Keywords
Academic Achievement
Learning Resources
Classroom Environment
Teacher-Student Interaction
Abstract
This study examined the relationship between school environmental factors and students' academic achievement among secondary schools in Sokoto state. The study adopted a correlational research design. A structured questionnaire was administered to a sample of 379 students from selected secondary schools in Sokoto state. The data collected was analysed using multiple linear regression analysis. The findings revealed that the classroom environment has a positive and significant relationship with students’ academic achievement (β = .148, t = 2.506, p = 0.13). Further findings revealed that teacher-student interaction has a positive and insignificant relationship with students’ academic achievement (β = 0.024, t = .437, p = .662). The results also showed that learning resources have a positive and significant relationship with students’ academic achievement (β = .238, t = 3.830, p <.001). It was concluded that the school environment is significantly related to students’ academic achievement. It was recommended that policymakers should focus on improving classroom conditions and providing adequate learning materials, among others.
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