Teachers’ experience and school physical environment as correlate of students’ academic performance in secondary schools in south east, Nigeria

Abstract

This study investigates the correlation between teachers’ experience, school physical environment and academic performance of students’ in secondary schools across South East, Nigeria. Utilizing a correlation research design, data were collected from a sample of 357 teachers and students from public secondary schools in the region. Two validated instruments- Teachers’ Experience (TESPEQ) and School Physical Environment and students academic performance questionnaire (SAPQ) were employed to assess the relevant variables. Analysis conducted using Pearson’s Product Moment Correlation Coefficient, revealed a positive strong relationship (r= 0.810) between teacher experience and students’ academic performance whereas a positive moderate correlation (r = 0.694) was noted between school physical environment with academic performance of students. These findings suggest that while investment in training programmes that enhance teaching practices, classroom management and subject matter expertise that investing in improving the physical environment of schools such as providing a well-maintained classrooms, modern learning facilities, and adequate resources are critical to improving student outcomes. It therefore recommended that school authority should adopt recruitment policies that prioritize the hiring of well-qualified and experienced teacher, school infrastructure should be regularly assessed and improved. Future research should incorporate more comprehensive measures and consider additional variables that may influence academic performance in South East Nigeria.