School Climate and Students Academic Performance in Trinity Polytechnic, Uyo, Akwa Ibom State, Nigeria

Author(s)

Abaikpa, Udeme Anthony , Thomas, Cornelia David , Udoh, Unwana Nicholas , Dr. Udom Sunday Daniel ,

Download Full PDF Pages: 76-94 | Views: 192 | Downloads: 63 | DOI: 10.5281/zenodo.7882756

Volume 12 - April 2023 (04)

Abstract

The study was designed to examine the relationship between school climate and students’ academic performance in Trinity Polytechnic, Uyo, Akwa Ibom State. A survey research design was adopted for the study and a sample of 240 respondents was drawn from the population of 600 using Taro Yamane’s scientific sampling technique. For the objectives of the study to be achieved, three hypotheses were formulated and tested. The study utilized structured questionnaire and interview as the major instruments for data collection. 240 questionnaires were distributed and 220 were returned. Data collected were analyzed using simple percentage and regression. Results showed that there is a significant and positive relationship between variables of school climate such as safety, school infrastructural facilities, school neighborhood and students’ academic performance in Trinity Polytechnic, Uyo, Akwa Ibom State. It was recommended that, risk management strategies that will enhance and sustain the safety of students in Trinity Polytechnic, Uyo, Akwa Ibom State should be adopted to improve students’ academic performance as well as regular monitoring and evaluation of school infrastructural facilities should be carried out in order to detect dilapidated and harmful facilities which might hinder academic activities and students’ academic performance in the Polytechnic.

Keywords

School climate, students’ academic performance, safety, infrastructural facilities, school neighborhood.

