachers). The instrument for data collection was a 5-
point rating scale questionnaire titled “Educational Facilities Provision and Students’ Academic Performance
Questionnaire”. The instrument was face and content validated. The reliability of the instrument was determined based
on Cronbach Alpha internal consistency method which gave 0.91, 0.70, and 0.75 reliability index. 485 out of 520
copies of questionnaire distributed were duly completed and returned. Mean and Standard Deviation were used to
provide answers to the research questions. Criterion mean value of 3.00 was used as a benchmark for items
“Agreement” or “Disagreement”. The study found that educational facilities such as classroom, laboratory and library
influence the academic performance of students in senior secondary schools in Rivers State. Amongst others, the study
recommended that there should be adequate provision of classroom facilities to enhance effective learning towards
better academic performance among students
Keywords: Influence, School Facilities, Provision, Students’ Academic Performance
INTRODUCTION
Facilities refers to the school plant, that is, the school buildings, classrooms, library, laboratories,
toilet facilities, offices and other materials and infrastructures that would likely motivate students
towards learning. A school cannot operate meaningfully without the availability of school
facilities. A school facility therefore means those facilities that are necessary for the school to
operate or exist at all. Ochai (2012) states that school facilities constitute the major components of
both direct and indirect action elements in the school environment of learning. Ochai, further
stressed that the quality of education that students receive bears direct relevance to the availability
or lack of physical facilities and overall atmosphere in which learning take place. Ochai defined
97
school facilities as those resources that enable the teacher to do the work of teaching very well and
helping the learners to learn effectively. Schools exist to provide manpower development in order
to serve socio-economic and political needs of the ever-changing society. Udoh and Akpah (2010)
posit that the presence of enough teaching facilities is a strong controlling factor for academic
achievement. Poor academic performance of students in Nigerian schools can be attributed to lack
of adequate teaching facilities. School facilities are germane to effective learning and academic
performance of students
A close observation of the performance of secondary school students perhaps could be traced to
lack of physical facilities and a motivating learning environment. Most schools seem to lack the
necessary facilities that could enhance effective teaching and learning as a result little is expected
from students in terms of academic performance. Experience shows that inadequate physical
facilities have some adverse effect on students’ interest to learn. Hence, this may invariably affect
their academic performance. In a situation where students are not having access to normal facilities
like library equipment and inadequate seats in the classroom it is observed that these could
contribute to low performance of students.
Apart from protecting student from sun, rain, heat and cold, there should be enough space, seats,
laboratory and internet facilities and a host of other physical facilities that could enhance the level
of motivation and academic performance of students. In “The Nation” Nigeria daily newspaper of
October, 2009, students were reported to have demonstrated over the condition of infrastructures
in public schools in Nigeria. It was therefore, believed that where facilities are adequately
provided, there seems to be an increase in students’ performance.
It is a pathetic situation in Nigeria that the situation of public secondary schools have worsened by
the fact that enrolment in public secondary schools has increased without commensurate expansion
or provision of adequate educational facilities in secondary schools (Asiyai, 2012). Asiyai, further
states that most Nigeria public secondary schools have been in existence for a relatively long
period with the same limited classrooms, open spaces, libraries, laboratories and so on. Such
secondary schools have witnessed little or no renovation over time, while virtually nothing is done
to expand the size of facilities in such schools. Befii–Nwile and Amie-Ogan (2021) in their study
