RELATIONSHIP BETWEEN STUDENTS AND TEACHERS IN

CLASSROOM PSYCHO-SOCIAL ENVIRONMENTS AND ACADEMIC

ACHIEVEMENT IN BIOLOGY IN JIBIA LOCAL GOVERNMENT AREA
OF KATSINA STATE

BY

HUSSAINI MUHAMMAD 440113 CSC/BIO

UMAR ISIYAKU DARMA 440399 CSC/BIO
AHMAD ABUBAKAR TIJJANI 440568 CSC/BIO
BILYAMINU RABI’U 441072 CSC/BIO
NASIRU ISA SULAIMAN 440734 CSC/BIO

A RESEARCH PROJECT SUBMITTED TO THE SCHOOL OF

EDUCATION, FEDERAL COLLEGE OF EDUCATION, KATSINA
IN PARTIAL FULFILMENT FOR THE REQUIREMENT OF NIGERIA
CERTIFICATE IN EDUCATION (N.C.E) IN EDUCATION

NOVEMBER, 2024

i
 APPROVAL PAGE

This project has been read and approved as meeting one of the requirements

for the award of Nigeria Certificate in Education (N.C.E) in the School of

Education, Federal College of Education Katsina, Katsina State.

…………………………… …………………………….
Project Supervisor Sign & Date

…………………………… …………………………….
Head of Department Sign & Date

…………………………. …………………………….
External Moderator Sign & Date

ii
 DECLARATION

We hereby declare that the contents of this project are true reflection of our

work through the guidance of our supervisor Mal. A. A. Audu. The entire project

has been acknowledgement by means of reference.

Hussaini Muhammad __________________

440113 CSC/BIO Sign/date

Umar Isiyaku Darma __________________

440399 CSC/BIO Sign/date

Ahmad Abubakar Tijjani __________________

440568 CSC/BIO Sign/date

Bilyaminu Rabiu __________________

441072 CSC/BIO Sign/date

Nasiru Isa Sulaiman __________________

440734 CSC/BIO Sign/date

iii
 DEDICATION

This research project is dedicated to our parents who took good care of us.

iv
 ACKNOWLEDGEMENTS

We sincerely thank the Almighty Allah who gave us health and strength

throughout the period of our studies. The conduct and the completion of this

project could not have been possible without the assistance of others. It is against

this background that we wish to acknowledge contributions of our parents, to

whom we owe gratitude for training us right and guiding us up to the stage we are

now.

Our deep appreciation goes to our project supervisor Mal. A. A Audu who

assisted us by spending his time to look over our manuscript and guiding us until

the completion of this project despite all his commitment. And we equally

appreciate the effort of our Heads of Department (HOD) and other staff in the

Departments of Computer Science, Chemistry and Education. We also appreciation

the effort of our brothers and sisters.

v
 ABSTRACT
This study examines the relationship between students and teachers within the psycho-social
classroom environment and its impact on academic achievement in Biology among senior
secondary school students in Jibia Local Government Area of Katsina State. The objectives
include assessing the standard of classroom environments, comparing standards between
private and public schools, and analyzing the correlation between classroom environment
quality and students' academic performance. A descriptive research design was employed,
targeting a population of 8,950 students from 12 secondary schools. Using simple random
sampling, four schools were selected, with a total sample size of 331 students determined via the
Krejcie and Morgan table. Data collection involved standardized qualifying examinations (QE)
from the Katsina State Ministry of Education, with reliability assured through pre-established
testing protocols. Analysis utilized both descriptive statistics (mean and standard deviation) to
address the research questions and inferential statistics (Pearson correlation and independent t-
tests) to test hypotheses. Findings are expected to reveal significant insights into how classroom
environments influence academic performance, providing recommendations for optimizing
teacher-student interactions and learning conditions in Biology classrooms. This research
underscores the critical role of psycho-social classroom dynamics in fostering academic
excellence, contributing to educational development in Jibia Local Government Area.

vi
 TABLE OF CONTENTS

Title page - - - - - - - - - i

Approval page - - - - - - - - - ii

Declaration - - - - - - - - - iii

Dedication - - - - - - - - - - iv

Acknowledgements - - - - - - - - - v

Abstract - - - - - - - - - -
vi

Table of contents - - - - - - - - - vii

CHAPTER ONE: INTRODUCTION

1.1 Background to the Study - - - - - - - 1

1.2 Statement of the Problem - - - - - - - 5

1.3 Aims of the Study - - - - - - - - 6

1.4 Objectives of the Study - - - - - - - 6

1.5 Research Questions - - - - - - - - 6

1.6 Hypotheses - - - - - - - - - 7

1.7 Significance of the Study - - - - - - - 7

1.8 Operational Definitions of Terms - - - - - - 8

CHAPTER TWO: REVIEW OF THE RELATED LITERATURE

2.1 Introduction - - - - - - - - - 10

2.2 Conceptual Framework - - - - - - - 10

2.2.1 Concept of Biology - - - - - - - - 10

2.2.2 Concept of Classroom - - - - - - - 11

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2.2.3 Concept of Environmental - - - - - - - 11

2.2.4 Concept of Standard - - - - - - - - 12

2.2.5 Concept of Academic Achievement - - - - - - 12

2.2.6 Factors Affecting Academic Achievement - - - - - 13

2.2.7 Classroom Psycho-Social Environment - - - - - 14

2.2.8 Impact on Academic Achievements in Biology - - - - 15

2.3 Theoretical Framework - - - - - - - 16

2.3.1 The System Theory of Bertanlanffy - - - - - - 16

2.3.2 The System Theory of Weihrich (1988) (Input and Output Model) - - 17

2.3.3 The Theory of Human Motivation - - - - - - 18

2.3.3.1 Physiological needs - - - - - - - - 18

2.3.3.2 Safety needs - - - - - - - - - 18

2.3.3.3 Social needs - - - - - - - - - 18

2.3.3.4 Esteem needs - - - - - - - - - 18

2.3.3.5 Self-actualization - - - - - - - - 18

2.4 Review of Related Empirical Study - - - - - - 18

2.5 Summary - - - - - - - - - 22

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction - - - - - - - - - 24

3.2 Research Design - - - - - - - - 24

3.3 Population of the Study - - - - - - - 24

3.4 Sample and Sampling Technique - - - - - - 25

3.5 Instrumentation - - - - - - - - 26

viii
3.6 Reliability of the Instrument - - - - - - - 26

3.7 Procedure for Data Collection - - - - - - 27

3.8 Procedure for Data Analysis - - - - - - - 27

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1. Introduction - - - - - - - - - 28

4.2 Data Presentation/Analysis - - - - - - - 28

4.2.1 Research Hypothesis I - - - - - - - 28

4.2.2 Research Hypothesis II - - - - - - - 29

4.2.3 Research Hypothesis III - - - - - - - 30

4.3 Discussion of the Findings - - - - - - - 30

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction - - - - - - - - - 33

5.2 Summary - - - - - - - - - 33

5.3 Conclusion - - - - - - - - - 34

5.4 Recommendations - - - - - - - - 35

References - - - - - - - - - - 36

Appendix I - - - - - - - - - - 38

ix
 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

All academic activities whether curricular or extracurricular originate from school the

environment and they work together with other components of teaching and learning to bring

about the required changes in the behaviour of the learner. Classroom environment refers to all

classroom facilitates and students’ academic materials that can be used for the purpose of

teaching and learning. Learning environment can be classified into conducive or un conducive

depending on the availability and adequacy of the facilities. Conducive classroom environment

enhances teaching and learning process, it also motivates and encourages students toward

learning, and make learning exciting and interesting which in turn leads to improved academic

performance. On the other hand, unconducive classroom environment discourages students

causing them to become less interested in the learning process. The environmental condition of a

given school influences the students’ response to circumstances, interaction with others and the

general behavior which may be positive or negative. Each environment plays a part in shaping

the development of a child academically and otherwise, this is because the child gets from his

environment all that is needed to help him develop best.

