http://ijerr.com/index.php/ijerr/issue/feed International journal of Education Research Review 2022-07-29T10:36:42+00:00 Dr. Emeka Ugwuegede admin@ijerr.com Open Journal Systems <p><strong>International Journal of Education Research Review</strong> is an official journal<strong> of Institute of Education, Enugu State University of Science and Technology, Enugu</strong>. The International Journal operate open access peer review system that seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship, and to encourage a vigorous dialogue between teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers. The Journal publish high quality original research, reviews, perspectives, case studies, theoretical statements, philosophical arguments, and critical syntheses in all areas of education. The Journal among other things seek to:</p> http://ijerr.com/index.php/ijerr/article/view/14 EXAMINATION MALPRACTICE: A CANKER WORM IN THE FABRICS OF NIGERIAN SYSTEM OF EDUCATION 2022-06-22T12:11:59+00:00 G C Ozoagu admin@ijerr.com S N Onoyima admin@ijerr.com <p><em>Examination malpractice is any wrong doing exhibited by either the examiner or examinee, before, during or after examination with the intention to influence result or outcome. The impact of this act could be said to have been grievous and seriously, has affected the quality of education in Nigeria. Our core-values have dwindled given to poor quality education. Education is a social process and the anchor of every development. As such, any attack on education is also an attack on the society that operates the system. On the count of the above, the study examined the concept of quality education, examination, examination malpractice and its implications. Such other areas as causes, types and dimensions of examination malpractice were equally discussed. Recommendations include; de-emphasis on paper qualification, Standardization of teaching profession, Provision of more facilities as examination halls, seats, security gadgets etc by the government so as to avoid crowded arrangements and also to keep the students on their toes And cutting down on industrial actions, were made based on problems that were found recurrent in the literature.</em></p> 2022-06-22T00:00:00+00:00 Copyright (c) 2021 Ozoagu G.C Ph.D , Onoyima S.N (Ph.D) http://ijerr.com/index.php/ijerr/article/view/1 CHALLENGES MILITATING AGAINST EFFECTIVE BIOLOGY STUDENTS’ READING CULTURE IN NIGERIA. 2021-11-29T17:51:59+00:00 Josephine Chinelo Nwachukwu admin@ijerrr.com <p><em>Adequate knowledge of Biology is vital in such disciplines as medicine, pharmacy, agriculture, nursing among others. Furthermore, Biology graduates play significant roles in national development, for instance, teaching/lecturing students, human over-population control / family planning, environmental pollution control, diseases control, carrying out Biological researches, writing of Biology textbooks among others. Despite the importance of Biology graduates in nation building, researchers have found out that annually the achievement of Biology students during WASSCE (West African Senior Secondary Certificate Examination, National Examination Council (NECO) and General Certificate in Education (GCE) is low and some of the causes of poor achievement of Biology students in these external examinations include inadequate numbers of trained Biology teachers, inadequate resources for teaching/learning Biology, poorly equipped Biology laboratories for conduction or practical, poor reading culture of Biology students in Nigeria among others. Reading of books is a basic life skill as well as cornerstone of students’ success in school examination and throughout life hence reading of books by students and other people is indispensable for the development of our nation Nigeria and other countries in the world. Reading culture is a process of building positive attitude of reading textbooks especially Biology textbooks over a period of time by students or any other persons. However, the reading culture of Nigerian students is very poor when compared with that of students in other countries of the world. The challenges / problems which cause&nbsp; this poor books’ reading culture among Nigerian students are the students’ non-challant attitude of reading other books apart from the recommended textbooks which they read in order to pass their examinations. Some students&nbsp; do not have the interest of reading novels, magazines, newspapers