found that to high extent classrooms and libraries provision and utilization determine students’
98
academic performance in public junior secondary schools in River State. Hence, classroom is an
essential facilities in the school that often determine comfortability of learning among learners.
Similarly, Hoftein and Ginetta, in Lawrence (2018), contended that the laboratory has been a
distinctive feature in science teaching and learning. For students to learn efficiently, teachers
should ensure that adequate laboratory facilities are procured. The extent of adequacy of laboratory
facilities for science teaching depends on the population of students in a particular school. Eshiet,
in Lawrence (2018), held that the adequacy of laboratory facilities makes Chemistry teaching more
concrete and stimulating and hence for better students’ academic performance in secondary
schools. Academic performance depicts the level of educational attainment of an individual. It
differentiates one with high knowledge content from the other with low and less competency in
academic performance. Okafor, in Lawrence (2018), found that the adequacy of laboratory
facilities had a significant effect on the students’ academic performance in Chemistry. Aburime
(2004) investigated the influence of adequacy of laboratory facilities and academic performance
in Chemistry and found that adequacy had significant influence on students’ academic
performance in secondary school Chemistry teaching.
Also, another classroom facilities that often tends to enhance teaching process is the library.
Library is an essential factor in teaching-learning process. It forms one of the most important
educational services. The educational process functions in a world of books. The chief purpose of
a school library is to make available to the pupil, at his easy convenience, all books, periodicals
and other reproduced materials which are of interest and value to him but which are not provided
or assigned to him as basic or supplementary textbooks. The importance of library has been
demonstrated by the government when she expressed in the National Policy on Education (NPE)
that every state Ministry needs to provide funds for the establishment of libraries in all her
educational institutions and to train librarians and library assistants. As a resource, it occupies a
central and primary place in any school system. It supports all functions of school-teaching and
provides service and guidance to its readers. According to Fowowe, in Adeyemi (2012) a library
must be up-to-date and at the same time allow access to older materials. It must be properly
supported financially to fund materials and services among others.
Moreover, Fuller (1986), identified a school library as an instructional resource which may
significantly influence pupils’ achievement after controlling for pupils’ family background. He
99
found that effect of library size and its activity have been positive in 15 out of 18 analyses. Also,
in his study on the relationship between instructional facilities and academic performance,
Popoola, in Adeyemi (2012), discovered that library correlates with academic achievement and
those schools with well-equipped library normally maintain high academic performance. Students
that use school library services often perform better in their test and examination than those who
are not using such services. Jato, Ogunniyi and Olubiyo (2014) stated that, school libraries have
positive impact on student achievement and thus, school library provides a quiet, well-lit study
place and environment that is conducive to mental concentration.
In recent times, Nigeria has witnessed a declining trend in students’ academic performance in
external examinations. For example, available statistics from the National Bureau of Statistics
showed that the proportion of students who obtained five credits including English Language and
Mathematics in WASSCE fell by 10.38% from 56.53% in 2017 to 48.15% in 2018. Also,
information obtained from the Punch Newspapers (29th October 2021) showed that between 2020
and 2021, the proportion of students who achieved five credits including English Language and
Mathematics in NECO examinations decreased by 2.2% from 73.89% to 71.64%. These statistics
is an indication that students’ performance is decreasing. This continual decrease in students’
academic performance in external examinations has been blamed on a number of factors among
which is poor facilities (Udoh & Akpah, 2010). Hence, the study intend to;
Purpose of the study

