Title: Exposure To Violence, Classroom Climate, And Family Environment As Determinants Of Academic Achievement Among Primary School Pupils In Lagos State, Nigeria
Authors: ODEBOWALE
Ireti Tina Ph.D
FAMAKINWA
Modupe Justina
& ABIDOGUN
Babajide Gboyega Ph.D
Volume: 10
Issue: 5
Pages: 102-108
Publication Date: 2026/05/28
Abstract:
This study investigated the influence of exposure to violence, classroom climate, and family environment on the academic achievement of primary school pupils in Lagos State, Nigeria. A descriptive survey research design was adopted, with a sample of 300 pupils selected through a multi-stage sampling technique. Data were collected using a structured questionnaire and analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson Product Moment Correlation) at a 0.05 level of significance. The findings revealed that exposure to violence (domestic, school, and community) has a significant negative relationship with pupils' academic achievement, indicating that increased exposure to violence leads to poorer academic outcomes. In contrast, classroom climate measured through teacher support, peer relationships, and classroom management showed a significant positive relationship with academic achievement, suggesting that a supportive and well-structured classroom environment enhances learning. Similarly, family environment factors such as parental involvement, socio-economic status, parenting style, and home learning support were found to significantly and positively influence pupils' academic performance. The study concludes that while exposure to violence serves as a major risk factor for academic success, positive classroom and family environments function as protective factors that promote improved learning outcomes. It is therefore recommended that stakeholders implement interventions aimed at reducing children's exposure to violence while strengthening supportive structures within schools and families.