and other recreational materials in order to improve their reading habits. Other challenges militating against effective books’ reading culture among Nigerian students are inadequate library resources in some schools, lack of libraries resources in some schools, watching of home video syndrome, excessive use of mobile phones, non-integration of library time in the school programmes, lack of academic competition among students, high cost of textbooks, get rich-quick syndrome among others. In view of the identified challenges, the following recommendations are made to includes integration of library time into the school&nbsp; programmes, building of libraries in all schools, employment of adequate numbers of librarians, provision of relevant and currents textbooks in the libraries for students to read, proper orientation of the students’ parents on the importance of encouraging their children and wards to read their books to minimize excessive watching of home videos. Parents should stop their children from being addicted to their mobile phones as well as discourage them from too much internet trend especially browsing of non-academic programmes where they learn about crimes, violent acts and other sexually – immorality activities which will predispose them to immoral acts and possibly destroy their academic pursuit.</em></p> 2021-11-30T00:00:00+00:00 Copyright (c) 2021 Associate Professor Nwachukwu Josephine Chinelo (Ph.D) http://ijerr.com/index.php/ijerr/article/view/12 ENTREPRENEURIAL COMPETENCIES: A SINE QUANON FOR SUCCESSFUL OPERATION OF SMALL AND MEDIUM SCALE ENTERPRISES (SMEs) BY GRADUATES OF TECHNOLOGY AND VOCATIONAL EDUCATION FROM TEITIARY INSTITUTIONS IN ENUGU STATE, NIGERIA. 2022-06-15T12:06:52+00:00 Sussan N Oluka admin@ijerr.com Bernard C Nwafor admin@ijerr.com Kenneth C Abuka admin@ijerr.com <p><em>The study investigated the entrepreneurial competencies needed by Technology and Vocational Education (TVE) graduates for effective operation of Small and Medium Enterprises (SMEs) in Enugu state. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. The population for the study was 3,306 respondents comprising 113 TVE lecturers in tertiary institutions and 3,193 registered managers of small and medium scale enterprises in Enugu state. A simple random sampling technique was used to select 41 TVE lecturers and 302 SMEs managers getting a total of 343 respondents. A structured questionnaire containing 25 items was validated by three experts, two from TVE Department and one from the area of Measurement and Evaluation (M&amp;E) in the Department of maths and Computer Education, all from the Faculty if Education, Enugu State University of Science and Technology, (ESUT), Enugu. The 25 items in the Questionnaire were retained after validation, and was used for data collection of the study. Test-retest method was used to establish the reliability of the instrument and data collected was analysed with Pearson product moment correlation which yielded a reliability coefficient of 0.78. A total of 332 copies out of 343 copies of the questionnaire were correctly filled and returned, and were used for the study, representing 96.8 percent return rate. Mean and standard deviation were used to answer the research questions, while t-test was used to test the null hypothesis at 0.05 level of significance. Findings revealed that TVE graduates of tertiary institutions in Enugu state require managerial, communication and marketing competencies for effective operation of SMEs. It was recommended among others that governmental, non-governmental agencies and financial institutions should ensure the provision of latest relevant teaching facilities (machines &amp; tools) and instructional materials that will enhance effective teaching and learning of the identified entrepreneurial competencies in all the tertiary institutions in Enugu State. This would enable TVE lecturers to use relevant practical facilities (Equipment, Machine &amp; tools) and instructional materials in meeting the demands for successful establishment and effective operation of SMEs in Enugu State.