ABSTRACT

This study investigated school environmental factors as correlate of academic performance of students in Economics in public secondary schools in Uruan Local Government Area, Akwa Ibom State. Correlational research design was used in this study. There were four (4) specific objectives that guided the study, four (4) research questions that were answered and four (4) null hypotheses that were tested at 0.05 level of significance. The population of this study consisted of 6,432 respondents; Economics teachers (30) and Economics students (6,399) in 13 public secondary schools in the Local Government. The sample size was 377 respondents (25 Economics teachers and 352 Economics students) selected from the 13 public secondary schools using the Taro Yamen’s (1970) formula. Two instruments: School Environment Questionnaire (SEQ) and Students’ Academic Performance Questionnaire (SAPQ) were used for data collection. The instruments were validated by three experts drawn from of Adult and Continuing Education Department, Educational Psychology Department and Measurement and Evaluation Department, Michael Okpara University of Agriculture, Umudike. Test re-test reliability method was used to obtain the reliability of the instruments, which yielded coefficient values of 0.90 for School Environment Questionnaire and 0.83 for Students’ Academic Performance Questionnaire.  Three (3) research assistants helped in data collection. Pearson’s Product Moment Correlation (PPMC) was used to answer the research questions and t-test was used to test Pearson coefficients for the null hypotheses at 0.05 level of significance. The findings revealed that: physical facilities relate to a low extent to academic performance of students in Economics; instructional facilities relate to a high extent to academic performance of students in Economics; and that classroom facilities relates to a very high extent to academic performance of students in Economics. In addition, there is a positive significant relationship between physical facilities, instructional facilities, healthcare facilities and classroom facilities and academic performance of students in Economics. Based on the findings, it was concluded that physical facilities and instructional facilities facilitate academic performance of students in Economics while classroom facilities enhance academic performance of students.  Therefore, it was recommended that secondary school principals should ensure the availability and use of physical facilities in their respective institutions through collaboration with stakeholders in education. Again, secondary school principals should regularly supervise Economics teachers in order to get acquainted with their classroom management practices and ensure that such practices are carried out in the most appropriate manner.