Positive, supportive interactions between teachers and students can enhance students'

engagement and motivation. Teachers who provide encouragement, personalized feedback, and

create an inclusive environment tend to foster better academic outcomes.

A classroom that is emotionally supportive and conducive to learning can affect

students’achievement. This includes having a safe space where students feel valued and

respected, and where they are encouraged to participate actively. In regions like Katsina State,

1
cultural norms and values can shape the interactions between students and teachers.

Understanding and integrating local cultural perspectives into teaching methods may improve

relationships and academic performance. Students from varying socioeconomic backgrounds

might face different challenges and have different needs. Teachers who are sensitive to these

factors and adapt their approaches accordingly can help bridge gaps in academic achievement.

Students' perceptions of their teachers and their own abilities can impact their academic success.

Building students' self-efficacy through positive reinforcement and effective teaching strategies

can lead to better academic outcomes. Ongoing training for teachers can improve their skills in

managing classroom dynamics and addressing students' psycho-social needs, which in turn can

enhance academic achievements. Collaboration between teachers and parents can create a more

supportive environment for students, both at home and in school, positively affecting academic

achievement.

The school environment is made up of all the physical and aesthetic component, as well as

location components of the environment. Onwuakpa & Akpan (2000) classified classroom

environment into three structures which are the physical, psychological and sociological

environment. According to Koroye (2016), the school physical environment consists of physical

infra structures and facilities which include school building, classrooms, furniture, equipment,

instructional materials, laboratories, libraries, playground, among others. The location

components refer to geographical location which is either termed rural(remote) or urban (city).

The physical structures can be assessed based on neatness of classrooms, condition of the doors,

roofing and ceiling, nature of furniture (seat and desk), proper ventilation, good lighting, level of

space between seat and students’ arrangement among others. Aesthetic component considers

beauty or ugly state of the school. Physiological environment according to Onwuakpa & Akpan

2
(2000) includes the speed of teaching, cohesiveness, distractions, interest, motivation, anxieties,

confusion and difficulties association with classroom learning activities. The social environment

includes level of classroom interaction between the teacher and the student as well as teaching

aids.

The relationship between classroom environment and academic achievement have been

established in many studies. For example, Oluwatayo & Oyeboade (2016) examined the

relationship between classroom environment and performance of secondary school biology

students in Ibadan North Local Government Area of Oyo State. Findings of the study showed

that classroom environment was adjudged favorable by teaches and students’ performance in

biology was fairly favorable. Significant relationship between classroom environment and

academic performance of students in biology was also established.

Foluso, Omotayo & Olugbugi (2017) investigated the impact of selected environmental variables

as determinants of biology students’ achievement in senior secondary school in South West

Nigeria. Results of the study revealed that selected variables had an influence on students’

achievement in biology. Further findings showed that reduction in class size brought about

higher achievement in biology while there was no significant influence of laboratory on students’

achievement in biology. Ezike (2018) investigated classroom environment and academic interest

as it correlates with the achievement of senior secondary school chemistry in Ibadan South West

Local Government Area of Oyo State. Results of the study showed a high significant

relationship between classroom environment and the academic achievement as well as students’

interest and achievement in Biology.

Kekare (2015) explored classroom physical environment and academic achievement of students

using 80 students of from different colleges in Aurangabd, India as sample. Results of the study

3
showed a significant difference between the classroom physical environment and academic

achievement of students. Duru & Oviasogie (2014) found a significant relationship between

learning environment and academic achievement of secondary school students in Ogun State.

Further finding revealed that private secondary school provides better learning environment than

their public schools counterpart. Abu Sayeed (2015) found that there was no significant

relationship between school environment and academic achievement in his study on the

influence of school environment in relation to academic achievement of secondary school

students in Malda District of India using of class IX students as sample.

Koroye (2016) examined the extent to which physical school environment influence students’

academic achievement in Bayelsa State. Findings of the study revealed that aesthetic beauty of

school and infra-structural facilities significantly influence students’ academic performance.

Further findings also revealed a significant influence of school equipment, instructional materials

and school location on students’ academic achievement. Odeh, Oguche, Ivagher (2015) in their

study on influence of school environment on academic achievement of students in secondary

school at Zone “A” Senatorial District of Benue State discovered that school climate, discipline,

and physical facilities had a significant influence on the academic achievement of secondary

school students.

Anbalagan (2017) explored the impact of school environment on academic achievement of

secondary school students in Markurdi District of Benue State and found a positive significant

relationship between school environment and academic achievement. Further evidence from the

study revealed a major difference in school environment between rural and urban school

environment as well as mixed school compared to a boys’ schools. Nsa, Offiong, Udo & Ikot

(2014) studied school environmental variables and students’ academic performance in

4
agricultural science. Results of the study showed significant relationship between the availability

of laboratory facilities and students’ performance in agricultural science as well as farming

facilities.

Schools located in urban areas are exposed to modern facilities such as electricity transportation,

pipe borne water, computer, internet facilities and available communication network. Students in

the urban schools therefore, have the opportunities to utilize these facilities in their learning

process. These facilities are lacking in the rural schools and students are deprived of the

opportunities to utilize modern facilities in the teaching and learning process resulting poor

performance in examinations. Study by Olasunksnmi (2007) on the influence of school location

on student’ academic achievement in Lagos State showed that students in the rural areas tend to

perform poorly while those in the urban areas tend to perform better due to the availability of

modern educational facilities.

1.2 Statement of the Problem

Proper blend of available classroom resources with other rudiments of teaching contributes

immensely to the achievement of students in examinations. To guarantee good achievement of

students, the classroom environment must be conducive to foster proper understanding of

concepts and also motivate students towards learning. The qualification and experience of a good

teacher can be renderedu n productive, if the classroom environment is not conducive enough to

facilitate learning. Unfortunately, the classroom environment of most Senior Secondary Schools

in Rivers Stare have been adjudged to be unconducive over the years. At the same time,

achievement of biology students’ in Senior School Certificate Examinations have been reported.

It is not clear whether the classroom environment of schools contributes to observed students’

poor academic achievement in biology in Jibiya Local government. These problems are the

5
reasons why this study was carried out in order to address by investigating the Relationship

between Students and Teachers in Classroom Psycho- Social Environments and Academic

Achievements in Biology in Jibia Local Government area of Katsina State.