</em></p> 2022-06-15T00:00:00+00:00 Copyright (c) 2021 Oluka, Sussan N. (Ph.D) , Bernard C Nwafor http://ijerr.com/index.php/ijerr/article/view/9 STRATEGIES FOR RESOLVING CONFLICTS BETWEEN PRINCIPALS AND TEACHERS IN PUBLIC SECONDARY SCHOOLS IN ENUGU STATE 2022-04-03T07:44:42+00:00 Igweani Okezie David contact@cyy.bo Igboke U N contact@hg.b Okonkwo A O B contact@uo.vo <p><em>The study focused on the strategies for resolving conflicts between principals and teachers in public secondary schools in Enugu State. The study was guided by three research questions and three research hypotheses. The study covered 314 secondary schools in Enugu State. A sample of 791 respondents was used for the study. Proportionate stratified random sampling technique was employed to sample 791 respondents from the area of study. Descriptive survey research design was used for the study. A researcher developed questionnaire validated by three experts was used. The final reliability index of the instrument using Cronbach Alpha reliability formular is 0.85. Mean with standard deviation were used to provide answers to the three research questions while t-test statistics at 0.05 level of significance was used to test the three null hypotheses. The findings revealed among others that arbitration, neglect or silence and dialogue are strategies that could be use in resolving conflict in an organization such a school. It was recommended among other things, that conflict in school should be managed or handled in such a way that it will lead to growth, better personal relationship and a more productive life. It further recommended that conflict resolution strategies such as arbitration, neglect or silence, dialogue should be adopted if administration wishes to achieve result</em></p> 2022-04-03T00:00:00+00:00 Copyright (c) 2021 Igweani Okezie David , Igboke U.N., , Okonkwo A. O. B. http://ijerr.com/index.php/ijerr/article/view/18 INFLUENCE OF GOOGLE CLASSROOM ON TEACHING-LEARNING PROCESS AMONG SECONDARY SCHOOL STUDENTS IN ENUGU STATE 2022-07-29T10:36:42+00:00 Stella Ogechi Onuba Stella.onuba@esut.edu.ng Jonathan Nwagboliwe Areji nwayobuije1@gmail.com <p><em>This study investigated the influence of Google Classroom as a mobile learning App for achieving sustainable development goals among students in Enugu State. Descriptive survey design was used for this study. The population of this study comprised all the 2238 students of private secondary schools in Enugu North Local Government Area, Enugu State. A sample size of 447 students representing 20% of the total population respectively selected through simple random sampling technique was used for the study. The instrument for data collection was influence of Google Classroom Questionnaire” (IGCQ). Cronbach Alpha Statistic was used to determine the internal consistency of </em><em>the instrument</em><em>&nbsp;which yielded coefficient index of 0.76. Mean and standard deviation were used to answer the research questions. The results of the findings revealed that Google Classroom as a mobile learning app facilitates communication between students and teachers enables students to access assignments and print out handout. Students can access links to essential classroom materials anywhere, which to a very high extent enhances achievement of sustainable development goals. However, some students did not have </em><em>Personal Computer or a Smart Phone</em><em>&nbsp;which limited their access to Google Classroom learning resources. Also students experienced unstable internet connectivity. &nbsp;It was concluded that Google Classroom enhances the teaching and learning process. Based on the findings, it was recommended that the University should collaborate with Information Technology networks to provide affordable access to Google Classroom and the schools should ensure the network is upgraded to cater for all the students across.</em></p> 2022-07-29T00:00:00+00:00 Copyright (c) 2021 Stella Ogechi Onuba, Jonathan Nwagboliwe Areji http://ijerr.com/index.php/ijerr/article/view/5 EFFECT OF LANGUAGE LABORATORY ON STUDENTS’ PERFORMANCE IN ENGLISH LANGUAGE IN SECONDARY SCHOOLS IN ENUGU EDUCATION ZONE 2021-11-29T17:51:28+00:00 Mercillina Mmachinyere Ebuoh admin@aspjournals.org <p><em>The study was designed to investigate the effects of using language laboratory on students’ academic achievement in English Language in secondary schools in Enugu Education zone. The researcher adopted a non-equivalent quasi-experimental design. The population for the study was all the 5,113 SS 2 students in Enugu Education zone. A sample of 240 SS 2 students was drawn from the three secondary schools used; one intact class was then sampled using simple random sampling technique. One intact class was assigned to the Experimental