International Council for Education, Research and Training

Influence of School-climate on Science Students’ Performance in Ibadan, Oyo State, Nigeria

Sam-Kayode, Christianah Olajumoke1, and Aremu, Taiwo Olawale2

1Department of Science Education, 2Department of Educational Management

1&2Faculty of Education, Lead City University, Ibadan, Oyo State, Nigeria


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)




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