1.0 Introduction
1.1 Background of Study
In Nigeria, the effect of environmental factors on education became more pronounced in the late 20th and early 21st centuries, as educational stakeholders noticed disparities in performance among students from different geographical, economic, and cultural settings. The Universal Basic Education (UBE) program launched in 1999 brought renewed attention to school environments and the need to create inclusive and supportive learning spaces (UBEC, 2004). Education is widely recognized as a key driver of national development, individual empowerment, and societal transformation. The quality of education a student receives is often reflected in their academic performance, which is influenced by various internal and external factors. Among these, the physical and cultural environments of students have been identified as significant contributors to their academic outcomes.
According to Oluremi & Oyewole (2013), the physical school environment comprises tangible elements such as classroom conditions, lighting, ventilation, seating arrangements, and availability of teaching aids and learning facilities. Research has shown that the quality of these physical conditions directly affects students' learning ability and motivation (Oluremi & Oyewole, 2013). Poor infrastructural facilities, overcrowded classrooms, and lack of instructional materials are commonly cited issues that hinder effective teaching and learning in many public secondary schools, especially in developing countries like Nigeria.
In addition to physical factors according to Banks (2010), cultural influences also play a vital role in shaping students' academic behaviors and performance. Culture refers to the shared norms, values, beliefs, and practices within a community or family, which often determine the level of parental involvement, attitudes toward education, gender roles, and language use in the home environment (Banks, 2010). These cultural variables can either promote or impede a student's academic progress. For instance, in communities where education is highly valued and supported, students tend to perform better due to positive reinforcement from parents and society (Adeyemi et al., 2014).
Azar & Reshadatjoo (2014) stated that the academic performance of students is a critical indicator of educational effectiveness and a key determinant of future success. Academic performance according to Azar & Reshadatjoo (2014), is defined as the extent to which a student has achieved their short or long-term educational goals (Azar & Reshadatjoo, 2014). The physical environment of a school includes infrastructure such as classroom size, ventilation, lighting, furniture, and availability of instructional materials. According to Earthman (2002), students in schools with better physical conditions score 5 to 10 percent higher on standardized tests than students in substandard buildings (Earthman, 2002). This study, therefore, investigates the effect of both physical and cultural environments on the academic performance of secondary school students, with the aim of identifying the key environmental challenges and providing recommendations for improvement.
1.2 Statement of Problems
Investigation revealed that the academic performance of secondary school students is influenced by numerous factors, with the physical and cultural environments playing a central role in shaping their learning outcomes. In many secondary schools, classrooms are overcrowded, poorly lit, and inadequately ventilated, which negatively affects students' ability to concentrate and engage with the material being taught. The lack of basic resources such as textbooks, teaching aids, and even functioning restrooms further exacerbates the challenges students face in these environments.
In addition to the physical environment, cultural factors also have a significant impact on students' academic achievements. Cultural beliefs, family values, and societal norms shape the way students view education. In some communities, education may be undervalued, or students may face gender-based restrictions that limit their access to academic opportunities.
Furthermore, the language spoken at home, as well as religious and community practices, can either foster a positive learning attitude or create barriers to academic engagement. For instance, students from families that emphasize education and encourage academic success tend to perform better than those from backgrounds where education is not as highly prioritized. It is against the backdrop that this study seeks to address this gap by investigating how both physical and cultural environments influence the academic performance of secondary school students.
1.3 Aim and Objectives of Study
The aim of this study is to investigate the effect of both physical and cultural environments on the academic performance of secondary school students. The objectives of the study are as follows:
- To assess the quality of physical facilities (such as classroom conditions, lighting, seating arrangements, and availability of learning materials) in secondary schools and their impact on students' academic performance.
- To investigate how the cultural environment, including parental involvement, community values, and societal attitudes towards education, affects students' academic performance.
- To examine the relationship between students' academic performance and the presence of supportive physical environments and positive cultural influences.
- To explore whether certain cultural practices or environmental conditions contribute to academic difficulties faced by students, particularly those from disadvantaged backgrounds.