1.3 Aims of the Study

The study was carried out to examine the Relationship between Students and Teachers in

Classroom Psycho- Social Environments and Academic Achievements in Biology in Jibia Local

Government area of Katsina State.

1.4 Objectives of the Study

1. To determine the standard of classroom environment in Senior Secondary Schools in Jibiya

Local government?

2. To Analyze standard of classroom environment in private and public Senior Secondary

Schools in Jibiya Local government?

3. To examine the relationship between the standard of classroom environment and biology

students’ academic achievement in senior secondary school biology in Jibiya Local

government?

1.5 Research Questions

1. What is the standard of classroom environment in Senior Secondary Schools in Jibiya

Local government?

2. What is the standard of classroom environment in private and public Senior Secondary

Schools in Jibiya Local government?

3. What is the relationship between the standard of classroom environment and biology

students’ academic achievement in senior secondary school biology in Jibiya Local

government?

6
1.6 Hypotheses

HO1 There is no significant difference in the mean responses between private and public

Senior Secondary Schools on classroom environmental standards in Jibiya Local

government

HO2 There is no significant relationship between the classroom environmental standard and

students’ academic achievement in senior secondary school biology in Jibiya Local

government.

HO3 There is no significant gender difference in the academic achievement of students from

advantaged Classroom in biology among senior secondary school of Jibiya Local

government.

1.7 Significance of the Study

The results will be useful to students, teachers and even the government. Government will utilize

the information from the results of this study to properly address the present poor state of school

environment by providing basic classroom facilities required to enhance teaching and learning of

biology. Teachers stand the chance to benefit by utilizing these facilities with other components

for ease of teaching and effective lesson delivery that will accelerate the teaching process.

Students on the other hand will be exposed to conducive learning environment which enhance

their understanding of concepts in biology.

7
1.8 Operational Definitions of Terms

1. Relationship

A relationship describes the state of affairs existing between individuals who have connections
or dealings with one another. It can refer to various forms of interactions, including familial ties,
friendships, and romantic attachments.

2. Students

Students are the primary focus of educational systems. Their diverse backgrounds, learning
styles, and individual needs must be considered to create an effective learning environment.
Factors such as socio-economic status, cultural background, and personal experiences
significantly influence students’ academic performance and engagement levels (Eccles &
Roeser, 2011).

3. Teachers

Teachers play a pivotal role in shaping the educational experience of students. Their
qualifications, teaching methods, and interpersonal skills directly impact student learning
outcomes. Effective teachers not only impart knowledge but also inspire curiosity and critical
thinking (Darling-Hammond et al., 2017).

4. Classroom

The classroom environment is a critical component of the educational experience. It

encompasses physical layout, resources available, and the overall atmosphere created by both
teachers and students. A well-organized classroom that promotes collaboration and interaction
can significantly enhance learning outcomes (Fraser & Fisher, 1986). Moreover, incorporating
technology into the classroom has been shown to engage students more effectively.

8
5. Psycho-Social

Psycho-social factors encompass emotional and social aspects that affect student learning. These
include self-esteem, peer relationships, family dynamics, and mental health issues (Roeser et al.,
2000). Addressing these factors is vital for creating a conducive learning environment where
students feel safe to express themselves and take academic risks.

6. Environments

Learning environments extend beyond the physical classroom to include virtual spaces as well as
home settings. The quality of these environments can greatly influence student motivation and
achievement (Moos & Trickett, 1974). For instance, supportive home environments with parental
involvement have been linked to better academic performance among students.

7. Academic Achievements

Academic achievements refer to the measurable outcomes of education such as grades, test
scores, and graduation rates. Various factors contribute to academic success including teacher
effectiveness, student motivation, socio-economic status, and school resources (Coleman et al.,
1966). Continuous assessment practices help identify areas for improvement both for individual
students and educational institutions as a whole.

8. Biology

Biology plays an important role in understanding human behavior within educational contexts.
Biological factors such as brain development can influence cognitive functions like memory
retention and problem-solving abilities (Giedd et al., 1999).

9
 CHAPTER TWO

REVIEW OF THE RELATED LITERATURE

2.1. Introduction

This chapter reviewed a related literature based on the following sub-headings: Conceptual

framework of the study, Theoretical Framework of the study, Review of Related Empirical

Studies and Summary and Uniqueness of the Study

2.2. Conceptual Framework

The conceptual framework of this study covered the concept of classroom environmental

standard and students’ academic achievement, factors affecting academic performance, students’

academic performance of Biology in relation to gender and global overview of students’

achievement school location.

2.2.1 Concept of Biology

The concept of biology the nature science that explores that structure, function, growth,

evolution, distribution, and taxonomy of living organism. From molecular biology to ecology

 Cell: Basic structure and functional units of life

 Genetics: Study of heredity, genes and variation.

 Evolution: Change in species over time through natural selection.

 Homeostasis: Maintenance of stable internal conditions.

 Diversity: Variety of life forms, from microbes to plants and animals.

 Ecosystems: Interactions between organisms and their environment.

 Adaptation: Adjustments enabling organisms to survive and thrive.

10
2.2.2 Concept of Classroom

The concept of classroom environmental standards refers to the physical, emotional, and social

environment within a classroom that can impact students’ academic achievement. These

standards encompass factors such as classroom design, lighting, temperature, air quality, noise

levels, seating arrangements, and overall atmosphere. Research has shown that the learning

environment plays a crucial role in shaping students’ behavior, engagement, motivation, and

ultimately their academic achievement. Ezeudu, Gberdy and Joshua (2014).

Owoeye (2010) Summarized that provision of education in rural areas is normally fraught with

the following difficulties and problems; qualified teachers refuse appointments in isolated

villages, villagers refuse to send their children to school because they are dependent on them for

help, parents hesitate to entrust their daughters to male teachers; some villages have few children

for an ordinary primary school; lack of road, or satisfactory means of communication makes it

difficult to get book and teaching materials to the school which place difficulties in the way of

organizing school transport among others. Owoeye (2010).

2.2.3 Concept of Environmental

The concept of the environment encompasses a broad range of elements that collectively

influence human life and the ecosystems in which we exist. It can be defined as the sum total of

all living (biotic) and non-living (abiotic) components, along with their interactions and effects

on human existence. The concept of the environment is multifaceted involving various

components that interact dynamically to support life on Earth while also presenting challenges

that require careful management to ensure sustainability for future generations Durowoju and

Onuka (2015)

11
2.2.4 Concept of Standard

Academic standards, often referred to as content standards, are essential components of the

educational framework that define what students should know and be able to do at various grade

levels across core subjects. These standards serve as benchmarks for educational achievement

and provide a clear outline of expected learning outcomes. They encompass both skills (e.g.,

basic arithmetic) and knowledge (e.g., understanding historical events), but they do not dictate

specific teaching methods or curricula. The primary purpose of academic standards is to establish

high expectations for all students, ensuring that every learner has access to a quality education

regardless of their background or school district. By setting rigorous academic standards,

educators aim to promote equity and excellence within the education system. The belief is that

when students are held to high expectations, they are more likely to achieve better outcomes.

(Eccles & Roeser, 2011).