Group I, and the other intact class was assigned to the group II taught without simulation. The two groups were taught using the language laboratory and using English textbooks. One research question and one hypothesis guided the study. Relevant data for the study were collected using English Language Achievement Test (ELAT). The instrument was face validated. The reliability of the instrument was determined using Kuder Richardson 20 which was 0.86. Research question was answered using mean and standard deviations while hypothesis was tested using Analysis of Covariance (ANCOVA). It was found that the use of language laboratory in teaching English language in secondary schools in Enugu Education zone was found to be better than teaching with only English texts. Teaching without language laboratory had no significant influence on students’ achievement in English language in secondary schools. Based on the findings of the study, the researcher recommended among others that the use of language laboratory be adopted for use in teaching English language</em></p> 2021-11-30T00:00:00+00:00 Copyright (c) 2021 Ebuoh, Mercillina Mmachinyere Phd http://ijerr.com/index.php/ijerr/article/view/16 APPRAISAL OF TEACHING RESOURCES USED IN TEACHING IGBO LANGUAGE IN SECONDARY SCHOOLS IN ENUGU STATE: AN IMPLICATION FOR COUNSELLING 2022-07-26T16:35:09+00:00 FIDELIA UKAMAKA EZEH admin@ijerr.com SOLOMON CHINAGO ASOGWA soloasogwa@gmail.com <p><em>The study aimed at appraising the teaching resources used in teaching Igbo language in secondary schools in Enugu State. Two research questions guided the study, while two null hypotheses were tested at .05 level of significance. Survey research design was adopted for the study. The population for the study comprised all the 679 Igbo language teachers in Enugu State, while the sample comprised 208 teachers sampled from urban and rural secondary schools in Nsukka and Obollo-Afor Education Zones. The instrument for data collection was a 23-item researcher-made questionnaire titled Appraisal of Teaching Resources Used in Teaching Igbo Language Questionnaire (ATRUTILQ). The instrument was subjected to validation by three research experts, one in Curriculum and Instruction another in Measurement and Evaluation in the Faculty of Education, Enugu State University of Science and Technology (ESUT), Enugu and one in Arts Education, Faculty of Education, University of Nigeria, Nsukka. Cronbach Alpha was used in ascertaining the reliability of the instrument. An overall reliability index of 0.89 was obtained for the entire instrument. The instrument was administered to the selected respondents with the help of two research assistants who were briefed and acquainted with the requisite knowledge and skills in administering and collecting the questionnaire. The research questions were answered with mean and standard deviation, while the hypotheses were tested with t-test statistics. The results of data analysis revealed among others that the teaching resources available for teaching and learning of Igbo language in urban and rural secondary schools in Enugu State include Igbo language textbooks, chalkboards, whiteboards, and moulded objects; the extent to which teachers utilized available teaching resources in the teaching and learning of Igbo language in secondary schools in Enugu State was low; Based on the findings, the researcher recommended that state ministry of education should organize seminars and workshops to train Igbo language teachers on how best to use teaching resources for teaching Igbo.</em></p> 2022-04-23T00:00:00+00:00 Copyright (c) 2021 FIDELIA UKAMAKA EZEH, SOLOMON CHINAGO ASOGWA http://ijerr.com/index.php/ijerr/article/view/2 VALUES RE-ORIENTATION IN SECONDARY SCHOOLS FOR SUSTAINABLE NATIONAL DEVELOPMENT IN NIGERIA. 