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The African Journal of Behavioural

ISSN: 2714-2965 (Print) and Scale Development Research
ISSN: 2714-3449 (Online) AJB-SDR Vol. 4, No 2, 2022

School Climate Indices and academic performance of Junior Secondary School

Students in Lagos State
1
IHEANYICHUKWU Temidayo Ph.D, 2 BUKKI Abolaji Olugbenga Ph.D,
3
FALADE Enitan Omolara Ph.D, 4EKEH Augustina Ngozi
1Department of Educational Foundations and Counselling, Olabisi Onabanjo University, Ago Iwoye
2Departmentof Educational Management and Business Studies, Olabisi Onabanjo University, Ago-Iwoye, Ogun State, Nigeria
3Department of Educational Foundations and Counselling Psychology Lagos State University, Nigeria
4Department of Educational Psychology Federal College of Education (Special), Oyo, Oyo State

Abstract
Several efforts have been made towards improving junior secondary student's scholastic performance
as this affects the quality of human resources in the country. This study assessed the influence of school
climate indices (teachers’ support, peer support and students’ autonomy) on the junior secondary
students' academic performance in Ikorodu, Lagos State. Three hypotheses were developed; a
correlational research design was used to conduct the study. 300 students and 300 teachers were
randomly selected. The instrument used was the school climate indices scale (SCIS), and the student
academic report. The data collected was analyzed using regression analysis at a 0.05 significance level.
This study revealed that teacher’s support is most viable amongst others in determining students’
academic performance. It was recommended among others that all institutions must reconsider the
school climate indices and do the needful to improve students’ performance.
Keywords: Academic Performance, Peer support School Climate, Teacher support, Students
Autonomy