2.2.5 Concept of Academic Achievement

Academic achievement refers to the extent to which a student, teacher, or educational institution

has attained their short-term and long-term educational goals. It encompasses various outcomes

that indicate how well students have met their learning objectives. This concept is often

associated with completing significant educational milestones, such as obtaining secondary

school diplomas or bachelor’s degrees.

Academic achievement is typically measured through standardized examinations and continuous

assessments. These evaluations can include tests that assess procedural knowledge (skills) and

declarative knowledge (facts). However, there is no universal agreement on the best methods for

12
evaluating academic achievement or which aspects are most critical. For instance, some

researchers emphasize the importance of cognitive skills measured by tests, while others

advocate for a broader approach that includes non-cognitive factors like motivation and

emotional intelligence (Trautweinand Koller, 2003).

2.2.6 Factors Affecting Academic Achievement

 Spending Per Pupils

Merch (2012) cited that if money was spent on resources directly related to students instruction

there will be an increase on students achievement. However, if the additional fundings is spread

equally across the budgets and mostly on personnel. Also due to the sensibility of the future of

funding for Wisconsin schools; the researcher regards spending per pupil as an important factor

and is included in their study.

 Socio Economic Status and Academic Achievement

Ekber and Gokhan (2008) cited organization for economic co-operation and development

(DECD), that academic achievement at school is not only linked with school related factor but

also with socio economic environment in which student are raised.

According to Grant Irrggins (2012), parental income is a marker for pre-school condition and

behaviors in the home (what Millingharn calls “family investment”). The poorer the family, the

less likely the child is ready in term of schooling related enabler’s halts, vocabulary, thinking and

experience. Amogne (2015)

Hopkins (2005), cited in Merch (2012) concluded that students from large central city schools

within the highest disadvantages category had lower mathematics sub-scores than students from

large central city schools in the low moderate disadvantaged category and their other non-rural

and rural counterparts.

13
  Self-Regulated Learning

Self-regulation is a protective process whereby individuals consistently organize and manage

their thoughts, emotions, behaviors and environment in order to attain academic goals (Beokeart

and Como, 2005; Zimmerman 2000). Students become self- regulated by setting goals, selecting

and using strategies, monitoring performance and repeatedly reflecting on learning outcomes

over a long period of time (Zimmerman 2008). Self-regulation operate through the areas of

psychological functioning that are essential in learning cognitive (E.g. Learning strategies),

motivational (e.g. self-monitoring and regulation; Pengand Rowell 2009).

Class Size

Aliyu (2016) cited that Adeyemi (2013) defined class size as an educational tool that can be

described as an average number of student per class in a school. He also cited Hoofman (1980)

who described class size as an average number of students per teacher in a class. Okebukola et

al. (1987) in NTI (2007) mentioned the major problems associated with large classes as follow;

 One of the difficulties of large class is poor performance of the students.

 Organizing, planning and presenting lesson may constitute another challenge for teacher

in large classes.

 The large class also gives reluctant student a place to hide, example the back benchers in

the class.

 The problem of inadequate infrastructural materials.

2.2.7 Classroom Psycho-Social Environment

The classroom psycho-social environment encompasses various factors including emotional

support, social interactions, and the overall atmosphere within the classroom. A positive psycho-

social environment is characterized by mutual respect, open communication, and supportive

14
relationships between students and teachers. Research indicates that such environments foster

student engagement, motivation, and ultimately lead to improved academic performance. (Otuka

& Uzueechi 2009).

Emotional Support: Teachers who provide emotional support create a safe space for students to

express themselves. This support can manifest through encouragement, understanding individual

student needs, and being approachable. Studies have shown that when students feel supported

emotionally by their teachers, they are more likely to participate actively in class discussions and

take intellectual risks.

Social Interactions: The quality of social interactions among peers also plays a vital role.

Collaborative learning environments where students work together on projects or study groups

can enhance their understanding of complex subjects like Biology. Positive peer relationships

contribute to a sense of belonging which is essential for academic success.

Teacher-Student Communication: Effective communication between teachers and students is

crucial for clarifying expectations and providing feedback on academic performance. When

teachers communicate clearly about learning objectives and assessment criteria, students are

better equipped to meet those expectations (Hopkins 2005).

2.2.8 Impact on Academic Achievements in Biology

Academic achievement in Biology specifically can be influenced by these psycho-social

dynamics:

Engagement with Content: A supportive teacher-student relationship encourages greater

engagement with the subject matter. In Biology classes where teachers actively involve students

through discussions or hands-on experiments, students tend to develop a deeper understanding of

biological concepts (Zimmerman 2008).

15
Motivation to Learn: The motivation levels among students are often higher when they

perceive their teachers as invested in their success. This intrinsic motivation is particularly

important in challenging subjects like Biology where concepts may be abstract or difficult to

grasp without proper guidance.

Performance Outcomes: Empirical studies have demonstrated a correlation between positive

teacher-student relationships and higher academic performance metrics such as grades or

standardized test scores in Biology. For instance, research conducted within Nigerian educational

contexts has indicated that schools with nurturing teacher-student dynamics report better student

outcomes.

Cultural Context: In Jibia Local Government Area specifically, cultural factors may also

influence these relationships. Understanding local customs and values can help educators tailor

their approaches to better connect with students from diverse backgrounds.

Challenges Faced: Despite the potential benefits of strong teacher-student relationships,

challenges such as large class sizes or inadequate training for teachers may hinder the

development of these relationships in practice (Pasiku 2011).

2.3 Theoretical Framework

2.3.1 The System Theory of Bertanlanffy

The theory adapted for this study is derived from the system’s theory Input-Output developed by

Luding Van Bertanlanffy (1988) which postulates that an organized enterprise does not exist in

isolation; it’s dependent on its environment in which it’s established. They add that the inputs

from the environment are received by the organization which then transform them into output

after processing such inputs.

As adapted by the study, the student (input) are admitted into the school with different intelligent

16
quotient, family and educational background. When they get into the school system, the school

though its resources both human and capital process such as students through the resources

variables attributed to such school. The effectiveness of such variable is measured through the

output of the students which is measured in term of their academic performance.

Robbins (1980) argued that organizational variables were increasingly described as absorber,

processor and organization and that the organization system could be envisioned as made up of

several independent variables (system advocate).

2.3.2 The System Theory of Weihrich (1988) (Input and Output Model)

The System Theory of Weihrich, introduced in 1988, is a framework that emphasizes the

interrelatedness of various components within an organization or system. This theory is

particularly relevant in understanding how inputs are transformed into outputs through a series of

processes. The model can be broken down into several key components:

These are the resources that are required for the system to function effectively. Inputs can

include raw materials, human resources, financial capital, information, and technology. In any

organizational context, identifying and managing these inputs is crucial as they set the

foundation for what the system can achieve. Once inputs are gathered, they undergo various

processes that transform them into outputs. These processes can include manufacturing

operations, service delivery mechanisms, decision-making procedures, and other activities that

add value to the inputs. The efficiency and effectiveness of these processes directly impact the

quality and quantity of outputs produced. Outputs are the final products or services generated by

the system after processing the inputs. They represent the end result of all activities within the

system and can be measured in terms of quality, quantity, customer satisfaction, and overall

performance metrics. Outputs must align with organizational goals to ensure success.