The aim of this study was to determine the influence of educational facilities provision on students’
academic performance as perceived by teachers in private and public senior secondary schools in
Metropolis. Specifically, the objectives of the study are to:
1. Determine the influence of classroom facilities provision on students' academic

performance as perceived by teachers in private and public senior secondary schools in
Metropolis.
2. Determine the influence of laboratory facilities provision on students' academic
Metropolis.
3. Determine the influence of library facilities provision on students' academic performance
as perceived by teachers in private and public senior secondary schools in Metropolis
100
Research Questions
The following research questions were raised to guide the study:
1. What is the influence of classroom facilities provision on students' academic performance

as perceived by teachers in private and public senior secondary schools in Metropolis?
2. What is the influence of laboratory facilities provision on students' academic performance
as perceived by teachers in private and public senior secondary schools in Metropolis?
3. What is the influence of library facilities provision on students' academic performance as
perceived by teachers in private and public senior secondary schools in Metropolis?
Hypotheses
To provide dependable answers to the above research questions, the following hypotheses were
formulated and tested at 0.05 level of significance.
1. There is no significance difference in the mean responses of teachers in public and private
schools on the influence of classroom facilities provision on students' academic
performance in senior secondary schools in Port Harcourt Metropolis
schools on the influence of laboratory facilities provision on students' academic
performance in senior secondary schools in Port Harcourt Metropolis
schools on the influence of library facilities provision on students' academic performance
in senior secondary schools in Port Harcourt Metropolis
METHODOLOGY
This study employed a descriptive survey design which entails the description of a situation,
object, and people using available information from the study population. The population of the
study comprised all the 5548 teachers in private and public senior secondary schools in Port-
Harcourt Metropolis Rivers State. This number consisted of 2005 teachers from 36 public and
3543 teachers from 89 private senior secondary schools in Port Harcourt metropolis. The sample
size of the study was five hundred and twenty teachers in both private and public secondary schools
in Port-Harcourt Metropolis, Rivers State. For sample selection, the researcher employed a
purposive sampling method to select a total of 104 schools (Public= 29, Private=75) that are
101
approved for external examinations and also possess considerable educational facilities for
teaching and learning in Obio-Akpor and Port Harcourt Local Governments Areas in Rivers State.
Five teachers were randomly selected from each of the sampled schools which resulted to one
hundred and forty-five (145) teachers in public secondary school and three hundred and seventy-
five (375) teachers in Private secondary schools.
The instrument for data collection was a structured questionnaire titled “Educational Facilities
Provision and Students’ Academic Performance Questionnaire (EFPSAPQ)” in five option Likert-
format ranging from 1 = Strongly Disagreed (SD); 2 = Disagree, 3 = Undecided, 4 = Agree and 5
= Strongly Agreed (SA). This study considered the face and content validity. Accordingly, to
validate the research instrument (EFPSAPQ), three experts were consulted. The reliability of the
EFPSAPQ instrument was determined based on the popular Cronbach Alpha internal consistency
method. This method was mostly used when the data were generated through the Likert-scale
(Warmbrod, 2014). The Alpha threshold value is 0.70, hence a calculated Alpha value of ≥ 0.70
would indicate that the instrument is reliable. The questionnaire used for the study “EFPSAPQ”
had five sections. The reliability index obtained for section A to C respectively were: 0.91, 0.70,
and 0.75. Administration of the instrument was done by the researcher with the help of trained
research assistants. A total of 145 were distributed to public schools while a total of 375 were
distributed to private schools. 485 out of 520 copies of questionnaire distributed were duly
completed and returned, hence the study achieved a response rate of 93.27%, which is very
remarkable. Mean and Standard Deviation were used to provide answers to the research questions.
Criterion mean value of 3.00 was used as a benchmark for items “Agreement” or “Disagreement”.
For hypotheses testing, the study employed the z-test to establish the significance of difference
between teachers’ responses in public and private secondary schools on the influence of
educational facilities provision and students’ academic performance in external examinations.
Hypotheses were tested at 0.05 alpha level
RESULTS
Research Question 1: What is the influence of classroom facilities provision on students'

Metropolis?
102
Table 1: Mean responses on Influence of Classroom Facilities provision on academic

performance
Public School (n=132) Private school (n=353)
S/N Items
x S.D. Rmk x S.D Rmk

Adequate furniture (chairs, desks, boards) in
1 classrooms makes the students feel comfortable for 3.74 0.75 Agree 4.34 0.53 Agree
learning towards enhance academic performance.
Observing considerable class size ratio reduces

classroom management problems for teachers which
2 3.39 0.78 Agree 4.03 0.62 Agree
concentrate on effective teaching towards enhancing
students’ performance.
Availability of spacious and well ventilated
3 classrooms keeps the environment conducive for 3.66 0.77 Agree 4.18 0.71 Agree
effective learning.
Classrooms with well-lit and functioning air

4 conditioning system such as fan, air conditioner, etc. 3.52 0.80 Agree 3.85 0.62 Agree
aids students’ level of comprehension.
Availability of classroom instructional materials

5 3.93 0.82 Agree 3.92 0.79 Agree
facilitates students’ learning ability.
Temperature control in the classroom reduces brain
6 tension and stress among students for enhanced 3.67 0.85 Agree 3.02 1.03 Agree
learning outcome.
Availability of clean blackboards or whiteboards aids
7 students note taking and memorization for better 3.83 0.99 Agree 4.01 0.82 Agree
academic performance.
Attractive and motivational classroom posters inspire
8 3.03 1.02 Agree 3.19 1.05 Agree
students for improved academic performance.
Provision of classroom book-shelves helps students
9 in proper storage of textbooks for easy access towards 3.11 0.93 Agree 3.56 0.99 Agree
reading for improvement in learning outcome.
Classroom with good lightning facilitates effective
10 note-taking for personal study towards enhanced 3.92 0.99 Agree 3.75 0.93 Agree
academic performance.
Grand Mean 3.58 0.87 Agree 3.79 0.80 Agree
Field work (2021)
Table 1 shows the mean responses of public and private school teachers on the influence of
classroom facilities on the academic performance of students in senior secondary schools in Port-
Harcourt, Rivers State. According to the criterion mean of 3.00, the respondents from public and
private schools respectively agreed that all the items in table 1 are the influence of classroom
103
facilities on the academic performance of students. The grand mean of 3.58 and 3.79 showed that
majority of the items were above the criterion mean. The standard deviation showed how close
these responses are to the mean
Research Questions 2: What is the influence of laboratory facilities provision on students'

