ABSTRACT
The main purpose of this study was to ascertain the impact of school climate on students’ achievement in Commerce in secondary schools in Ohafia education zone of Abia State. The study utilized ex-post facto research design. Three research questions were answered. A structured questionnaire was used to elicit information for the study. The target population comprised of 86 business teachers that teach Commerce in senior secondary schools within Ohafia education zone of Abia state. The sample size consists of the entire population of the Commerce teachers which is 85 Commerce teachers; hence no sampling technique was adopted for the teachers. The research instrument was subjected to face validation by three experts, two from the Department of Vocational Teacher Education and one from the Department of Psychology all from the University of Nigeria, Nsukka. The reliability coefficient of the instrument for the study was 0.91, 0.67, and 0.94 for clusters A, B, C, and overall cluster was 0.84, which was calculated using Cronbach Alpha Reliability method. The data obtained were analyzed using mean and standard deviation for the research questions and t-test for the hypotheses. Findings of this study revealed that even though school climate (engagement, safety and environment) influences students’ achievement, it is not being handled properly or taken care of in the schools in Ohafia Education Zone which was evident on the students’ achievement in Commerce in WAEC and NECO examinations as reflected in the statement of problem. For instance, on engagement, it was found that schools in the area do not give closer attention to students from other countries and ethnic groups in solving their academic problems; schools do not encourage students to enroll in different school programmes regardless of their ethnic group or race; and that students are not encouraged to chose commercial subjects of which Commerce is one of them irrespective of ethnic group among others. Also, on safety, it was found that there is always physical fighting among students; there are cases of harassment and bullying among students; there are cases of theft among students in the school; and that students are being truant in attending classes among others. Similarly, on environment, schools in the area have no good building plan; there is no proper care and maintenance of the school facilities; the classroom has no modern gadgets (e.g, fan, air conditioner, sound furniture); and that there is no well equipped library. Findings equally revealed no significant difference in the mean ratings of urban and rural teachers on the extent engagement, safety and environment of school climate influence students achievement in the area. Based on the findings, it was concluded that teachers and school managers should make concerted effort in improving school climate within the zone since it holds a lot of promises for students, teachers and the school generally. Finally, it was recommended among others that school climate (engagement, safety and environment) should be enhanced by school management and teachers for improved academic achievement.
| Project details | Contents |
|---|---|
| Number of Pages | 144 pages |
| Chapter one | Introduction |
| Chapter two | Literature review |
| Chapter three | methodology |
| Chapter four | Data analysis |
| Chapter five | Summary,discussion & recommendations |
| Reference | Reference |
| Questionnaire | Questionnaire |
| Appendix | Appendix |
| Chapter summary | 1 to 5 chapters |
| Available document | PDF and MS-word format |
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