17
Recent Developments

 Complex Systems Science

 Network Science

 Systems Biology

 Artificial Intelligence and Machine Learning

 Sustainability and Resilience Studies

2.3.3 The Theory of Human Motivation

This theory is also known as the Maslo’s Hierarchy of needs. This theory emphasized the need

for human motivation in order to bring out the best possible potentials in human efforts.

According to this theory, human is constantly preoccupied with need that must be met at a point

in time and which is responsible to gives birth to another need which are mostly insatiable in the

need. These needs are categorized into the following stages.

2.3.3.1Physiological needs

2.3.3.2 Safety needs

2.3.3.3 Social needs

2.3.3.4 Esteem needs

2.3.3.5 Self-actualization

This theory postulates that the satisfaction of a stage of need automatically gives rise to the next

level of need. This study derives its motivation aid as such could align it with the study in

pushing for excellence in their academic pursued variables such as school, structures, ownership,

type and location tends to motivate student in the attainment of their academic excellences.

2.4 Review of Related Empirical Study

Ezeeude and Theresa (2013), investigated the effect of gender and location on student’s

18
achievements in chemistry in Nsukka Local Government Area of Enugu state, Nigeria. It was

guided by three research questions and three hypotheses. The sample of the study was made up

of 827 students comprising 473 males and 354 females. Eight secondary schools were sampled

using simple random sampling techniques.

The findings showed that male students achieved significantly better than the female students in

both urban and rural school. It was recommended among others the adequate incentives from

Federal Government, parents and stakeholders of education should be provided to female

students to encourage them to achieve better.

Durowoju, Onuka (2015), investigated the effect of teacher self-efficacy enhancement and

school location on students’ achievement in economics in senior secondary school in Ibadan

metropolis of Oyo state, Nigeria. Three hypotheses were tested at 0.05 level of significance and

multi-stage sampling technique was adopted in the study of four local government areas (two

urban and two rural) out of the eleven local government areas council in Ibadan were randomly

selected. Sixty schools (30 in urban and 30 in rural) were randomly chosen from the local

government selected, subsequently 60 senior secondary economics teachers (30 in urban and 30

in rural) whose classes were used as intact class were involved in the study. Two instruments

namely: teachers self-efficacy enhancement scale (TSES) and economics achievement test

(EAT) were used to generate data for the study.

The reliability coefficients of the instrument were 0.79 and 0.74 respectively one treatment

package (teacher self-efficacy enhancement package) was developed and used to enhance the

self-efficacy of the teachers. Some of the findings were: teacher self- efficacy enhancement and

school location had significant main effect on student achievement in economics, while teacher

self-efficacy enhancement and school location had no significant interaction effect on student

19
achievement in economics. It was recommended that teacher should be exposed to self-efficacy

enhancement program to enable them imbibe the spirit of self-efficacy in carrying out their

assignment. Furthermore, teacher should be made to understand and accept the fact that their

student can perform excellently in their academic work regardless of their school location if they

are developing themselves a high level of self-efficacy.

March (2012), studied and analyzed how Wisconsin rural public high school academic

achievement compared to their city suburb and town peers while controlling for ten factors. The

Wisconsin Knowledge and Concept Examination (WKCE) measured academic achievement for

tenth graders including reading, language art, mathematics, science and social studies.

The ten independent variables included geographical location, socio economic status, spending

per pupil in the school district, high school enrolment, parent education level, truancy,

disciplinary actions; suspensions and expulsions, students with disabilities and extra curriculum

activity participation. Data were provided by state federal public data bases, bindings indicated

that rural high schools in the state of Wisconsin performed as town and city high schools and in

some subject areas as well as sub urban high schools. Further, the data suggest that there are

serious academic performance concerned for student and school with certain demographics and

that those problems need to be addressed immediately and effectively. Findings from the study

suggest that the argument to consolidate rural high schools because of poor academic

performance is not a valid one. All high schools in Wisconsin including rural high schools

should be supported by policy makers and practitioners to ensure high academic achievement

opportunities for all.

Owoeye 2010, took out a research on school location and academic achievement of secondary

schools in Ekiti state, Nigeria. He looked at the location of schools as it relates to academic

20
performance of student in Ekiti state of Nigeria between 1990 and 1997. The study population

was result of the West African School Certificate Examination (WASCE) conducted between

1990 and 1997 in fifty secondary schools both rural and urban areas of the state. One validated

instrument “students’ location questionnaire (SLQ)” was used for data collection. One

hypothesis was formulated and answered. Data were analyzed using mean and t-test. The result

showed that there was a significant difference between students’ academic achievement of rural

and urban secondary school in senior school certificate examinations (T=2.73 P< 0.05).

The study has proven that student in urban areas had better academic achievements than their

rural counterparts. It is recommended that government should bridge the gap between the rural

and urban locations by providing the rural dwellers the social amenities which will enhance

better academic performance of students in their final examinations like SSCE. The government

should assist the community by providing taxi and busses to facilitate the movement of teacher

and students to their schools. Adequate incentives should be provided to rural area teachers to

encourage them to put in their best to remain in their duty stations.

Omotre (2013) carried out a research on influence of school environment on the academic performance of

secondary school students in Lagos state. Factors such as school facilities, class size, school location and

school plant planning were examined to know their effect on the academic achievements of secondary

school students. Questionnaire was contracted to test the hypothesis developed. Simple percentage

statistical tool was employed to.analyse the variables. Based on the findings it was discovered that poor

school facilities, large class size, inappropriate school location, and poor school plant planning negatively

affect students’ academic performance. Recommendations were made to adjust the issues of school

learning facilities and classroom population. Educational stakeholders should encourage students in rural

schools by making available the infrastructures, equipment, materials etc. that are found in city schools.

21
Amannah, Constance, Okwelle, Wokocha and Conqueror (2014) published a journal on which they

carried out a research on influence of location and class size on academic performance of students in

public secondary schools in Rivers states, Nigeria. The study specifically sought to determine the

significance differences between rural versus urban schools and small versus large class sizes. The study

involved 399 students randomly selected, from the population of 87, 121 candidates who register and sat

for the three core subject areas namely Biology Mathematics and English language in the 2006/2007

WAEC examinations in Rivers state. The research covered 10 secondary schools of four to six ratios from

rural versus urban and small versus large class sizes respectively. The result showed that there are

significantly differences between the school location and students’ academic performance. The chi-square

statistics was used in the testing of the hypothesis. Location is a strong variable considered in the study

while class size is a stronger variable that possess an inverse in the performance of students.

Tapala, Mogomotsi and Johnson (2014) carried out a research on location and plant planning as a factors

in the prediction of performance in Botswana junior schools.

Alphonsus (2015) carried out a meta-analysis of research findings on influence of school location on

student’s achievements in mathematics. The study integrated the collective research findings of previous

studies on the influence of location on students’ achievements in mathematics at senior secondary level.

The study covered all published and unpublished research findings on the influence of' School locations

on student’s achievements in mathematics and was limited to studies conducted from 1992–2012. One

research question and two null hypotheses guided the study. The design of the study was a meta-analysis

survey design; purposive sampling technique was used in collecting relevant studies.

