PROPOSAL

INTRODUCTION

1.1 Background of the Study

Education is an essential factor for effective development of any country like Nigeria. The quality

of education not only depends on teachers as reflected in the performance of their duties, but also in

the effective coordination of the school environment. Environmental influence before now has not

been considered as one of the factors that affect academic performance in secondary schools,

hence, it has little or no attention in educational discourse and consideration. However, the school

environment remains an important area that should be studied and well managed to enhance

students’ academic performance. The issue of poor academic performance of students in Nigeria

has been of much concern to the government, parents, teachers and even student themselves. Ajao

(2011) believes that a school with adequate learning environment contributes to stir up expected

outcomes of learning that will facilitate good academic performance, by encouraging effective

teaching and learning.

School environment consist of both material and non-material resources in the school. It

includes the teachers, peers, cohesiveness, the subjects and method of teaching. A healthy and

attractive school environment makes for conducive learning and promotes students pride in their

schools and their interest to stay in school (Mgbodile 2014). Belanger (2006) on writing on the

importance of learning environment states that people’s educational life histories are influenced not

only by environment where they live or learn. The author further states that learning is more than

education provision and that the community in which learners live have a profound impact on their

aspiration to learn, their curiosity and their desire to develop their own competency. Nwizu (2013)
warned that the environment in which the learner acquires knowledge has a great influence on the

cognitive achievement of the learner. It has also been generally agreed that the quality of learning is

markedly influenced by environmental and organizational factors.

The academic performance of students in secondary schools has been a subject of intense

scrutiny by educators, policymakers, and researchers. It remains a fundamental concern in

educational discourse, given that education serves as a bedrock for national development and

individual empowerment (Adeyemi & Uko, 2021). Over the years, scholars have identified

multiple factors influencing students’ academic achievements, ranging from socio-economic status,

parental involvement, school facilities, and teacher competence to psychological and environmental

conditions. The school environment and teachers’ ingenuity stand out as key determinants of

students’ performance, considering the direct and indirect roles they play in the learning process. A

conducive learning environment with adequate resources, minimal distractions, and supportive

administrative policies fosters academic success (Obi & Yakubu, 2022). On the other hand,

teachers' ingenuity—their creativity, adaptability, and instructional delivery methods—significantly

influences students' understanding, retention, and application of knowledge.

In many Nigerian public secondary schools, infrastructural deficits, poor maintenance

culture, inadequate instructional materials, and overcrowding have been widely reported as

impediments to learning (Eze & Ogbonna, 2020). These conditions create an unfavourable learning

atmosphere, affecting students' concentration and motivation. Research has also shown that

teacher-related factors, such as instructional methods, use of technology, classroom management,

and motivation techniques, can either enhance or hinder students' academic performance (Adebayo,

2019). Despite the growing evidence on the impact of school environments and teacher efficacy,

limited empirical studies have been conducted specifically in Odeda Local Government, thereby
necessitating further investigation into how these factors jointly predict students’ academic

performance.

Moreover, while several studies have examined the individual effects of school environment

and teacher quality on academic achievement, there is a gap in research regarding their combined

influence, particularly in rural and semi-urban settings like Odeda Local Government (Akinwale &

Olatunji, 2023). Understanding the interplay between these variables will provide a more holistic

view of the determinants of student success. Additionally, with the continuous evolution of

pedagogy, including the integration of technology and innovative teaching methods, there is a need

to re-examine how teachers' ingenuity contributes to improved academic outcomes in contemporary

educational settings (Nwachukwu, 2021).

Furthermore, government interventions in the education sector, such as curriculum reviews,

teacher training programmes, and infrastructural development, have aimed at improving students'

academic outcomes. However, the effectiveness of these interventions in specific localities remains

unclear. The findings from this study will be useful in assessing the state of secondary education in

Odeda Local Government and determining the extent to which environmental and teacher-related

factors contribute to students’ success or failure (Ajayi & Bamgbose, 2022). By investigating these

predictors, this research seeks to offer practical recommendations that will enhance the academic

experience of secondary school students and contribute to educational policy improvements in

Nigeria.

1.2 Statement of the Problem

The school environment is of paramount importance in shaping and reshaping intellectual ability.

However, supportive and favourable school environment enriched with enough learning facilities
and favourable climate make students more comfortable, more concentrated on their academic

activities that result in high academic performance. The influence of school environment on

academic achievement of students has been an issue of concern to all stakeholders in education.