Introduction School climate is an important factor that affects

High academic performance of students could be the academic performance of students. It refers to
achieved not only by the learners but by other the quality and character of school life, including
individuals like teachers, parents, and peer groups. the social and emotional aspects of the learning
Parents, teachers and well-meaning individuals are environment. It also refers to the quality of
concerned about the pitiable state of students' relationships between students, teachers, and the
performance both within (internal) and outside the school environment. A positive school climate is
school examinations (external). There are various associated with better student outcomes, including
factors that have been found to influence the higher academic achievement, improved
academic performance of junior secondary school attendance, and reduced disciplinary problems.
students. Factors that have been found to Studies have shown that positive school climates,
contribute to high academic performance among characterized by supportive relationships, clear
junior secondary school students include parental rules and expectations, and a sense of belonging,
involvement, student motivation, teacher quality, are associated with higher academic achievement
and access to resources (Dong, 2020; Gbamanja, among students (Cohen, et.al, 2009; Konold &
2017; Nwadiani & Makuochukwu, 2019). For Cornell, 2015). Understanding the various factors
instance, a study by Gbamanja (2017) found that that contribute to high academic performance
parental involvement, measured by the frequency among junior secondary school students is crucial
of parent-teacher communication and involvement for educators, policymakers, and parents in
in school activities, was positively associated with developing effective strategies to support students'
the academic performance of junior secondary success in school.
school students in Nigeria.
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The African Journal of Behavioural
ISSN: 2714-2965 (Print) and Scale Development Research
ISSN: 2714-3449 (Online) AJB-SDR Vol. 4, No 2, 2022
One recent study on the association between a learning materials, and low level of student
country's socioeconomic improvement and student learning outcomes. Similarly, a study published in
performance was conducted by researchers from the International Journal of Educational
the University of Oxford and published in the Development in 2020 examined the factors
Journal of Development Economics in 2021. The influencing educational quality in Nigeria and
study analyzed data from over 140 countries and found that poor governance, corruption, and
found that improvements in a country's socio- inadequate funding were major barriers to
economic conditions, including increases in per improving education in the country. The study also
capita income and reductions in poverty and noted that low teacher motivation and poor teacher
inequality, were significantly associated with training were contributory factors to low
better student performance. The researchers also educational standards in Nigeria.
found that these improvements in student
performance were crucial for generating a more Numerous research studies have been done to
employable workforce and future leaders for the explore these issues, and the study results point to
nation. The study highlighted the importance of work ethics, economic status, and personality as
investing in education as a means of promoting variables that could clarify differences among
socio-economic development and improve students' grades, but few of these findings had
outcomes for individuals and societies as a whole. linked poor performance consequence to school
Secondary school education can be theoretically climate. For example, a study by Oplatka and
seen as the substratum and the basis for advanced Arviv-Elyashiv (2018) titled "Teacher working
knowledge in any university or college of conditions, school climate, and students'
education. achievement: A cross-national analysis". The
study aimed at examining the relationship between
Academic performance can be defined as students’ teacher’s working conditions, school climate, and
examination grades (or scores) at the end of a students' achievement in 22 countries. The results
particular term or session (OECD, 2019). Student's of the study showed that school climate, as
academic performance is not just a measure of the perceived by teachers, was positively related to
effectiveness or ineffectiveness of schools, but it is students' achievement, even after controlling for
also the main determinant of the youths' future in teacher’s working conditions and student
specific as well as the country as a whole. Students' background factors. Specifically, the study found
academic performance in Nigeria is a cause of that a positive school climate, characterized by
concern and a field of research for educators, the supportive teacher-student relationships, a safe
government, and parents. This is due to the and orderly learning environment, and high
significant impact education has on the country's academic expectations, was associated with higher
national development. There is widespread student achievement. The study also found that
agreement in Nigeria about the country's low teacher’s working conditions, such as workload
educational standards (Adebule, 2004). and salary, were important predictors of school
climate, highlighting the importance of improving
For example, a report by the World Bank in 2018 working conditions for teachers in order to create
noted that Nigeria has the largest number of out- a positive school climate that promotes student
of-school children in the world, with an estimated achievement. Also, the article by Koth (2015)
10.5 million children not attending school. The titled "Examining the relationships between school
report also highlighted the poor quality of climate, discipline, and student achievement"
education in Nigeria with high levels of teacher explores the relationship between school climate,
absenteeism, inadequate infrastructure and discipline, and student achievement. The study
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The African Journal of Behavioural
ISSN: 2714-2965 (Print) and Scale Development Research
ISSN: 2714-3449 (Online) AJB-SDR Vol. 4, No 2, 2022
found that school climate, as measured by factors support enhances academic growth since pupils
such as student-teacher relationship, school safety, learn more from their peers. According to Filade,
and academic expectations, was positively related et.al. (2019), peer influence played a great role in
to student achievement. Specifically, the study students’ academic performance, which could be
found that a positive school climate was associated positive or negative, depending on the type of
with higher levels of student achievement in both interaction. Academic performance is often
reading and math. affected whenever a student is negatively
influenced by his/her friends. However, a good
School climate involves the pattern which portrays student can certainly influence his/her friends’
the objectives, ethics, norms, and practices of academic performance positively. The study of
teaching and learning, interpersonal relationships, Brouwer, et al. (2022) revealed that when students
and managerial structures of the school. An are already friends, they are more inclined to help
encouraging school atmosphere makes the parties one another, and students who support each other
involved to be emotionally and socially safe and academically are more likely to become friends.
their interrelationship will contribute to the Filade, et.al. (2019)’s study showed that students'
effective and smooth operation of the school academic performance is influenced by their peer
system (Oguntimehin, et al., 2018). The Center for group. It then implies that the higher a student's
Prevention Research and Development (1993) in grade, the more likely he or she will be chosen as
Abosede, et al. (2020) examined school climate a buddy or an academic helper, and the more likely
from the following indices: Tutor or instructor this higher-performing student will begin
and peers support, learners’ independence, friendship and academic help interactions.
clearness and uniformity in the institution's set of
laws. Student autonomy as one of the indices of school
climate examined also fascinated the interest of
The more students relate with their teachers in researchers (Chen, 2019, Yi, 2019, Dong &