2.5 Summary

In a summary, this chapter was discussed under three sub-headings: conceptual framework, theoretical

framework and related empirical study. Therefore, under conceptual framework it discussed concepts of

classroom in relation to academic performance, factors affecting academic achievement (spending per

pupil, parental socio-economic status, teachers’ qualification, self- regulated learning, and class size),

22
global overview of students’ performance and school location. It was found that Orji (2013) in Ezeudu,

Gberdy and Joshua (2014) explained that many students in the villages struggle with the challenge of

walking along distance to school. While people in urban areas convey their children to school through

vehicle and enjoy minimum traveling distances to acquire education, some people in other places suffer

by having to cover maximum distances to get to their school.

Under the theoretical framework, system theory of Bertanlanffy & Weihrich (1988) (Input and Output

Model) and theory of Human Motivation was discussed. Therefore, according to theory of Bertanlanffy &

Weihrich (1988) (Input and Output Model) described that an organized enterprise does not exist in

isolation; it’s dependent on its environment in which it’s established. They add that the inputs from the

environment are received by the organization which is then transform them into output after processing

such inputs. While according to Theory of Human Motivation states that human is constantly preoccupied

with needs that must be met at a point in time and which is response giving birth to another need which is

mostly insatiable. These needs are categorized into the physiological needs, safety needs, social

needs, esteem needs and self-actualization.

However, under the review of related empirical studies, it has been revealed that Omotre (2013) carried

out a research on influence of school environment on the academic achievement of .secondary school

students in Lagos state. Factors such as school facilities, class size, school location and school plant

planning were examined to know their effects on the academic achievements of secondary school

students. Questionnaire was contracted to test the hypothesis developed. Simple percentage statistical tool

was employed to analyses the variables. Based on the findings it was discovered that poor school

facilities, large class size in appropriate school location, and poor school plant planning negatively affect

students’ academic achievement.

Similarly, the instrument used for this study was qualifying examination which is conducted in

collaboration with Katsina State Ministry of Education and Education Resources center. The uniqueness

of this study cannot be over emphasized.

23
24
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter examined the methodology used in conducting the study. This chapter is presented under the

following sub-headings: Research design, population of the study, sample and sampling techniques,

research instrument, validity of the instruments, pilot testing for reliability of the instrument, procedure

for data collection and procedure for data analysis.

3.2 Research Design

The research design for the study is a descriptive research method. This is because the research involves

gathering of information about large number of students and studying only a representative sample of the

entire population of the students. Data for the research was collected through check list. It was used in

finding out the meaning and obtaining an understanding of the present condition. It was then subjected to

statistical analysis.

3.3 Population of the Study

The population of the study comprises the entire SS1, SSII, and III students of the secondary schools in

Jibiya Local government Area of Katsina State. There are twelve (12) Secondary schools in Katsina

metropolis with a total population of eight thousand nine hundred and fifty (8,950) students can be seen

table 3.1 below:

25
Table 3.1 Population of the Study

S/ SCHOOL NAME REGISTERED

N CANDIDATES
1 Government Day Secondary School, Jibia 150

2 Government Girls Day Secondary School, Jibia 103

3 Government Science Secondary School, Jibia 395

4 Government Technical College, Jibia 1,454

5 Government Unity Secondary School, Jibia 694

6 Hassan Ibrahim Academy, Jibia 589

7 Al-Hikmah International School, Jibia 452

8 Al-Azhar International Academy, Jibia 1,021

9 Success Private School, Jibia 1,416

10 Al-Furqan International School, Jibia 554

11 Fountain International School, Jibia 347

12 Royal International College, Jibia 775

TOTAL 8,950

Source: Education Resource Center (ERC) 2024, Katsina State

3.4 Sample and Sampling Technique

Sampling refers to the technique of taking a portion of a population as a representative of that population.

Sampling is done when the researcher want to generalize the findings of his research to the entire parent

population. For an accurate and precise sampling, the researcher has chosen simple random sampling. The

research adopted simple random technique in which two (2) schools were randomly selected for each

location (Advantaged and Disadvantaged location). Therefore, four (4) schools were selected from the

26
 twelve (12)' secondary schools in Jibiya Local government and they have a total population of two

thousand four hundred and eighteen (2,418) students the sample size using Morgan and Krejcie table is

33.1. Therefore, 331 students were served as the sampled size and this can be seen in table 3.2 below:

Table 3.2 Sample of the Study

S/N Name of Selected Schools Type of School Location No. of Selected

Students
1 Government Unity Secondary School, Jibia Advantage School 90

Royal International College, Jibia

2 Advantage school 96

3 Al-Furqan International School, Jibia Disadvantage School 75

4 Government Science Secondary School, Jibia Disadvantage School 70

Total 331

3.5 Instrumentation

The instrument to be used for the study is qualifying examination (QE) which is conducted in

collaboration with Katsina State Ministry of Education and Education Resources center. The exam is

conducted to asses students that will qualify for SSSCE, WAEC and NECO. It was established in the year

2016 by Governor Aminu Bello Masari.

3.6 Reliability of the Instrument

The reliability of the instrument has also been established, the instrument is a standard instrument.

 Scoring Type/Procedure

A=5

B=4

C=3

27
D=2

E=l

F=0

Absent = 0

3.7 Procedure for Data Collection

The Data was collected for the study from Educational Resources Centre (ERC) Katsina, by issuing an

introduction letter which had been signed and stamped by Examination Officer. Due processes were

followed in the collection of the data which made the researcher to attend the Resources Centre for

Several times before the collation of Data.

3.8 Procedure for Data Analysis

Both Descriptive and Inferential Statistics will be used for data analysis thus: Descriptive Statistics

(Analysis) Mean and Standard Deviation was used to answer the three (3) research questions. Inferential

Statistics (Analysis) Pearson Product Moment Correlation Coefficient (PPMCC) was used to test

hypothesis 1 while T- test independent sample was used to test hypotheses 2 and 3.

28
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1. Introduction

This chapter is discussed under three sub-headings; Data Presentation/Analysis, Summary of major

findings and Discussions of major findings.

4.2 Data Presentation/Analysis

4.2.1 Research Hypothesis I

HO1: There is no significant difference in the mean responses between private and public

Senior Secondary Schools on classroom environmental standards in Jibiya Local

government

Table 4.1 Inferential Analysis for School Location, Classroom and Academic Performance

Pair N' Mean Mean Standard R P

Difference Deviation
Classroom Location 368 1.53 0.350 0.500 0.533 0.05

Academic 368 1 1.18 - 1.09 - -

Performance

The reliability coefficient (R) value at 95% level, of confidence (0.05 level of probability) is

0.533. There is no significant difference in the mean responses between private and public

Senior Secondary Schools on classroom environmental standards in Jibiya Local government.

