Declining academic performance among students has
remained a recurring irritant in Nigeria’s educational system,
in spite of all efforts of government and major stakeholders to
change the narrative in the education sector. Since all
teaching and learning activities take place within an
environment, it is expected that the outcome of the education
process correlates significantly with the teaching-learning
environment. Following the method of survey design, this
research identifies environmental factors that influence
learning outcomes based on a sample of 624 respondents
from public secondary schools in Anambra State. Multi-stage
sampling technique is used in the sample selection, first to
choose two senior secondary schools from each of three
senatorial zones of the state. A second sample made up of
522 students and 102 academic instructors was drawn on
proportionate basis from the previously selected sample of six
senior secondary schools. The study presents robust evidence
that students’ family background, proximity of home to
school, level of training/professionalism attained by teachers,
as well as school structure greatly determine how students
perform in these institutions and thereby concludes that
environmental factors play significant roles in the promotion
of high educational achievement among students at the
senior secondary level
