Description
Abstract
The study was carried out to investigate the relationship between school environment and academic achievement of students in Agaie LGA Primary schools. The design of the study is descriptive while the population comprised headteachers and teachers in the education zone. The sample size for the study was 200 respondents while a researchers’ self-developed questionnaire formed the instrument for data collection. Three experts validated the instrument and a Cronbach Alpha reliability coefficient method was employed to ensure the reliability of the instrument. Four research questions and two null hypotheses guided the study while student t-test statistics was used to test the hypotheses at a 0.05 level of significance. A review of empirical studies was carried out to guide the researcher into previous studies in the area and also to provide the researcher with the theoretical base. A 29-item questionnaire was used to get information from the respondents. Based on the data collected and analyzed, the following results were obtained. That staff office, classroom spaces for teaching students and staff common room represented the major areas that to a great extent affect the academic achievement of students in public schools, with regard to buildings. It was also revealed that desks, current books and the presence of library assistants constituted the areas of influence to the academic achievement of the students with regard to library services in the public primary schools. Both the head teachers and teachers agreed that access to reading materials in the school, lack of facilities, and nearness to school and insufficient qualified teachers very greatly affect the academic achievement of the students.
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