Metropolis?
Table 2: Mean responses on Influence of Laboratory Facilities provision on academic

performance

S/N Items
Fully equipped laboratory makes learning
1 meaningful to students’ thereby improving their 4.06 0.98 Agree 4.11 0.73 Agree
performance.
Laboratory capacity in relation to the student ratio
2 aids individual practical experience among students 3.20 0.88 Agree 4.09 0.62 Agree
towards better academic performance.
Well maintained laboratory facilities sustain the
3 academic performance of students in practical 3.29 0.88 Agree 3.88 0.75 Agree
concepts.
Laboratory facilities enable students understand the
scientific interaction around them thereby
4 improving their retention. 3.25 0.93 Agree 4.31 0.51 Agree
Functioning laboratory in the school facilitate
discovery and concretize abstract concepts.
Availability of equipped laboratories aids students’
5 3.25 0.92 Agree 4.01 0.66 Agree
grasp of abstract concepts
The use of laboratory facilities for learning
6 improves students’ knowledge of immediate 3.95 1.02 Agree 4.44 0.63 Agree
environment
Students’ academic performance becomes heighten
7 when they are taught with appropriate laboratory 4.00 0.61 Agree 4.13 0.53 Agree
facilities
Provision of laboratory facilities boost students’
8 3.98 0.82 Agree 4.91 0.29 Agree
interest in learning
Provision of laboratory tools helps to improve
9 4.00 0.67 Agree 4.72 0.31 Agree
students’ psychomotor skills
Fully equipped laboratory makes learning
10 meaningful to students’ thereby improving their 3.87 0.96 Agree 4.02 0.56 Agree
performance.
Source: Field work, 2021
104
Table 2 shows the mean responses of public and private school teachers on the influence of
laboratory facilities on the academic performance of students in senior secondary schools in Port-
Harcourt Metropolis Rivers State. Based on the mean decision rule, data showed that public and
private school teachers respectively agreed to all the stated items in the table 2. The grand mean
(3.69 & 4.26) of the categories of respondents showed that majority of the items has mean response
higher than the criterion mean of 3.00. The standard deviation showed how close these responses
are to the mean
Research Question 3: What is the influence of library facilities provision on students' academic
Metropolis?
Table 3: Mean responses on Influence of Library Facilities provision on academic

performance
S/N Items
1 Library facilities provides a conducive environment for
3.05 1.04 Agree 3.35 0.84 Agree
reading, thus improving students’ performance.
2 Library capacity is in relation with the student ratio
3.19 0.87 Agree 3.79 0.87 Agree
encourage reading habits among students
Provision of required books and other learning materials
3 in the curriculum help students in their academic 3.10 0.83 Agree 3.62 0.83 Agree
performance
4 Library books are consistently used in learning and are
3.14 0.87 Agree 3.84 0.87 Agree
regularly maintained
Every student has easy and unlimited access to library
5 books/materials, thus helping their academic 3.17 0.88 Agree 3.80 0.88 Agree
performance
6 Automated library facilities improve students’ interest
3.25 0.92 Agree 4.01 0.62 Agree
for knowledge exploration
7 Maps in the library facilitate students’ knowledge of
3.85 1.02 Agree 4.40 0.64 Agree
their immediate surrounding
Library search systems makes library interesting to use
8 for assignment purposes thus, improving their academic 3.43 0.98 Agree 4.11 0.62 Agree
performance
9 Library books provides students access to more
3.59 0.82 Agree 4.61 0.37 Agree
information beyond the classroom
10 Pre-recorded audio-visual resources in the library gives
3.11 1.01 Agree 3.22 1.01 Agree
students access to more exposition
105
Table 3, displayed the mean response of public and private school teachers on the influence of
library facilities provision on the academic performance of senior secondary school students in
Rivers State. Based on the criterion mean value of 3.00, the researcher found that both public and
private schools teachers respectively agreed that all the items in the table 3 are influence of library
facilities provision on the academic performance of senior secondary school students in Rivers
State. The grand mean of 3.29 and 3.88 showed that majority of the respondents agreed to the
items stated table 4.3. The standard deviation showed how closed the responses were to the mean.
Test of Hypotheses
Hypotheses 1: There is no significance difference in the mean responses of teachers in public and
private schools on the influence of classroom facilities provision on students' academic
performance in senior secondary schools in Port-Harcourt metropolis, Rivers State.
Table 4: Z-test for Influence of Classroom Facilities Provision on Academic performance
Schools N x S.D. Z-cal Z-crit P-value Significant Level Decision
Public 132 3.58 0.87