school, the more their teacher’s support will play a Mustapha, 2020; Gunes & Alagozlu, 2020).
great role in the outcome of their academics, Students' autonomy encompasses the entire
interest, and performance (Lei, et al., 2018). instructional process to focus attention on the
Teachers' abilities and professional competence principle of learning; such that, learners will be
during interaction can be used to control the tone able to ascertain the scholarship goals and develop
of the teaching-learning environment, that is why knowledge paths (prior to learning tasks) that will
there is a constant call for quality and effective reflect their ability and brief description during the
teaching and learning (Duru, et al., 2020). Studies course of learning. (Chen, 2019 in Dong &
(Isa, et al., 2020; Mutisya, et al., 2019) have shown Mustapha, 2020). According to Yi (2019),
that students' academic success is significantly students’ autonomy can be described as a learning
influenced by the majority of teachers' teaching process that focuses on students' schemes and self-
strategies and encouragem ent. Additionally, their consciousness during learning activities.
research demonstrated that the support of the According to the results of Beshel, et al. (2019),
teacher or tutor and the academic stimulus had students who were instructed using the expository
significant and positive relationships with the technique and those who were trained using an
students’ academic performance. autonomous learning strategy performed
significantly differently. Sun (2021) investigates
The importance of peer connection, especially at the relationship between students' autonomous
the junior secondary school level, plays a learning ability, teacher-student interaction, and
significant role in how well learners perform. Peer academic development during the COVID-19
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The African Journal of Behavioural
ISSN: 2714-2965 (Print) and Scale Development Research
ISSN: 2714-3449 (Online) AJB-SDR Vol. 4, No 2, 2022
pandemic. The study found that students'
autonomous learning ability had a positive effect Methodology
on their academic development, and that teacher- The study was designed as a correlational research
student interaction also played a mediating role in design. Eight hundred and eighty-six (886)
this relationship. Specifically, the study found that teachers and eight thousand four hundred and
teacher-student interaction had a positive effect on twenty-nine (8429) Junior Secondary School
students' autonomous learning ability, which in Three (JSS 3) learners in 28 junior secondary
turn had a positive effect on their academic schools in the Ikorodu zone, Lagos State
development. constituted the population of this study (Statistics
from the Ministry of Education Year). A sample of
The study aims to provide insights into the 600 respondents (comprising 300 teachers and 300
importance of school climate in promoting students). Twenty (20) schools at the Junior
students' academic success. The findings will be of secondary levels in Ikorodu zone were randomly
interest to school administrators, educators, and picked for the study which account for 72 percent
policymakers who are concerned about improving of the whole schools. By proportionate stratified
the quality of education in junior secondary random sampling, 44% of the teachers in each of
schools. By identifying the school climate indices the 20 selected secondary schools were chosen for
that have the most significant impact on academic the study, resulting in a total of 300 respondents.
performance, this study can inform interventions Additionally, a random sample of 300 students, or
aimed at creating a more supportive and conducive 5% of the JSS3 students in the 20 schools chosen
learning environment for students for the study, was selected as the student sample.
Teachers taking English Language and Mathematics
Objectives of the study were selected. Students’ and Teachers’ scores were
The main goal of this study is to investigate the analysed for this study, two instruments were
relationship between school climate indices and utilised to gather data. They are:
academic performance of junior secondary school
students. Specifically, the study aims at identifying 1. School Climate Indices Scale: The School
the different indices of school climate (such as Climate Indices Scale (SCIS) was developed by
Peer support School Climate, Teacher support, and The Center for Prevention Research and
Students Autonomy) and examine how they relate Development in 1993. The SCIS is a self-report
to students' academic performance. measure that assesses students' perceptions of
school climate across six domains: teacher
Hypotheses support, student support, order and discipline,
HO1 There is no significant relationship between school facilities, school safety, and academic
teachers' support as an index of school climate and emphasis. In this research, the instrument was
students' academic performance in junior adapted to assess teacher support (6-items), peer
secondary schools. support (6-items), and student autonomy (4-
HO2 There is no significant influence of peer items). The subscales are rated on a 4- point Likert
support as an index of school climate on students’ scale type (1 = never to 4 = always). The School
academic performance in junior secondary Climate Indices Scale (SCIS) has been used in
schools. various research studies to assess students'
HO3 There is no significant influence of perceptions of school climate and its impact on
opportunities for students' autonomy as an index of student outcomes. Some examples of studies that
school climate on students' academic performance have used the SCIS include: "The Effects of
in junior secondary schools. School Climate on Student Achievement" by
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The African Journal of Behavioural
ISSN: 2714-2965 (Print) and Scale Development Research
ISSN: 2714-3449 (Online) AJB-SDR Vol. 4, No 2, 2022
Wang and Degol (2016), which examined the information is included. Data was checked for
relationship between school climate and academic inconsistencies. And of course, discrepancies or
achievement in middle schools. Also, "School patterns that don't make sense were also checked
Climate and Academic Achievement in a Turkish such as students with extremely high or low scores
High School Sample" by Bozkurt and Akkoyunlu or missing data. Next, data was compared with the
(2018), which investigated the relationship data on the scores sheet with other sources of data,
between school climate and academic achievement such as student records or teacher assessments to
among high school students in Turkey And establishif there are any discrepancies.
"School Climate, Teacher-Student Relationships,
and Student Achievement: A Review of the Next, the test for the reliability of the scores sheet
Literature" by Thapa, et al. (2013), which was conducted. One way this was achieved is to
reviewed research on the impact of school climate have two different people independently collect
on student achievement and highlighted the and enter the data from the same set of score
importance of teacher-student relationships in sheets. Compare the results to ensure that they are
promoting positive school climates. SCIS has been consistent and reliable. Then, a pilot test of the
widely used in research studies examining the scores sheet was conducted to identify any issues
relationship between school climate and student or problems with the data collection process.
outcomes, particularly in the areas of academic Finally, it was ensured that the score sheet is user-
achievement, engagement, and well-being. friendly and easy to understand. This will
Reliability coefficient alpha was found to be 0.74 encourage teachers or other data collectors to use
for teacher support, 0.72 for peer support and 0.70 the sheet consistently and correctly. This was
for student’s autonomy. Using the test-retest achieved by the use of one trained research
method, the instrument was revalidated by assistant, to make personal contact with the
administering it to 30 teachers from outside the teachers in the chosen schools and collect their
study area at Ikosi Junior High School. The students' performance data, with their consent and
correlation coefficients were 0.79 for teacher support well sorted out. The study's formulated
support, 0.75 for peer support and 0.75 for hypotheses were put to the test using linear
student’s autonomy respectively. regression analysis at 0.05 levels.

