SCHOOL ENVIRONMENT AND STUDENTS' ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN AKOKO SOUTH WEST LOCAL GOVERNMENT AREA, ONDO STATE, NIGERIA

Despite the widely acknowledged importance of a quality school environment for national development and student academic success, environmental factors in Nigerian secondary schools have historically received insufficient attention. The persistent decline in academic performance among Nigerian students has become a significant concern for all stakeholders. The main purpose of this study was to investigate the relationship between the school environment and students' academic performance in public secondary schools in Akoko South West Local Government Area, Ondo State. The study specifically aimed to examine the level of school environment, learning resources, physical learning infrastructure, and students' academic performance. Three null hypotheses were tested to determine the relationships between these variables. The study employed a descriptive survey research design and an ex-post facto research design. The sample consisted of 80 teachers and 8 principals selected from 10 secondary schools using simple random sampling. Data were collected using a self-developed questionnaire and a Student Academic Proforma. The findings revealed that the overall school environment in the area was moderately conducive, with challenges in infrastructure and learning resources, but positive student-teacher interactions. The level of learning resources and the effect of physical infrastructure on academic performance were also moderate. Students' academic performance showed a fluctuating trend, with a significant decline in the percentage of students obtaining the minimum of five credits, including English Language and Mathematics, in the 2023/2024 academic session. The study found a statistically significant positive relationship between the school environment and students' academic performance (r = 0.595, p < 0.001), but no significant relationships were found between learning resources (r = -0.019, p > 0.05) and learning infrastructure (r = 0.212, p > 0.05) with academic performance. The study concluded that the school environment is a crucial factor in shaping students' academic performance in public secondary schools in the study area. However, the lack of significant relationships between learning resources, learning infrastructure, and academic performance suggests that other factors beyond the physical environment may also play a role in determining students' academic outcomes in the region. It is therefore recommended that the state government and local education authorities should prioritize the improvement of physical infrastructure, enhance the availability of learning resources, and provide targeted interventions to address the persistent challenges faced by students in core subjects.