-2.52 1.96 0.012 0.05 Rejected
Private 353 3.79 0.80
Field work (2021)
Table 4 presents the z-test results on the influence of classroom facilities on students’ academic
performance in private and public secondary schools. The finding showed that the calculated Z-
value (Z-cal) of 2.52 and a critical Z-value (Z-crit) of 1.96. Since Z-cal is greater than Z-crit, the
hypothesis was rejected. The P-value of 0.012 being less than 0.05 (significant level), also
confirms this result. This is an indication that there was a significant difference in the mean
responses of teachers in public and private schools on the influence of classroom facilities
provision on students' academic performance in senior secondary schools in Port-Harcourt
metropolis, Rivers State.
Hypothesis 2: There is no significance difference in the mean responses of teachers in public and
private schools on the influence of laboratory facilities provision on students' academic
performance in secondary schools in Rivers State.
106
Table 5: Z-test for Influence of Laboratory Facilities Provision on Academic performance
Public 132 3.69 0.87

-7.32 1.96 0.000 0.05 Rejected
Private 353 4.26 0.56
Table 5 presents the z-test results on the influence of laboratory facilities on students’ academic
value (Z-cal) of 7.32 and a critical Z-value (Z-crit) of 1.96. Since Z-cal is greater than Z-crit, the
responses of teachers in public and private schools on the influence of laboratory facilities
provision on students' academic performance in senior secondary schools in Port-Harcourt
metropolis, Rivers State.
Hypothesis 3: There is no significance difference in the mean responses of teachers in public and
private schools on the influence of library facilities provision on students' academic performance
in secondary schools in Rivers State.
Table 6: Z-test for Influence of Library Facilities Provision on Academic performance
Public 132 3.29 0.92

-6.87 1.96 0.000 0.05 Rejected
Private 353 3.88 0.76
Table 6 presents the z-test results on the influence of library facilities on students’ academic
value (z-cal) of 6.87 and a critical z-value (z-crit) of 1.96. Since z-cal is greater than z-crit, the
107
responses of teachers in public and private schools on the influence of library facilities provision
on students' academic performance in senior secondary schools in Port-Harcourt metropolis,
Rivers State.
Discussion of findings
Classroom Facilities and Students’ Performance

Firstly, findings of the study revealed that the teachers from private schools and public schools
both agreed that: adequate furniture (chairs, desks, boards) in classrooms makes the students feel
comfortable for learning, observing considerable class size ratio enhances students focus and
attention in learning activities, availability of spacious and well ventilated classrooms keeps the
environment conducive for effective learning among others have influence on students’ academic
performance in senior secondary schools in Port-Harcourt Rivers State. This result corroborates
that of Akomolafe and Adesua (2016) who found in their study that classroom facilities had
significant relationship with students’ academic performance. The result also agrees with the result
by Ojuok, Gogo and Olel (2020) that quality classroom had a significant (although weak)
relationship with students’ academic performance. Contrarily, Ibrahim, Umar and Clement (2017)
observed in their work that there was no statistically significant relationship between school plant
and facilities and students’ academic achievement in the study area.
Laboratory Facilities and Students’ Performance

The findings showed that the teachers from private and public schools generally agreed that: fully
equipped laboratory makes learning meaningful to students’ thereby improving their performance;
laboratory capacity in relation to the student ratio aids individual practical experience among
students towards better academic performance; provision of laboratory facilities boost students’
interest in learning; and provision of laboratory tools helps to improve students’ psychomotor skills
amongst others. The result of test for hypothesis two showed that there was a significance
difference in the mean responses of teachers in public and private schools on the influence of
laboratory facilities provision on students' academic performance in senior secondary schools in
Rivers State. This result of significant difference is only in terms of the level of agreement and not
in the sense that teachers of private schools agreed while teachers of public schools disagreed and
vice versa. The result agrees with the result obtained by Ojuok, Gogo and Olel (2020) which states
108
that laboratory facilities which were found to have significant but weak relationship with students’
performance in KCSE. The result further corroborates that of Aburime (2004) who investigated
the influence of adequacy of laboratory facilities and academic performance in Chemistry and
found that adequacy had significant influence on students’ academic performance in secondary
school Chemistry teaching. The result also aligns with the observation of Lawrence (2018) that
adequacy of laboratory facilities had a significant effect on the students’ academic performance.
Library Facilities and Students’ Performance

