ANALYSIS OF THE ENVIRONMENTAL INFLUENCE ON STUDENTS’ ACADEMIC PERFORMANCE
CHAPTER ONE
INTRODUCTION
Background of Study
Today’s modern society expects everyone/students to be a high achiever. And the key criteria to judge one’s true potentialities and capabilities are perhaps
academic achievement/performance which has become an index of a child/the students’ future. As a result, there is a great pressure on the minds of the
child and their parents on how to attain the societal expectations.
The educational institution/school that is charged with the responsibility of impacting teaching and learning processes do not exist in a vacuum. Since it has
been discovered that the student’s academic achievement is a function of various factors based on the learning environment which comprises of all the
student is exposed to in the school and outside the school that can facilitate or inhibit learning. Hence this study is geared towards examining the conditions and possible influences of supportive environment in the home, school, neighborhood, peer
group and other environmental factors that could enhance the students’ academic achievement in Ikpoba-Okha Local Government Area of Edo State.
Poor academic performance of students have given rise to accusations and counter accusations by the government and school proprietors, the teachers as
well as the parents as to who could be responsible for the problem of poor academic performance. The world fastest growing economic today is in Asia. The Asian Government particular by Japan and South Korea took some desired steps to develop their
educational system with a very strict assessment process. This compels students to learn to be able to achieve high scores that can guarantee them places in
choice employment. Japan ever requires parents to take examination before their children are allowed into primary school as they believe that home is a vital contributor to the achievement of students in the school system.
Fraser (1981) found that students learn through interacting with their environment and that most of the observable variance in students’ performance is
attributed to students’ characteristics and environment of learning. McRobbie, Roth and Lucys (1997) assert that the nature of classroom, environment can
have a direct impact not only on their achievement but also on their personal-social behaviours. Schareider (2003) in his study counted school faulty condition to eective
teaching and learning in schools. More and Lackney (1994) in their handbook on
educational facilities concluded that physical setting has both direct and mediated eorts
on social and achievement outcomes.