The school climate is becoming uninteresting for teaching and learning because instructional

material are inadequately provided, infrastructural facilities are in dilapidated conditions,

technology such as internet are misused, qualified teachers and facilities that promote teaching and

learning are in short fall. The cumulative effect is that some of the students perform poorly in class.

Some drop out of school and some engage in examination malpractices because the materials which

would have been used for their education are elusive. It is against thus background that this study

investigated school environment and academic performance of secondary school studentsin Enugu

education zone.

Despite the universal recognition of education as a catalyst for development, academic

performance in Nigerian secondary schools has been characterised by inconsistencies, with reports

of declining pass rates in national examinations (Ogunleye & Adejumo, 2023). Various factors

have been identified as possible contributors to this trend, yet there remains limited consensus on

the extent to which the school environment and teachers' ingenuity influence students' performance.

While some scholars argue that the availability of modern learning facilities and a conducive school

climate are paramount to students' success (Okon & Idowu, 2021), others contend that the

ingenuity of teachers in engaging students through innovative and adaptive teaching methods is the

most critical factor (Chukwuemeka, 2022). This disparity in scholarly opinions underscores the

need for further empirical investigation.

Another gap in the literature is the limited focus on the unique context of Odeda Local

Government. Most existing studies on academic performance in Nigerian schools have

semi-urban and rural areas where educational challenges are often more pronounced (Fasasi, 2020).

This study seeks to bridge this gap by providing context-specific insights into how school

conditions and teacher creativity interact to shape student outcomes.

Moreover, while various government policies have sought to improve teacher training and

school infrastructure, there is insufficient evidence on their impact at the grassroots level. By

examining the predictive roles of school environment and teachers’ ingenuity, this study will offer

a more comprehensive understanding of the factors shaping students’ academic success and

contribute to more targeted interventions.

1.3 Aim and Objectives of the Study

This study aims to investigate how school environment and teachers’ ingenuity jointly predict the

academic performance of secondary school students in Odeda Local Government. Specifically, the

study seeks to:

1. Examine the extent to which school environment influences students' academic performance.

2. Assess the impact of teachers’ ingenuity on students' academic success.

3. Determine the combined effect of school environment and teachers' ingenuity on students’

academic performance.

4. Provide recommendations on how to enhance school conditions and teaching strategies for

improved student outcomes.

The study will address the following research questions:

1. To what extent does school environment influence students' academic performance?

2. How does teachers’ ingenuity affect students' academic success?

3. What is the combined effect of school environment and teachers' ingenuity on students’

academic performance?

4. What strategies can be implemented to improve school conditions and teaching methodologies

to enhance student outcomes?

1.5 Significance of the Study

This study is significant as it provides empirical evidence on the factors influencing academic

performance in secondary schools, particularly in semi-urban areas like Odeda Local Government.

The findings will be useful for educators, school administrators, policymakers, and parents in

understanding how to create more conducive learning environments and support teachers in

adopting innovative instructional methods. Additionally, this research will contribute to existing

literature on educational development in Nigeria, offering insights that can inform future policy

decisions.

1.6 Scope of the Study

The study focuses on secondary schools within Odeda Local Government, Ogun State. It examines

the influence of school environment and teachers’ ingenuity on students’ academic performance.

The research will involve selected public and private secondary schools, ensuring a balanced

representation of different educational settings.

School Environment: The physical, psychological, and social conditions within a school that

influence learning, including infrastructure, classroom setting, teacher-student relationships, and

availability of resources.

Teachers’ Ingenuity: The ability of teachers to creatively and effectively engage students using

innovative teaching methods, problem-solving strategies, and adaptive instructional approaches.

Academic Performance: The level of achievement demonstrated by students in assessments,

examinations, and overall schoolwork.

1.8 Literature Review

The relationship between school environment, teachers’ ingenuity, and academic performance has

been extensively studied in educational research. Scholars have identified school infrastructure,

teacher quality, classroom management, and student-teacher interactions as significant factors

influencing learning outcomes. While some studies emphasize the importance of a conducive

learning environment (Oyetunde, 2022), others argue that the role of the teacher in knowledge

transmission is even more critical (Adegbite & Salami, 2021). This section explores the existing

literature on the key variables of the study, the theoretical framework, and empirical insights into

how school environment and teacher ingenuity affect students’ academic performance.

