The table above reveals the influence of the physical environment on the teaching and learning
of Biology in senior secondary schools. All the items assessed were rated above the 2.50 cutoff
point, indicating agreement with their significance in enhancing Biology education. The
availability of modern laboratory equipment was rated highest, with a mean score of 3.61,
signifying strong agreement on its effectiveness in improving Biology teaching and learning.
Similarly, proper ventilation and lighting in classrooms were considered impactful, with a mean
score of 3.48. Overcrowded classrooms were noted to have a negative effect on students'
ability to understand Biology concepts, with a mean score of 3.17, emphasizing the need for
adequate space for effective learning. Furthermore, the cleanliness and organization of the
classroom, with a mean score of 3.41, were seen as essential contributors to student learning in
Biology. Access to outdoor or field studies, with a mean score of 3.39, was also highlighted as
enriching students' understanding of Biology topics.Overall, the physical environment, including
modern facilities, proper classroom conditions, and access to field studies, plays a significant
role in promoting effective teaching and learning of Biology in senior secondary schools.
The table above reveals the impact of the social environment on students' performance in
Biology. All the items evaluated were rated above the 2.50 cutoff point, indicating agreement
with their influence on student performance.
Peer collaboration and group activities were rated highly, with a mean score of 3.47,
demonstrating their effectiveness in improving students' performance in Biology. Similarly,
support from family and friends, with a mean score of 3.45, was acknowledged as a motivating
factor for better performance.
The presence of disruptive behavior in the classroom was noted to negatively impact students'
focus and performance, with a mean score of 3.48, highlighting the importance of a conducive
social environment. The encouragement and support from teachers, with a mean score of 3.35,
were also seen as significant contributors to student achievement in Biology. Lastly, a
competitive classroom environment, with a mean score of 3.21, was agreed to enhance students'
performance, although to a slightly lesser degree compared to other factors. Overall, the social
environment, encompassing peer collaboration, family support, teacher encouragement, and a
focused classroom atmosphere, plays a vital role in shaping students' performance in Biology.
The table above highlights the influence of socio-economic and cultural factors on students'
academic outcomes in Biology. All items were rated above the 2.50 cutoff point, indicating
agreement with their significance.
Students from lower socio-economic backgrounds were perceived to struggle more with
academic performance in Biology, as reflected in a mean score of 3.22. Similarly, cultural beliefs
and attitudes toward science, with a mean score of 3.13, were noted to influence students' interest
in learning Biology.
Access to educational resources at home, such as textbooks and the internet, was identified as a
key factor in improving performance, with a mean score of 3.32. Financial support was also
strongly associated with better academic outcomes, receiving the highest mean score of 3.45.
Parental expectations based on cultural values, with a mean score of 3.27, were also found to
influence students' efforts and performance in Biology.
Overall, socio-economic and cultural factors, including financial support, access to resources,
cultural attitudes, and parental expectations, play a critical role in shaping students' academic
outcomes in Biology.
Discussion of findings
The findings reveal the significant influence of the physical environment on the teaching and
learning of Biology in senior secondary schools. The availability of modern laboratory
equipment was identified as highly effective in improving Biology education. Proper ventilation
and lighting in classrooms were also considered impactful, while overcrowded classrooms were
noted to negatively affect students' ability to understand Biology concepts. Additionally,
cleanliness and organization of the classroom were recognized as essential contributors to
student learning. Access to outdoor or field studies was highlighted as enriching students'
understanding of Biology topics. The findings underscore the importance of modern facilities,
conducive classroom conditions, and field studies in enhancing Biology education. This finding
aligns with Olufemi and Olatunji (2018), who stressed the role of an equipped laboratory and
proper classroom ventilation in fostering effective teaching and learning.
The findings also emphasize the impact of the social environment on students' performance in
Biology. Peer collaboration and group activities were acknowledged as effective in improving
performance. Support from family and friends was identified as a motivating factor for better
academic outcomes. The presence of disruptive behavior in the classroom was noted to
negatively impact students' focus and performance, underscoring the need for a conducive social
environment. Encouragement and support from teachers were recognized as significant
contributors to student achievement. A competitive classroom environment was also considered
to enhance performance, although its influence was slightly less pronounced compared to other
factors. This corroborates the work of Johnson and Odu (2019), who found that teacher
encouragement and peer collaboration significantly improve students' engagement and academic
success in science subjects.
Additionally, the findings highlight the influence of socio-economic and cultural factors on
students' academic outcomes in Biology. Students from lower socio-economic backgrounds were
perceived to face greater struggles with academic performance. Cultural beliefs and attitudes
toward science were noted to influence students' interest in learning Biology. Access to
educational resources at home, such as textbooks and the internet, was identified as a key factor
in improving performance. Financial support was strongly associated with better academic
outcomes, while parental expectations based on cultural values were found to influence students'
efforts and performance. These findings support Adeyemi's (2020) study, which highlighted the
critical role of financial support, parental expectations, and resource availability in shaping
academic performance among secondary school students.
### References
- Adeyemi, A. (2020). *Socio-economic and cultural determinants of academic performance in
Nigerian secondary schools*. Journal of Educational Research, 45(3), 210–225.
- Johnson, T., & Odu, J. (2019). *The impact of teacher-student interactions and peer
collaboration on science education outcomes in secondary schools*. African Journal of Science
Education, 12(2), 178–192.
- Olufemi, K., & Olatunji, S. (2018). *Influence of the learning environment on secondary school
students' academic performance in Biology*. International Journal of Environmental Studies in
Education, 9(4), 34–42.