2. Scores Collection Sheet (SCS): The students' Results

scores for Junior Secondary School Certificate Hypothesis 1: Teachers' support as an index of
Examination (JSSCE) in Mathematics, English school climate does not significantly
Llanguage and Basic science were collected using influence students' academic performance in
result collection sheets. Validating the Scores junior secondary schools.
Collection Sheet (SCS) involves ensuring that the
data collected from the scores sheet is accurate,
reliable, and consistent. To achieve this, scores of
data on the scores sheet were verified to ensure it
is complete and accurate. All fields were correctly
filled, there are no errors, and all relevant
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The African Journal of Behavioural
ISSN: 2714-2965 (Print) and Scale Development Research
ISSN: 2714-3449 (Online) AJB-SDR Vol. 4, No 2, 2022
Table 1: Regression Analysis of teachers’ support and students’ academic performance in junior
secondary schools
REGRESSION ANOVA
Model Source Sum of df Mean F Sig
Squares Square
R =.116a Regression 776.522 1 776.522 4.048 .045b
R2 =.013 Residual 57158.875 298 191.808
Adj. R2 =.010 Total 57935.397 299

Table 1 revealed that teachers’ support is related to that teachers' support significantly contributed to
students’ academic performance (R = 0.116; R2 = the academic performance of students in junior
.013; F (1,298) = 4.048; P< 0.05). This demonstrates secondary schools.
that teachers' support accounts for 1.3% of the
variance in students' academic performance. The Hypothesis 2: Peer support as an index of school
null hypothesis claims that junior secondary climate does not significantly
school students’ academic performance was not influence students' academic performance in
significantly impacted by teachers' support, which junior secondary schools.
was hereby rejected by this finding. This suggests

Table 2: Summary of the Regression Analysis of peer support and students’ academic
performance in junior secondary schools
REGRESSION ANOVA
Model Source Sum of df Mean F Sig
Squares Square
R =.113a Regression 743.497 1 743.497 3.874 .050b
R2 =.013 Residual 57191.900 298 191.919
Adj. R2 =.010 Total 57935.397 299