- To propose practical recommendations for policymakers, school administrators, and educators to create more conducive physical and cultural environments that support better academic outcomes for secondary school students.
1.4 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the effect of physical learning environment on the academic performance of secondary school students?
- How does the cultural background of students (such as family values, traditions, and community beliefs) influence their academic performance?
- To what extent does the availability of school facilities and infrastructure contribute to the academic success of students?
- In what ways does parental and community involvement, as part of the cultural environment, affect students' academic performance?
- What are the combined effects of physical and cultural environments on students' overall academic achievement in secondary schools?
1.5 Research Hypothesis
The following hypotheses are proposed for the study on the Effect of Physical and Cultural Environment on the Academic Performance of Secondary School Students:
Hypothesis One
- H0: There is no significant relationship between the quality of the physical environment in secondary schools and the academic performance of students.
- H1: There is a significant relationship between the quality of the physical environment in secondary schools and the academic performance of students.
Hypothesis Two
- H0: Students who are exposed to supportive physical and cultural environments do not perform better academically compared to those who are not.
- H1: Students who are exposed to supportive physical and cultural environments perform better academically compared to those who are not.
Hypothesis Three
- H0: There is no significant relationship between the cultural environment, including parental involvement and community values, and the academic performance of secondary school students.
- H1: There is a significant relationship between the cultural environment, including parental involvement and community values, and the academic performance of secondary school students.
1.6 Significance of Study
The outcome of this research study will enrich the academic field by adding to the growing body of literature on the intersection between the physical and cultural environments and academic achievement. The research will provide a foundation for future research that further explores these relationships in different educational contexts, both locally and globally.
Furthermore, the study will serve as a resource for policymakers and government bodies involved in educational planning. It will help guide decisions on how to allocate resources and implement policies aimed at improving school infrastructure and promoting cultural practices that support educational success.
Lastly, the results will contribute to efforts to bridge educational gaps and improve academic outcomes for all students, especially those in underprivileged or disadvantaged areas.
1.7 Scope of Study
This study will focus on examining the effect of physical and cultural environments on the academic performance of secondary school students in Lagos State. The scope will be limited to selected public secondary schools within the state, which provides a diverse mix of urban and suburban educational settings, thus offering a comprehensive view of the various environmental factors affecting students' academic outcomes.
1.8 Limitations of the Study
A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
1.9 Definition of Terms
Physical Environment:
The physical environment refers to the tangible and observable conditions within a school that directly influence the learning experience of students. It includes factors such as classroom infrastructure, availability of learning resources (like books, laboratory equipment, and technology), classroom layout, lighting, ventilation, and overall cleanliness. According to Ayodele and Lawal (2019), a conducive physical environment enhances student concentration and supports effective learning by providing adequate space and resources.
Cultural Environment:
The cultural environment encompasses the beliefs, values, traditions, and social practices that shape a community's attitudes toward education. This environment is influenced by societal norms, parental involvement, peer interactions, and community expectations. A positive cultural environment encourages academic success by fostering respect for education, strong familial support, and community engagement. Osunde (2020) highlights that cultural practices and attitudes towards education significantly impact the academic performance of students, as these factors directly influence students' motivation and learning behaviors.
Academic Performance:
Academic performance refers to the measurable outcomes of a student's academic efforts, typically represented by grades or scores in various subjects. It reflects how well students have grasped the curriculum and how effectively they apply their knowledge in exams and assessments. Owoeye and Yara (2018) argue that academic performance is a vital indicator of student success and is influenced by a variety of internal and external factors, including the learning environment.
Secondary School:
A secondary school is an educational institution\r\nthat provides education to students typically between the ages of 12 and 18. It\r\nis the stage of formal education that follows primary school and precedes\r\ntertiary education. Secondary schools offer a more specialized curriculum,\r\nwhich prepares students for further education or entry into the workforce. The\r\nquality of a secondary school environment is crucial in determining students'\r\noverall development and academic success (Ajayi, 2017).…