2021-11-29T17:52:31+00:00 O Nwangwu admin@aspjournals.org Ngozi S Onoyima admin@aspjournals.org Fidelia Chinyelugo Agada admin@ijerrr.com <p><em>This paper portrays the place of values reorientation in sustainable national development. The authors argue that in values reorientation, secondary school students should be the target because they are said to be the future leaders. The concept of values and value system are examined in the paper. Nigerian core values are also discussed stressing that the core values are progressively being eroded in modern Nigeria. The collapse of Nigerian values has ushered in negative values that have adversely affected sustainable national development. The teaching of values education in secondary schools should be strengthened because of its relevance to values reorientation. The contents of values education and the subjects with potential for values reorientation are discussed in the paper. Values reorientation is a joint responsibility of the home, school, church and society because the decay in the value system constitutes a threat to everybody. Recommendations are made among of which is that the nation’s leaders should lead and live by example. </em></p> 2021-11-30T00:00:00+00:00 Copyright (c) 2021 Professor Ig. O. Nwangwu, Ph.D. , Ngozi S. Onoyima, Fidelia Chinyelugo Agada. Ph.D. http://ijerr.com/index.php/ijerr/article/view/13 FACTORS MILITATING AGAINST EFFECTIVE SUPERVISION OF INSTRUCTION IN SECONDARY SCHOOLS IN ENUGU STATE 2022-06-22T12:17:11+00:00 Eunice Nwankwo admin@ijerr.com Nneji Favour Ajaelo admin@ijerr.com U C Igboke admin@ijerr.com <p><em> The study aimed at determining the factor </em><em>militating against </em><em>effective instructional supervision in secondary schools in Enugu state. Two research questions guided the study. Two null hypotheses were formulated and tested at 0.05 level of significance. Descriptive survey research design was used for the study. The population for the study comprised 9,529 teachers. Proportionate stratified random sampling technique was employed to sample 953 respondents. The instrument used for data collection was a 27 items structured questionnaire developed by the researcher. The instrument was validated by three experts; two experts are in the field of Educational Management and one in the Measurement and Evaluation unit of Department of Maths and Computer Education, all from Enugu State University of Science and Technology (ESUT). The reliability of the instrument was determined using Cronbach Alpha which yielded a coefficient index of 0.71. Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the null hypothesis at 0.05 level of significance. The results of the study revealed, that in adequate human resources and </em><em>inadequate</em><em> material resources </em><em>militates against </em><em>the effective supervision of instruction in secondary schools in Enugu State. It was recommended among others that government and other stakeholders in education should ensure that enough material resources needed for supervision of instruction are provided. Again, some of the minor roles of the supervisors can be delegated to trained teachers so as to make out more time for instructional supervision.</em></p> <p> </p> <p> </p> 2022-06-22T00:00:00+00:00 Copyright (c) 2021 Eunice Nwankwo, Nneji Favour Ajaelo and Igboke U. C. http://ijerr.com/index.php/ijerr/article/view/11 EFFECT OF MATHEMATICS LABORATORY MATERIALS ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN GEOMETRY 2022-06-15T11:53:52+00:00 Sunday Ogbu admin@ijerr.com C O Anibueze admin@ijerr.com Simon Nwachukwu Amadi admin@ijerr.com <p><em>The study determined the effect of Mathematics Laboratory Materials on Achievement in Geometry among Junior Secondary School two (JSS2) students. Two research questions and three hypotheses guided the study. The design of the study was pretest-posttest non-equivalent control group quasi-experimental research design. The population of study was 4,027 Junior Secondary School two (JS2) students in the 31 public Secondary Schools in Nsukka Local Government Area. The sample for the study was one hundred and fifty-six (156) Junior Secondary School two (JSS 2) Students drawn from the two (2) coeducational secondary schools in Nsukka Local Government Area using simple random sampling techniques. Geometry Achievement Test (GAT) was the instrument used for data collection. The GAT was face and content validated by three experts-two in Mathematics education and one in Measurement and Evaluation.&nbsp;&nbsp; The reliability of GAT was found using Cronbach Alpha which yielded coefficient index of 0.75. GAT was administered as pretest and posttest. Data on achievement was collected using GAT. Mean (</em><em>) and standard deviation (</em><em>) were used in answering the research questions while Analysis of Covariance (ANCOVA) was used in testing the research hypotheses at 0.05 alpha level of significance. Findings revealed that using mathematics laboratory materials improved considerably students’ achievement. Furthermore, using mathematics laboratory materials was also found to have differential effect on achievement of male and female students in mathematics in favour of the male students. The study recommended that teachers should use mathematics laboratory materials in students’ achievement in geometry and teachers should involve both male and female students in mathematics laboratory materials strategy in classroom to reduce the gender inequality in mathematical achievement particularly geometry achievement.