Table 2 revealed that peer support had influence on that in junior secondary school, peer support had a
students’ academic performance (R = 0.113; R2 = considerable impact on students' academic
.013; F (1,298) = 3.874; P< 0.05). This demonstrates performance.
that peer support accounts for 1.3% of the overall .
variation in students' academic performance. This Hypothesis 3: Opportunities for students’
result thus refutes the notion that peer support had autonomy as an index of school climate does not
no discernible impact on junior secondary school significantly influence students' academic
students' academic performance. This suggests performance in junior secondary schools.
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The African Journal of Behavioural
ISSN: 2714-2965 (Print) and Scale Development Research
ISSN: 2714-3449 (Online) AJB-SDR Vol. 4, No 2, 2022
Table 3: Summary of the Regression Analysis of student’s autonomy and students’ academic
performance in junior secondary schools
REGRESSION ANOVA
Model Source Sum of Df Mean F Sig
Squares Square
R =.114a Regression 753.135 1 753.135 3.925 .048b
2
R =.013 Residual 57182.262 298 191.887
Adj. R2 =.010 Total 57935.397 299

Table 3 revealed that students’ autonomy had suggest that teachers' support plays an important
influence on students’ academic performance (R = role in enhancing students' academic outcomes.
0.114; R2 = .013; F (1,298) = 3.925; P< 0.05). This
shows that 1.3% of the total variance in students’ The results of hypothesis two showed a strong
academic performance is accounted for by impact of peer support on students' academic
students’ autonomy. Therefore, this result rejects performance at the Junior Secondary School
the hypothesis that claims that students' autonomy levels. Let your voice be made known before
had no significant impact on the academic supporting evidence. The findings of Filade, et al.
performance of junior secondary school pupils. (2019) are supported by this study which revealed
This suggests that the degree of student’s that a student's academic performance was
autonomy affected their academic performance correlated with her peer group. Brouwer, et al.
significantly. (2022), discovered that when students are already
friends, they are more inclined to help one other,
Discussion and students who support each other academically
The findings of hypothesis one demonstrated that are more likely to become friends. The higher a
the students' academic performance at the Junior student's grade, the more likely he or she will be
Secondary School levels related to what does it chosen as a buddy or an academic helper, and the
mean? The findings of Isa et al (2020) are more likely this higher-performing student will
supported by this study which demonstrated that begin friendship and academic help interactions.
the greater part of the teaching approaches used by The results of hypothesis three showed that
the teachers had contributed to the academic possibilities for student autonomy had a
achievement of the students. Furthermore, data substantial impact on the academic performance of
from Mutisya, et al. (2019) study corroborate the students at the Junior Secondary School levels.
findings of the current study, demonstrating that The outcome of this investigation supports the
academic engagement was significantly correlated conclusions made by Beshel et al (2019) which
with teachers' teaching support. The current showed that learners taught by means of the
study's findings on the significant relationship expository method and those taught by means of
between academic performance and teachers' autonomous learning strategy performed
support are consistent with the results of a previous differently. Sun (2021) also found that while
study by Mutisya, et.al. conducted in 2019. The teacher-student interaction has little impact,
2019 study found that academic engagement, students' autonomy in learning showed an
which is closely related to academic performance, immense connection with their academic prowess.
was also significantly associated with teachers' This means that the findings of the current study
support in teaching. Therefore, both studies on the relationship between academic performance
and teachers' support are similar to those of a
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The African Journal of Behavioural
ISSN: 2714-2965 (Print) and Scale Development Research
ISSN: 2714-3449 (Online) AJB-SDR Vol. 4, No 2, 2022
previous study conducted by Mutisya, et al. in and programs that promote positive school
2019. The 2019 study also found a significant climate indices.
association between academic engagement, which 3. Teachers should adopt student-centered
is related to academic performance, and teachers' teaching methods that provide opportunities
support in teaching. Therefore, both studies for students' autonomy, promote peer
suggest that teachers' support is crucial in support and collaboration, and create a
improving students' academic outcomes. conducive learning environment that
enhances students' academic performance.
Conclusion 4. Teachers’ support should be felt by students
Based on the findings of the study "School Climate to improve their behavioral and emotional
Indices and Academic Performance of Junior engagement in the classroom thereby
Secondary School Students," it can be concluded improving their academic performance
that teachers' support is the most significant factor 5. The principal should emphasize the
in determining the academic performance of importance of Students' autonomy as it has
students in junior secondary schools. This study been linked to the confidence and capability
highlights the importance of creating a positive of students including self-efficacy in reading,
school climate that fosters supportive teacher- learning, and mastery of the subjects thereby
student relationships. It also suggests that students enhancing academic performance.
who feel supported by their teachers are more
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