Title: School Environmental Factors As Predictors Of Academic Performance Among Primary School Pupils In Lagos State, Nigeria
Authors: OLUKUNGA Paul, ABIDOGUN, Babajide Gboyega Ph.D & NOAH, A.O.K Ph.D
Volume: 10
Issue: 5
Pages: 37-42
Publication Date: 2026/05/28
Abstract:
This study examined the relationship between school environmental factors and the academic performance of primary school pupils in Lagos State, Nigeria. Specifically, the study investigated the influence of school physical infrastructure and psychosocial school climate on pupils' academic outcomes. A correlational research design was adopted for the study. The population comprised primary school pupils in public schools, while a sample of 300 respondents was selected using a multistage sampling technique. Data were collected using a structured questionnaire designed on a four-point Likert scale. The instrument was validated by experts in educational research, and its reliability was established using Cronbach's alpha method. Descriptive statistics of mean and standard deviation were used to answer the research questions, while Pearson Product Moment Correlation (PPMC) was employed to test the hypotheses at 0.05 level of significance. The findings revealed that school physical infrastructure has a significant positive relationship with pupils' academic performance (r = 0.64, p < 0.05). Similarly, psychosocial school climate showed a stronger significant relationship with academic performance (r = 0.71, p < 0.05). The results indicated that while adequate facilities enhance learning conditions, the quality of interpersonal relationships and emotional support within the school environment exerts a greater influence on pupils' academic success. The study concluded that both structural and psychosocial components of the school environment are critical determinants of academic performance. It recommended improved investment in school infrastructure and the promotion of a supportive psychosocial climate to enhance pupils' learning outcomes.