Therefore the hypothesis is rejected. This shows that table 4.1 answers the research question one

which ask what is the relationship between classroom and the academic performance of students

in Biology among senior secondary schools of Jibya Local Government. And on the other hand,

a total number of students registered for the same examination in the sampled schools of

disadvantaged schools location and classroom, but only few students were able to qualify for

29
 the S.S.C.E. This is a clear indication that the better classroom, the better the performance of the

students

4.2.2 Research Hypothesis II

HO2: There is no significant relationship between the classroom environmental standard and students’

academic achievement in senior secondary school biology in Jibiya Local government.

Table 4.2: Inferential Analysis for Advantaged and Disadvantaged Schools

Pair N Mean Mean Standard T Degree of P
Difference Deviation Freedom
School 224 0.561 1.161 0.824 -6.908 366 0.00
Classroom

Academic 144 1.723 - 1.007 - -

Achievemen
t

The p value at 95% level of confidence (0.05 level of probability) and degree of freedom of 366 is 0.00.

Therefore, the null hypothesis is rejected on the ground that p value (0.00) is less than 0.05. There is no

significant relationship between the classroom environmental standard and students’ academic

achievement in senior secondary school biology in Jibiya Local government. And this indicates that table

4.2 answers the research question two which ask “what is the difference in the Biology academic

achievement of students from differ SS school locations in Jibiya Local Government ? Hence, the

difference between the advantaged and disadvantaged school is in favor of the advantaged schools, which

signifies there is difference in academic achievement between the advantaged and disadvantaged schools

students’ academic achievement in Biology among senior secondary schools of Jibya local government,

and the difference is in favor of the advantaged schools.

30
4.2.3 Research Hypothesis III

HO3: There is no significant gender difference in the academic achievement of students from

advantaged Classroom in biology among senior secondary school of Jibiya Local

government.

Table 4.3 Inferential Analysis for Male and Female from Advantaged in Classroom

Pair N Mean Mean Standard T P

Difference Deviation Degree of
freedom
School 57 1.789 0.151 109 0.544
Classroom 0.610
1.05
Academic - - -
54 1.636 0.96
Achievement

The p value at 95% level of confidence (0.05 level of probability) and degree of freedom of 366

is 0.544. Therefore, the null hypothesis is accepted on the ground that p value (0.544) is greater

than 0.05. Therefore, There is no significant gender difference in the academic performance of

students from advantaged Classroom in biology among senior secondary school of Jibiya Local

government. This revealed that table 4.3 answers the research question three which asked “is

there any significance gender difference in the academic achievement of students from

advantaged schools location in biology among senior secondary schools of Jibiya Local

government. ?. Hence, the difference between male and female students from advantaged school

location is in favour of the Male students, therefore the difference is negligible which signifies

there is no difference in academic achievement between male and female students from

advantaged schools locations among senior secondary school of Jibiya Local government.

4.3 Discussion of the Findings

Evidence from results of this study showed that classroom environment of senior secondary

schools in Jibiya Local government was unconducive. Basic classroom facilities for teaching and
31
learning such as number of students per seat, space between desk, number of students per seat,

laboratories, computers, charts, laboratory facilities and toilet facilities were very inadequate.

Results of this study agrees with the findings of Oluwatayo & Oyeboade (2016) where classroom

environment was adjudged favorable. There was a significant difference in classroom

environment between private and public Senior Secondary Schools. Private schools had better

classroom environment than public schools. The results of this study provide evidence to the

claim of Duru & Oviasogie (2014) that private secondary school provides better learning

environment than public schools. Better classroom environment in private school could possibly

be responsible for the better achievement in examinations compared to the government schools.

There was a significant difference in classroom environment between urban and rural Senior

Secondary Schools (Table1). Urban schools had better classroom environment than rural

schools. The finding of this study agrees with results of Anbalagan, (2017) who found a

significant difference in school environment between some Senior Secondary School students in

biology in Jibiya and further lends credence to the claim of Olasunksnmi (2007) that students in

the rural areas tend to perform poorly while those in urban areas tend to perform better due to the

availability of modern educational facilities. Therefore, good achievement of students in urban

schools could possibly be attributed to unlimited access of students to well-equipped modern

learning facilities. This is in marked contrast to the rural schools where these facilities are

lacking.

The study also found a significant relationship between learning environment and students’

academic achievement secondary school biology (Table 2). The outcome of this study

corroborates the findings of Oluwatayo & Oyeboade (2016), Eike (2018) and Anbalagan (2017)

where significant relationship between classroom environment and achievement in biology was

32
established in their independent studies on a classroom environment and achievement of

secondary school students in biology in Government Science Secondary School, Jibia

respectively. The result is also in agreement with findings of studies on school learning

environment and students’ academic achievement by Kekare (2015) who found a positive

significant relationship between school environment and academic achievement of students in

their study to explore the impact of school environment on academic achievement of secondary

school students. Table 4.3 presented the p value at 95% level of confidence (0.05 level of

probability.) and degree of freedom of 366 is 0.544. The null hypothesis is accepted on the

ground that p value (0.544) is greater than 0.05. Therefore, there is no significant gender

difference in the Biology academic achievement of students from advantaged school and

Classroom among senior secondary schools in Jibya Local Government. The result of this

finding is in agreement with that of Fasiku (2011) in his comparison of the knowledge of male

and female teachers in social studies, concluded that male social studies teachers were very vast

in the knowledge of environmental education than female social studies teachers. Gin (2011)

observed that in contemporary context, men and women classification is a world where

patriarchal values predominate, it is a world where there are general sets of beliefs that women

are inferior to men and therefore, the power relations attached to their ideas, and beliefs, give

men more power, more opportunities and more conscientious over and above women in the

society. And also the result of this finding is in agreement with that of Nwona (2013), Gocer

(2010), Kermal (2008), Zember and Blume (2011), Abubakar and Oguguo (2011), Dayioglu and

Turutasit (2004), and Uduosoro (2011).

33
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter presents the summary, conclusion and recommendations of the study.

5.2. Summary

Chapter one presented the background, statement of the problem, objectives of the study among others. In

chapter two, literature related to this study were reviewed under the following sub headings; concepts of

school Classroom in relation to academic achievement, factors affecting academic achievement,

spending per pupil, parental socio-economic status, teachers’ qualification, self-regulated learning, class

size, students’ academic achievement of Biology in relation to gender, global overview of students’

achievement and school location, theoretical framework, review of related empirical study, summary and

uniqueness of the study. Based on the review of related literature, concepts of school location in relation

to academic achievement, factors affecting academic achievement formed part of conceptual framework,

It was found that studies of Frederick (2011) in Ezeudu, Gberdy and Joshua (2014) stated that school

location as one of the major factors that influence students’ academic achievement in some subject areas.

As such Frederick added that many parents look at factor such as the location of schools (urban Or rural)

and the distance to the school before enrolling their wards. Orji (2013) in Ezeudu, Gberdy and Joshua

(2014) explained that many students in the inter villages struggle with the challenge of walking long

distances to schools. They explained that the implication is that while people in urban areas convey their

children to schools through vehicles and enjoy minimum traveling distances to acquire education, some

people in other places suffer by having to cover maximum distances to get to their schools.

Chapter three presented the methodology of the study under the following sub-headings: research design;

population of the study; sample and sampling procedure: research instrument; validity of the instruments;

34
reliability of the instruments; data collection procedure and data analysis procedure. This study used

descriptive research design and instrument used was qualifying examination which is conducted in

collaboration with Katsina State Ministry of Education and Education Resources center.

