Influence of School Environment on the Academic Performance of Biology Students in Senior Secondary Schools

ABSTRACT This study investigates the influence of the school environment on the teaching and learning of Biology in senior secondary schools within Nnewi North Local Government Area of Anambra State, Nigeria. Employing a survey research design, data was collected from a sample of 300 biology students drawn through random sampling from six public secondary schools in the area. The instrument for data collection, a structured close-ended questionnaire titled “Influence of School Environment Questionnaire (ISEQ),” was validated by the project supervisor and an expert from the Department of Science Education, Chukwuemeka Odumegwu Ojukwu University, Anambra State. The reliability of the instrument was confirmed through a trial test on 10 biology students, yielding a Cronbach Alpha coefficient of 0.92. Data analysis was conducted using mean and standard deviation, with a decision rule set at a mean score of 2.5 and above indicating high influence and below 2.5 indicating low influence. The findings indicate that the availability of diverse and adequate instructional materials, well-equipped laboratories, and modernized classrooms significantly enhance students’ understanding and performance in biology. Additionally, smaller class sizes were found to improve teacher-student interactions and academic outcomes, while larger classes were associated with decreased learning effectiveness. The study offer recommendations for educators and policymakers to improve educational practices and student success.