The result revealed that the teachers from both private and public schools generally agreed that:
library facilities provides a conducive environment for reading, thus improving students’
performance, library capacity is in relation with the student ratio encourage reading habits among
students, provision of required books and other learning materials in the curriculum help students
in their academic performance, library books are consistently used in learning and are regularly
maintained amongst others are the influence of library facilities provision on students’ academic
performance in senior secondary schools in Port-Harcourt Rivers State. The result agrees with the
result obtained by Ayaz, Ali, Khan, Ullah and Ullah (2017), that school library had a significant
relationship with students’ academic achievement in the study area. Results also agree with other
studies including Alafiatayo, Anyanwu and Dauda (2019), Hahn et al. (2014) and Ng’ang’a (2019)
whose study showed that provision of library facilities has significant influence on the performance
of students and even the job performance of teacher. On the contrary, results do not agree with
Alimi, Ehinola and Alabi (2012) and Recber, Isiksal and Koç (2018) whose study posited that
library facilities provision, leads to more competitive and achieve higher academic performance
in external examinations.
CONCLUSION
The study concluded that educational facilities such as classroom, laboratory and library influence
the academic performance of students in senior secondary schools in Rivers State. There is strong
evidence that the recently observed poor performance of students in both private and secondary
schools in Port Harcourt is largely explained by the inadequate provision of classroom, laboratory,
library facilities.
109
RECOMMENDATIONS
The following recommendations were made based on the findings of the study.
1. Government should provide adequate classroom facilities to enhance effective learning

towards better academic performance among students.
2. Government should provide adequate laboratory facilities to enhance effective learning
3. Government should provide adequate library facilities to enhance effective learning
110
References
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Association of Nigeria (STAN), Akure, September 18- 21.
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State, Nigeria. Journal Educational Social Research. 6(3), 204-214.
Akomolafe, C. O., & Adesua, V. O. (2016). The impact of physical facilities on students' level of
motivation and academic performance in senior secondary schools in South West Nigeria.
Journal of Education and Practice, 7(4), 38-42.
Alafiatayo, B. M., Anyanwu, I. R. & Dauda, N.O. (2019). Relative analysis of public and private
senior secondary schools students’ achievement in biology in Kaduna State, Nigeria. ATBU
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112

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International Journal of Social Sciences and Management studies

Vol 1(1), April-June edition, 2022.

Influence of School Facilities Provision on Students’

Keywords: Influence, School Facilities, Provision, Students’ Academic Performance

Purpose of the study

1. Determine the influence of classroom facilities provision on students' academic

The following research questions were raised to guide the study:

1. What is the influence of classroom facilities provision on students' academic performance

Research Question 1: What is the influence of classroom facilities provision on students'

Table 1: Mean responses on Influence of Classroom Facilities provision on academic

x S.D. Rmk x S.D Rmk

Observing considerable class size ratio reduces

Classrooms with well-lit and functioning air

Availability of classroom instructional materials

Field work (2021)

Research Questions 2: What is the influence of laboratory facilities provision on students'

Table 2: Mean responses on Influence of Laboratory Facilities provision on academic

Public School (n=132) Private school (n=353)

Table 3: Mean responses on Influence of Library Facilities provision on academic

Table 4: Z-test for Influence of Classroom Facilities Provision on Academic performance

Schools N x S.D. Z-cal Z-crit P-value Significant Level Decision

Public 132 3.58 0.87

Field work (2021)

Table 5: Z-test for Influence of Laboratory Facilities Provision on Academic performance

Schools N x S.D. Z-cal Z-crit P-value Significant Level Decision

Public 132 3.69 0.87

Source: Field work, 2021

Table 6: Z-test for Influence of Library Facilities Provision on Academic performance

Schools N x S.D. Z-cal Z-crit P-value Significant Level Decision

Public 132 3.29 0.92

Source: Field work, 2021

Classroom Facilities and Students’ Performance

Laboratory Facilities and Students’ Performance

Library Facilities and Students’ Performance

1. Government should provide adequate classroom facilities to enhance effective learning

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