Abstract

This study investigated the Influence of School-climate on Science Students’ Performance in Ibadan, Oyo State, Nigeria. A descriptive survey design was adopted for the study with a focus on Senior Secondary School II Science Students, which necessitated the use of questionnaires for data collection. The instrument was validated and tested for reliability using Cronbach Alpha statistic with 0.82 reliability value. Result formats were also used for collecting the average scores of 250 participating science students in science subjects (Biology, Chemistry, Physics, and Further Mathematics) from the school authorities concerned. Data collected was analyzed using frequency counts, Mean and Pearson Product Moment Correlation Coefficient. Findings from the study showed that, school-climate influences the academic performance of science students in Ibadan, Oyo State, Nigeria leading to the need to enhance proper constructs for better performance in science subjects. The study concluded that conducive school-climates play significant roles in the performance of science students, which invariably implies that improved students’ performance can be achieved when school authorities pay deliberate attention to improving school-climate conditions. It was recommended among others that, schools should endeavor to create conducive environment such as provision of basic facilities, clear and effective communication channels and a cordial teacher-students relationship to facilitate learning and to improve students’ academic performance in science subjects. 

Keywords: Influence, School-climate, Students’ Performance, Science Subjects, Biology, Chemistry, Physics and Further Mathematics

Impact Statement

This study demonstrated that overall contribution of positive school-climate such as the physical features, emotional features, special features and the climate of the school during examination periods are necessary driving forces for science students’ performance in science subjects, and can promote the drive towards scientific and technological development as well as the socio-economic advancement of the society. The study also showed that the climate of science classrooms matters and can do much to improve science students’ academic performances when a well define, clear and suitable school climate in demonstrated especially within the classroom. The findings indicated that schools with serene environment would typically promote comfortable school climate for learning science, which is however a combination of organizational and social climate factors which when implemented effectively by the school management would encourage learning and better performance of students in science subjects.

About Author/s

Dr Christianah Olajumoke SAM-KAYODE is a Senior Lecturer in the Department of Science Education, Faculty of Education, Lead City University, Ibadan, Oyo State, Nigeria. She holds a Ph.D. degree in Mathematics Education from the University of Ilorin, Ilorin, Nigeria where she also bagged both her Master of Education Degree as well as Bachelor of Science Education Degree in Mathematics Education. Dr Sam-Kayode is a trained educator and a researcher on diagnosing Mathematics and Science teachers’ pedagogies and students’ learning experiences. Her area of research is on innovative teaching and learning of Mathematics and Sciences across all levels of education. She is a seasoned researcher, conference speaker and author who has presented papers and published articles in local, national and international journals. She is a reviewer for notable international journals and a member of the following Professional Academic bodies: Teachers Registration Council of Nigeria (TRCN); The Mathematical Association of Nigeria (MAN); Science Teachers Association of Nigeria (STAN); and Association of Educational Researchers & Evaluators of Nigeria (ASSEREN). 

Taiwo Olawale AREMU holds a Master of Science degree in Microbiology from the University of Ilorin, Ilorin, Nigeria and a Post Graduate Diploma in Education (PGDE) from Lead City University, Ibadan, Oyo State, Nigeria. He is currently a doctoral student, and an upcoming scholar in Science Education research. He is an experienced school Administrator and Manages a group of Primary and Secondary Schools. He belongs to the following Professional Academic bodies: Teachers Registration Council of Nigeria (TRCN); Science Teachers Association of Nigeria (STAN)

Cite this Article

APA (7th ed.): Sam-Kayode, C. O., & Aremu, T. O. (2024). Influence of School-climate on Science Students’ Performance in Ibadan, Oyo State, Nigeria. Edumania-An International Multidisciplinary Journal, 2(3), 40–54. https://doi.org/10.59231/edumania/9054

Chicago (17th ed.): Sam-Kayode, Christianah Olajumoke, and Taiwo Olawale Aremu. “Influence of School-climate on Science Students’ Performance in Ibadan, Oyo State, Nigeria.” Edumania-An International Multidisciplinary Journal 2, no. 3 (2024): 40–54. https://doi.org/10.59231/edumania/9054.

MLA (9th ed.): Sam-Kayode, Christianah Olajumoke, and Taiwo Olawale Aremu. “Influence of School-climate on Science Students’ Performance in Ibadan, Oyo State, Nigeria.” Edumania-An International Multidisciplinary Journal, vol. 2, no. 3, 2024, pp. 40–54. https://doi.org/10.59231/edumania/9054.

Statements & Declarations

Peer Review: The scholarly merit and contribution of this research on school climate and science student performance have been confirmed through a rigorous and independent peer-review process conducted by experts in the relevant disciplines.

Review Type: This article underwent a double-blind peer review, a process in which the identities of the authors (Christianah Olajumoke Sam-Kayode and Taiwo Olawale Aremu) and the reviewers were mutually concealed. The review was conducted by subject experts in educational environment, science education, and educational psychology.

Competing Interests: The authors, Christianah Olajumoke Sam-Kayode and Taiwo Olawale Aremu, jointly and individually declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Data Availability: The datasets generated and analyzed during the current study are available from the corresponding author, C.O. Sam-Kayode, upon reasonable request. The data are not publicly available due to privacy and confidentiality agreements with the participating schools and students in Ibadan, Oyo State, Nigeria.

Funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. The work was completed using the authors’ institutional resources at Lead City University, Ibadan, and personal scholarly efforts.

License: This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 International License. This license permits non-commercial reuse, distribution, and reproduction in any medium, provided the original work is properly cited and is not altered, transformed, or built upon in any way.

Ethical Approval: All procedures performed in this study involving human participants (science students and school personnel) were in accordance with the ethical standards of the institutional research committee. Ethical approval for this research was granted by the Institutional Ethics Committee of Lead City University, Ibadan, Oyo State, Nigeria, where both authors are affiliated. Informed consent was obtained from all individual participants and participating schools included in the study, and their anonymity and confidentiality have been strictly maintained.

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