&nbsp;&nbsp;&nbsp; </em></p> 2022-06-15T00:00:00+00:00 Copyright (c) 2021 Sunday Ogbu, Ph.D, Anibueze C.O, Ph.D,, Simon Nwachukwu Amadi http://ijerr.com/index.php/ijerr/article/view/8 IMPROVEMENT NEEDS IN MUD BUILDING CONSTRUCTION FOR DURABILITY IN IDOMA LAND OF BENUE STATE 2022-03-17T22:19:37+00:00 A U Onyia admin@ijerr.com A O Ogaba admin@ijerr.com <p><em>Among the several basic necessities of man is adequate shelter that is affordable hence the need for regular improvement in the construction of it. The study investigated improvement needs in mud building construction for durability in Idoma land of Benue State. Descriptive survey research design was adopted. Two research questions and two null hypotheses in line with the purpose of the study guided the study. The hypotheses were tested at .05 alpha level. The population for the study was 397 (271 males and 126 females) mud builders in the nine Local Government Areas in Idoma Land. This comprised &nbsp;A total of 397 male and female mud builders in the nine Local Government Areas in Idoma Laned served as research respondents hence there was no sampling as the population was manageable. The instrument for data collection was researchers’ made structured and validated questionnaire titled “Improvement Needs in Mud Building Construction Questionnaire (INMBCQ)”. The instrument was administered and retrieved on the spot with the help of three research assistants on agreed dates and time between the researchers, the assistants and the respondents. Out of 397 copies of the questionnaire distributed 379 (representing 95.47%) were properly filled, returned and used for data analysis. The analysis of data was done with descriptive statistics of mean and standard deviation while inferential statistics was t-test statistic at .05 level of significance. The results of the findings revealed that all the items under material and construction improvement needs were highly needed for construction of mud building for durability in Idoma land of Benue State (x=2.99; x=3.06 ). The null hypotheses tested showed no significant difference in the mean responses of male and female mud builders on the identified improvement needs of mud building in Idoma Land (P&gt;0.05) The study subsequently concludes that The construction of mud building requires improvement in the quality of materials and techniques (method) of the mud building.The recommendations among others were that Mud builders in Idoma Land should consider mixing mud with cement in order to improve the quality of buildings. Furthermore, there is the need for mud builders to adopt construction techniques that are capable of improving the durability of mud structures and material handling at mud building sites.</em></p> 2022-03-17T00:00:00+00:00 Copyright (c) 2021 Prof. A. U. Onyia, Ogaba, A. O. http://ijerr.com/index.php/ijerr/article/view/17 WORK IRRATIONAL BELIEFS AS CORRELATES OF OCCUPATIONAL STRESS AMONG PUBLIC PRIMARY SCHOOL TEACHERS IN AGBANI EDUCATION ZONE OF ENUGU STATE 2022-07-26T16:34:23+00:00 CHIDERA CYNTHIA ALEKE admin@ijerr.com SOLOMON CHINAGO ASOGWA soloasogwa@gmail.com BENJAMIN OBI AJAH ajahbenjamin22@gmail.com <p><em>This study focused on work irrational beliefs as correlates of occupational stress among public primary school teachers in Agbani Education Zone of Enugu State. The study adopted a correlation survey design to investigate what relationship exists between work irrational beliefs and occupational stress among public primary schools in Enugu. The population of the study comprised all the 178 public primary schools and a population of 1704 teachers ( 222 male and 1,682 female teachers) in the public primary schools in Agbani Educational Zone of Enugu State. The sample of the study comprised 331 primary school teachers in Agbani Educational Zone, comprised of 107 male and 224 female, the sample was determined using Taro Yamen sampling formula. The instruments used for collecting data were two structured questionnaires