School Environment and Academic Performance

The school environment encompasses the physical, social, and psychological conditions within a

school that affect teaching and learning (Olaleye & Omotayo, 2020). A well-structured school

environment includes adequate classroom facilities, libraries, laboratories, and recreational spaces,
all of which contribute to students’ motivation and engagement. According to Eze and Ogbonna

(2020), students in schools with modern facilities perform better academically compared to those in

poorly maintained schools. This aligns with Ajayi and Bamgbose’s (2022) study, which found that

inadequate infrastructure negatively impacts students' ability to concentrate and comprehend

lessons.

Beyond physical structures, the social environment within a school—including teacher-

student relationships, peer interactions, and administrative support—also plays a critical role in

academic performance (Nwachukwu, 2021). A positive school climate fosters discipline,

cooperation, and effective learning, while a toxic environment marked by bullying, poor teacher-

student rapport, and a lack of support systems can hinder students’ progress (Fasasi, 2020).

Teachers’ Ingenuity and Academic Performance

Teachers’ ingenuity refers to their ability to apply creative and adaptive teaching strategies to

enhance student learning. It includes lesson planning, use of instructional aids, integration of

technology, and the ability to modify teaching techniques to suit students’ learning needs

(Chukwuemeka, 2022). Research has shown that teachers who employ innovative teaching

methods, such as problem-solving techniques, project-based learning, and student-centred

approaches, tend to produce better academic outcomes than those who rely solely on traditional

lecture methods (Okon & Idowu, 2021).

Adebayo (2019) argues that teacher effectiveness is more important than infrastructural

adequacy in determining student success. This is supported by Ogunleye and Adejumo (2023), who

found that students taught by highly skilled and innovative teachers performed better in

standardized tests than those whose teachers lacked creativity in lesson delivery. However, a
combined effect of teacher ingenuity and a conducive school environment yields the best results, as

students benefit both from a well-facilitated learning space and an engaging instructional process

(Akinwale & Olatunji, 2023).

Theoretical Framework

This study is anchored on Vygotsky’s Social Constructivist Theory and Bronfenbrenner’s

Ecological Systems Theory, both of which explain how learning is influenced by environmental

and social factors.

Vygotsky’s Social Constructivist Theory emphasizes the role of social interactions in

cognitive development (Vygotsky, 1978). It posits that students learn more effectively when they

engage with knowledgeable instructors and peers in a supportive learning environment. Teachers'

ingenuity, including scaffolding techniques and differentiated instruction, aligns with this theory, as

it highlights the importance of teacher-student interactions in knowledge construction.

Bronfenbrenner’s Ecological Systems Theory (1979) provides a broader framework for

understanding the impact of school environment on academic performance. This theory describes

how different environmental systems—such as the school setting, family background, and societal

influences—interact to shape students' development. The school, as part of the microsystem, plays

a direct role in students’ academic achievements, while teachers serve as agents who mediate

learning experiences.

Empirical Review

Empirical studies on academic performance have provided mixed findings regarding the relative

importance of school environment and teacher quality. In a study conducted by Adeyemi and Uko
(2021), secondary school students from well-equipped schools outperformed those in poorly

maintained institutions, highlighting the importance of physical infrastructure. However, Eze and

Ogbonna (2020) found that even in schools with substandard facilities, students performed well

when they were taught by skilled and dedicated teachers. This suggests that while a conducive

school environment is important, the quality of teaching remains a key determinant of student

success.

A study by Okon and Idowu (2021) in South-West Nigeria found that schools that

implemented innovative teaching methods recorded higher student achievement scores compared to

those that adhered strictly to conventional lecture-based instruction. Similarly, Akinwale and

Olatunji (2023) emphasized the need for a balanced approach, where both environmental factors

and teacher ingenuity are optimized to enhance learning outcomes.

These empirical insights reinforce the need for a study focusing on Odeda Local

Government, where the specific conditions affecting school performance remain underexplored. By

examining the combined effect of school environment and teacher ingenuity, this study will

contribute to the growing body of literature and provide context-specific recommendations for

improving secondary school education.

1.9 Research Methodology

This study will adopt a survey research design, utilising a structured questionnaire to collect data

from secondary school students and teachers in Odeda Local Government. A stratified random

sampling technique will be employed to ensure representation across different school types. The

data will be analysed using descriptive and inferential statistics, with regression analysis employed
to determine the predictive strength of school environment and teachers’ ingenuity on academic

performance.