References

  1. Adeogun, A.  A., & Olisaemeka, B.  U. (2011).  Influence of school climate on student’s achievement and   teacher’s productivity or sustainable development.   US-China Educational Review, 8(4), 552-557.
  2. Ainon R, & Rosmaizura, Z (2018). The impact of facilities on student’s academic achievement in Universiti Malaysia Kelantan, City Campus, Pengkalan Chepa, 16100 Kota Bharu, Kelantan, Malaysia. Sci.Int.(Lahore),30(2),299-3112018.
  3. Ainsworth-Darnell, J. W. (2019). Does it take a village? how neighborhood context affects school performance across racial groups.
  4. Ashby, Dianne E., and Krug, Samuel E. (2018). Understanding and Promoting School Climate and Culture, In Dianne E. Ashby and Samuel Krug (Eds.), Thinking. Through the Principalship. New York: Eye on Education Inc.
  5. Barbara B. (2011) Teachers, Remuneration and Performance of Schools under Universal Primary Education (UPE) System in Uganda. A Case Study of Wakiso District.
  6. Bronfenbrenner, U. (2007). Contexts of child rearing: Problems and prospects. American Psychologist, 34(10), 844.
  7. Daryanto, & Tarno. (2015). Pengelolaan Budaya dan Iklim Sekolah. Jakarta: Gava Media.
  8. David, F. A. (2009) Statistical models: Theory and practice (revised ed.), UK Cambridge University Press.
  9. Ehman, L. (2018). The American school in the political socialization process. Review of Educational Research. 50 99-119.
  10. Elliott, D. S., Wilson, W. J., Huizinga, D., Sampson, R. J., Elliott, A., & Rankin, B. (2016). The effects of neighborhood disadvantage on adolescent development. Journal of Research in Crime and Delinquency, 33(4), 389–426.
  11. Franco, M. S. (2010). School climate. In T. C. Hunt, J. C. Carper, T. J., Lasley, I. I., & C. D.Raisch (Eds.). Encyclopedia of Educational Reform and Dissent. Thousand Oaks, CA: Sage.
  12. Freiberg, H. J., & Stein, T. A (2019). Measuring, improving and sustaining healthy learning environments in school climate. London: Palmer Press.
  13. Hoy, W.  K., & Sabo (2019).  Quality middle school:  Open and healthy.  California: Crown Press.
  14. Howard, E., & Jackson, D. (2005). School climate improvement project. In S. Anderson (Ed.), school effectiveness. Climate, goals and leadership (pp. 29-42). London: Sage Publication.
  15. Jargowsky, P. A. (2013). Concentration of poverty in the new millennium. Retrieved from http://www2.widener.edu/~spe0001/405web/405%20Readings/Concentrat ion_of_Poverty_in_the_New_Millennium.pdf
  16. Kasatkina, N.S. & Aksenova, I.S. (2013). “Formirovaniye blagopriyatnogo sotsial’no-psikhologicheskogo klimata v pedagogicheskom kollektive.” Vestnik Chelyabinskogo gosudarstvennogo pedagogicheskogo universiteta, no. 10, pp. 84–91.
  17. Kneebone, E. (2014). The growth and spread of concentrated poverty, 2000 to 2008-2012. Retrieved December 1, 2014 http://www.brookings.edu/research/interactives/2014/concentrated- poverty.
  18. Kothari, C.K (2014). Research Methodology, Methods & Techniques, New Age International, New Delhi.
  19. Kuperminc, G. P., Leadbeater, B. J. and Blatt, S. J. (2011). School social climate and individual differences in vulnerability to psychopathology among middle school students. Journal of School Psychology, 39(2), 141-159.
  20. Laerd Statistics (2017) Retrieved from: https://statistics.laerd.com/spsstutorials/ Pearson’s-product-moment-correlation-using-spss-statistics.php.
  21. Leventhal, T., & Brooks-Gunn, J. (2020). The neighborhoods they live in: the effects of neighborhood residence on child and adolescent outcomes. Psychological Bulletin, 126(2), 309.
  22. Lukumon, A. S, Abraham O. A, Haftamu, M. G (2018). Effect of school safety on students’ academic performance. Case study: Public Secondary School students in Lagos State, Nigeria. IRE Journals | Volume 2 Issue 5 | ISSN: 2456-8880.
  23. McEvoy, A. and Welker, R. (2020). Antisocial behavior, academic failure, and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8(3), 130- 140.
  24. National School Climate Council. (2017). The school climate challenge: narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy. Available at challenge-web.pdf.
  25. Noddings, N. (2016). “Learning to Care and Be Cared For.” Pp. 185–198 in Schools, Violence, and Society, ed. A. Hoffman. Westport, Conn.: Praeger.
  26. Norton, S. M. (2018). The work of the school principal in the area of human       resources administration in Arizona. National Association of Secondary School Principal, 8(3), 108-113.
  27. O’Connor, K., & Wormeli, R. (2011). Reporting student learning. Educational Leadership, 69(3), 40-44.
  28. Omemu, F (2018), School Climate and Student’s Academic Achievement in Edo State Public Secondary Schools. International Journal of Scientific Research in Education (IJSRE) ISSN: 1117 – 3259.
  29. Rendón, M. G. (2014). Drop out and “disconnected” young adults: Examining the impact of neighborhood and school contexts. The Urban Review, 46(2), 169-196.
  30. Sampson, R. J., & Wilson, W. J. (2015). Toward a theory of race, crime, and urban inequality. Race, Crime, and Justice: A Reader, 177–190.
  31. Shochet, I.M.; Dadds, M.R.; Ham, D.; and Montague, R. (2016) “School Connectedness is an Underemphasized Parameter in Adolescent Mental Health: Results of a Community Prediction Study.” Journal of Clinical Child and Adolescent Psychology, vol. 35, no. 2, pp. 170–179.
  1. Supardi. N (2013). Kinerja guru. Jakarta: Raja Grafindo.
  2. Wilson, W. J. (2020). The truly disadvantaged: The inner city, the underclass, and public policy. Chicago, IL: University of Chicago Press.
  3. Wodtke, G. T., Harding, D. J., & Elwert, F. (2011). Neighborhood effects in temporal perspective: The impact of long-term exposure to concentrated disadvantage on high school graduation.  American Sociological Review, 76(5), 713–736. http://doi.org/10.1177/0003122411420816

Cite this Article: