Interrogating School Environment as Determinant of Students’ Academic Achievement in Government as a School Subject

Several factors are responsible for attaining the academic success of the learners, but more importantly, the home environment, the school location, and other environmental factors surrounding the school go a long way in determining the teaching and learning outcome. The environment under which learning takes place influences, to a greater extent, the attainment of the students’ achievement. Therefore, this study interrogated the school environment as a determinant of students’ academic achievement in Government with detailed reference to the Atiba Local Government Area of Oyo State. Students studying Government as a school subject were the population of this study. Six (6) Senior Secondary Schools were drawn as samples. Twenty (20) students were selected from each school, totaling One Hundred and Twenty (120) participants. The questionnaire was adopted for data collection, while data analysis was by rank order, percentages, and mean. The study availed itself of both primary and secondary sources of data gathering and consequently discovered that the parents’ education and home environmental factors significantly impact students’ achievement in Government. It was recommended that the home and other environmental factors determine academic achievement, as this can accelerate the rate at which students learn and achieve their educational pursuits.

REFERENCES:

• Bajcar, E. A., & Babel, P. (2018) How does observational learning produce placebo effects? A model integrating research findings. Front Psychol, 9. DOI:10.3389/fpsyq.2018.02041
• Baudura, A. (1977). Social learning theory. Englewood Cliffs: Practice–Hall.
• Cook, D. A., & Artino, A. R. (2016) Motivation to learn: An overview of contemporary theories. Meal Educ. 50(10), 997–1014. Doi:10-1111/medu.13074
• Espinoza, L., & Rodriguez, R. (2017). La generacion de ambientes de aprendizaje: un analisis de la percepcion juvenil. RIDE Revista Iberoamericana para la investigacion Yel. Desarrollo Educativo, 7(14), 1–24.
• Fryling, M. J., Johnston, C., & Hayes, L. J. (2011). Understanding observational learning: An inter behavioural approach. Anal verbal Behav., 27(1), 191–203. Doi:10.1007/bf03393102
• Hammer, T. R. (2011). Social learning theory. In S. Goldstein, J. A. Naglieri (Eds.), Encyclopedia of Child Behaviour and Development. Springer. DOI:10.1007/978-0-387-79061-92695
• Koutroubas, V., & Galanakis, M. (2022). Bandura’s social learning theory and its importance in the organizational psychology context. Psychology Research, 12(6). DOI:10.17265/2159-5542/2022.06.001
• Muhammad, I., Zakia, A., Abdul, G., Amir, Z., & Sajjad, H. (2014). The role of school environment on the academic achievement of science students. Journal of Applied Environmental and Biological Sciences. file:///C:/Users/Ecter/Downloads/The_Role_of_School_Environment_on_the_Ac.pdf
• Nquyen Do LLT. (2011). Bobo doll experiment. In S. Goldsteins, J. A. Naglieri (Eds.), Encyclopedia of Child Behavior and Development. Springer. DOI:10.1007/978-0-387- 79061-9-379
• Mick, Z. (2011). South Carolina school environment initiative. South Carolina Department of Education, Columbia. http://ed.sc.gov/agency/ac/student-intervention-services/documents/SC-SchoolEnvironmentRFP-Nov2011.pdf
• Overskeid, G. (2018). Do we need the environment to explain Operant behaviour? Front Psychol., 9. DOI:10.3389/fpsyp.2018.00373
• Razeto, A. (2016). El involucramiento de las fanulias en la educacion de los olinos. Cuatro reflexiones parafortalecer la relacion entre familias y escueles. Revista Paginas de educacion, 9(2), 1–26.
• Steinmayr, R., Meibner, A., Weidinger, A. F., & Wirthwein, L. (2014). Academic achievement. https://www.researchgate.net/publication/351870823_Academic_Achievemen