TABLE OF CONTENTS
Title Page i
Approval Page ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables ix
Abstract x
CHAPTER ONE: INTRODUCTION 1
Background of
the Study 1
Statement of
the Problem 23
Purpose of the
Study 25
Significance
of the Study 25
Research
Questions 28
Hypotheses 28
Delimitation
of the Study 29
CHAPTER TWO: REVIEW OF RELATED
LITERATURE 30
Conceptual
Framework 30
- School
Climate 30
- Commerce 35
- Student
achievement in Secondary schools 37
- Engagement
40
- Safety 51
- Environment 56
Theoretical
Framework 76
- Kurt
Lewin’s organizational development theory, 1940 76
- Albert
Bandura’s Social cognitive theory, 1986, and 77
- Max
McCombs’ Self system theory, 1986 78
Related
Empirical Studies 79
Summary
of Reviewed Literature 85
CHAPTER THREE: METHODOLOGY 88
Design of the
Study 88
Area of the
Study 89
Population for
the Study 89
Sample and
Sampling Technique 90
Instrument for
Data Collection 90
Validation of
the Instrument 91
Reliability of
the Instrument 91
Method of Data
Collection 92
Method of Data
Analysis 92
CHAPTER FOUR: PRESENTATION AND
ANALYSIS OF DATA 93
Research
Question 1 93
Hypothesis
1 96
Research
Question 2 97
Hypothesis
2 99
Research
Question 3 100
Hypothesis
2 102
Summary
of Findings 103
Discussion
of Findings 109
CHAPTER
FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS 112
Restatement of Problem 112
Summary of Procedure Used 113
Conclusions 115
Educational Implications of the
Study 115
Recommendations 117
Limitations of the Study 118
Suggestions for Further Studies
118
REFERENCES 119
APPENDICES
Appendix A: Letter to the Respondents 127
Appendix
B: Questionnaire 128
Appendix C: Reliability of the Instrument 137
Appendix
D: Analysis 138
Appendix E: t-test statistics 139
LIST OF
TABLES
Tables Pages
2. Mean and Standard Deviation ratings of Commerce Teachers on The Impact of engagement on the Achievement of Students in Commerce in Secondary Schools in Ohafia Education Zone of Abia State 95
3. t-test analysis on mean rating of Teachers in Rural Schools and Teachers in Urban Schools on the extent to which engagement Affects Achievement of Students in Commerce in Secondary Schools in Ohafia Education Zone of Abia State 96
4. Mean and Standard Deviation ratings of Commerce Teachers On the Impact of Safety on the achievement of Students in Commerce in Secondary Schools in Ohafia Education Zone of Abia State 98
5. t-test analysis showing mean ratings of Teachers in the Ruralarea and Teachers in the Urban area on the extent to which Safety affects the achievement of Students in Commerce in Secondary Schools in Ohafia Education Zone of Abia State 99
6. Mean and Standard Deviation ratings of Commerce Teachers On the Impact of Environment on the Achievement of Students in Commerce in Secondary Schools in Ohafia Education Zone of Abia State 101
7. t-test analysis showing the mean rating of Teachers in Rural Schools and Teachers in Urban Schools on the extent of achievement of students in Commerce in secondary schools in Ohafia education zone of Abia state 102
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.
CHAPTER ONE