The target population for this study was senior secondary school, students in public secondary schools

located within Jibya Local government. According to Education Resource Center (ERC) Katsina State

(2021) there was a total eight thousand nine hundred and forty eight (8,948) SSII students who registered

for 2023qualifying examination, therefore the population is made up of 12 Secondary Schools.

The sample of the study was drawn from the four randomly selected schools by approximating the total

population of 8, 948 to the nearest thousand which is 9000 and referring to Morgan and Krecie table to

obtain 368 as sample size of the study. This study utilized one research instrument namely: qualifying

examination. The exam is conducted to asses students that will qualified for SSSCE, WAEC and NECO.

Descriptive Statistics (Analysis) i.e. Mean and Standard Deviation were used to answer the three (3)

research questions. Inferential Statistics (Analysis) i.e. Pearson Product Moment Correlation Coefficient

(PPMCC) was used to test hypothesis 1 while T-test independent sample was used to test hypothesis 2

and 3.

Chapter four presented the result analysis, interpretation and discussions of findings. From the result

obtained.

5.3 Conclusion

The results of the study showed that classroom environment of Senior Secondary Schools in

Jibya local government is unconducive with inadequate basic facilities. There was a significant

difference in classroom environment between private and public as well as rural and urban

Senior Secondary Schools in Jibya local government. Private schools had better classroom

environment than public schools and urban schools had better classroom environment than the

35
rural schools. Finally, there was Significant relationship between learning environment and

students’ academic achievement in secondary school biology in Jibya local government.

5.4 Recommendations

1. Secondary school classrooms environment should be made spacious enough to properly

accommodate writing desk and leave gap for the teacher to walk round the class for

assessment

2. Maximum of twenty-five students per classroom should be maintained and the students

well-spaced in sitting arrangement for comfortable learning

3. Adequate instructional materials should be provided to enhance the teaching and learning

process.

4. Basic infrastructure such as school buildings and recreational facilities should be

provided to schools mostly schools in the rural area.

36
References

Abu Sayeed, M. (2015). Influence of school environment in relation to the academic

achievement of secondary school students of Malda District India. Abhinav National
Monthly ReferredJournal of Research in Arts &Education, 4(7), 6-10.

Anbalagan, S. (2017). Impact of school environment on academic achievement of secondary

school students in Markurdi District. International Journal of Applied Research, 3(5),
732-737.

Duru, M. M. &Oviasogie, A. F. (2014). Learning environment and academic performance of

secondary school students in external examinations: A study of selected schools in Ota.
Proceedings of EDULEARN 14 Conference, 7th- 9th July 2014, Barcelona Spain.

Ezike, B. U. (2018). Classroom environment and academic interests as correlates of achievement

in senior secondary school chemistry in Ibadan South West Local Government Area of
Rivers State. Global Journal of Educational Research, 17, 61-71.

Foluso, A. M., Omotayo, K. A. &Olugbugi, P.O. (2017). Environmental variables as

determinants of students’ achievement in senior secondary school biologyin South West
Nigeria. International Interdisciplinary Journal of Scientific Research, 3(1), 75-80.

Iwela, F. (2017). Learning environment as correlate of students’ academic achievement in

junior secondary school integrated science. International Journal of Education, Learning
and Development, 5(4), 48-54.

Kekare, S. H. (2015). Classroom physical environment and academic achievement of students.

The International Journal of Indian Psychology, 2(3), 116-120.

Koroye , T. (2016). The influence of school physical environment on secondary school, students’
academic performance in Bayelsa State. African Journal of Educational Research, 2 (4),
1-5.

37
Nsa, S.O., Offiong, A.A., Udo, M.F., & Ikot, A. S. (2014). School environmental variables and
students’ academic performance in agricultural science. International Journal of
Business and Social Science, 5(8), 163-167.

Odeh, R. C., Oguche, O., Ivagher, E. D. (2015). Influence of school environment on academic
achievement of student sin secondary schools in Zone “A” Senatorial District of Benue
State Nigeria. International Journal of Recent Scientific Research, 6(7), 4914-4922.

Olasunksnmi F. (2007). Effect of urban and rural environment on the academic performance of
students in Irewole Local Government Area of Osun State. University of Calabar: An
unpublished B. A (Ed) project,

Oluwatayo, J. A., &Oyeboade,O.P. (2016). Classroom environment and performance of

secondary school students in biology. International Journal of Education and Evaluation,
2(5), 17-25.

Onwuakpa, F. W. & Akpan, B.B. (2000). A study of secondary school students’ classroom
environment in relation to their mathematics achievement. Journal of Science Teachers
Association of Nigeria, 35(1&2), 55-62.

38
 APPENDIX I

QUESTIONNAIRE

Federal College of Education, Katsina

School of Education
P. M. B. 2041, Katsina
Katsina State, Nigeria

Dear Respondents,

We final year students from Federal College of Education, Katsina, carrying out a research on
“RELATIONSHIP BETWEEN STUDENTS AND TEACHERS IN CLASSROOM
PSYCHO- SOCIAL ENVIRONMENTS AND ACADEMIC ACHIEVEMENTS IN
BIOLOGY IN JIBIA LOCAL GOVERNMENT AREA OF KATSINA STATE”. The
information obtained will be treated with the strictest confidentiality and will be used solely for
this research purposes only. I would like to thank you in assisting me in this research.

SECTION A: BIODATA OF THE TEACHERS

1. Write the name of your school ………………………………………………..

2. Age ………………………………

3. Gender: F[ ] M[ ]

4. Years of teaching in this school ………………….

5. Indicate the class you are teaching ……………………………………

6. For how long have you been teaching the subject ……………………..

7. What is your academic achievement ?

(a) NCE [ ] (b) BSC [ ] (c) BSC/ED (d) M.SC [ ] (e) Other (specify) …………

8. Are you registered with teacher’s registration council of Nigeria? Yes [ ] No [ ]

39
INSTRUCTION: For each of the statement please tick the column that best indicates your level
of agreement (SA= strongly agreed, A= agreed, D= disagreed, SD= strongly disagreed and U=
Undecided).
S/NO Statement Response
SA A U D SD
1. Higher qualified teacher are required to teach Biology in
secondary school level.
2. Qualification of Biology teacher count in terms of students’
academic achievement.
3. Attending of seminars and workshops by Biology teacher’s
makes teaching and learning of biology better.
4. Teachers registered with teachers registration council achieve
better in the teaching of secondary school students.
5. Experience of a teacher influences student’s academic
achievement.
6. Students achievement better in Biology when taught by well
experienced teacher.
7. Training makes teachers to become experienced teachers
8. Students academic achievement better in Biology when taught by
well experienced teacher.
9. There is difference in biology academic achievement between
those taught by biology teachers with higher qualifications and
those taught by biology teachers with lower academic
achievement.
10. There is difference in biology academic achievement among
senior secondary school students taught by long time
experienced biology teachers and those taught by short time
experienced biology teachers.
11. Differences exist in biology academic achievement of students
taught by professional teachers and those taught by non-
professional teachers.

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