titled “Teachers Work Irrational Beliefs Questionnaire (TWIBQ) and Teachers Occupational Stress Questionnaire (TOSQ). The instruments were validated by two experts in Guidance and Counselling in the Department of Educational Foundations and one expert in Measurement and Evaluation in the Department of Science Education, all from the faculty of Education in University of Nigeria Nsukka. The instruments were administered to the participants by the researcher and the research assistants and the data collected were analyzed with respect to research questions and hypotheses. Research questionnaire were answered using simple linear regression while the hypothesis 1-4 were tested using &nbsp;ANOVA and hypothesis 5 was tested using t-test, all at 0.05 level of significance. The result showed that the correlation between demandingness and work stress among public primary school teachers is low at 0.112 with coefficient of determination of 0.013, the correlation between awfulizing behavior and work stress among public primary schools is moderate at 0.442 with a coefficient of 0.195. Further, the correlation between low frustration tolerance and occupational stress among public primary schools is moderate at 0.404 with a coefficient determination of 0.163 and finally the correlation between self-depreciation and occupational stress among public primary school teachers is very low at 0.029 with coefficient of 0.001. Based on the above findings, the researcher recommends that school counsellors should offer assistance to teachers and they should take into consideration teachers irrational beliefs so that they can modify their dysfunctional thoughts. Workshops and seminars should be organized for teachers so that they can understand how to cope with their student and cope with their irrational beliefs.</em></p> 2021-12-23T00:00:00+00:00 Copyright (c) 2021 CHIDERA CYNTHIA ALEKE, SOLOMON CHINAGO ASOGWA, BENJAMIN OBI AJAH http://ijerr.com/index.php/ijerr/article/view/3 INFLUENCE OF SCHOOL ENVIRONMENT ON THE ACADEMIC PERFORMANCE OF STUDENTS IN PUBLIC SECONDARY SCHOOLS IN ENUGU STATE 2021-11-29T17:51:24+00:00 Ifeoma B Igweani admin@aspjournals.org Chinedu Lebechi Okafor admin@ijerr.com Adanne O B Okonkwo admin@ijerr.com <p><em>The study focused on the influence of school environment on the academic performance of students of public secondary schools in Enugu State. The study was guided by three research questions and three null hypotheses. The study covered 314 secondary schools in Enugu State. The population of the study comprised 9529 teachers and 18,019 SSII students in Enugu Education zones. 5 % of the population of teachers which is 477 and 5% of the population of SSII students which is 901 were used as respondents of the study. Thus, a sample size of 1378 respondents were used for the study. Proportionate stratified random sampling technique was employed to sample 1378 respondents from the area of the study. Descriptive survey research design was used for the study. A researcher developed questionnaire validated by three experts was used. The final reliability index of the instrument using Cronbach Alpha reliability formular is 0.90. Mean and standard deviation were used to provide answers to the three research questions while t-test statistics at 0.05 level of significance was used to test the three null hypotheses. A review of empirical studies was carried out to guide the researcher into previous studies in the area and also to provide the researcher with theoretical base. A 38 item questionnaire was used to get information from the respondents. The findings revealed that school location, teacher quality, school facility influences students’ academic performance. It was equally found out that there is no significant difference between the mean opinion scores of teachers and students on the extent to which school location influences students’ academic performance in secondary schools in Enugu State. Based on the above, it was recommended that government and communities should ensure that students have access to schools located near the area of their residence. It was also recommended that teachers should be trained and retrained to meet up with the global trend in education. Again, government and stakeholders should provide schools with functional facilities to help teachers and students to be more effective.&nbsp; </em></p> 2021-11-30T00:00:00+00:00 Copyright (c) 2021 Ifeoma B. Igweani