QUALITY OF SCHOOL FACILITY AND ACADEMIC SUCCESS AMONG SCIENCE-BASED STUDENTS IN ETI-OSA LOCAL GOVERNMENT AREA, LAGOS STATE, NIGERIA

Abstract

Many schools in Nigeria today do not have certain school facilities that can make teaching and learning to be easier and enjoyable to both the teachers and the students. This inadequate provision or the non-availability of school facilities in secondary schools has prompted related investigations. This study therefore examined the potency of school infrastructure on academic success among secondary school students in Eti-Osa LGA of Lagos State. Through a quantitative cross-sectional research design, relevant data was obtained. An appropriate was used for the study. A multistage sampling technique was used to select a sample size of 184 students from selected schools within the study area. A well-structured and standardized questionnaire was used to collect data for the study. Data obtained from the field was input and coded in SPSS software. Both descriptive and inferential statistics were applied in providing suitable answers to the research questions of the study. Participants’ ages ranged from 13 years to 21 years. Results showed that the quality of the classroom [t(168)=-.825;p>.05] and library [t(168)=-1.000; p>.05] did not significantly influence academic success while the quality of laboratory [t(168)=3.869; p<.05] significantly influenced academic success. No significant gender difference was observed in academic success between male and female students [t(177)=-.955; p>.05]. It was recommended that school management should 
prioritize the construction of well-equipped laboratories for science based students in order to improve their academic performance.