School Environment and Students’ Academic Performance in Government-Aided Secondary Schools: A Case Study of Northern Division, Mbale City.
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Date
2026
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Gulu University
Abstract
The study was on the relationship between school environment and the level of students’ academic performance in government-aided secondary schools in Northern Division, Mbale City. The objectives were to examine the nature of physical school environment in government-aided secondary schools, to examine the level of academic performance in government aided secondary schools and to determine the relationship between the physical school environment and academic performance in government aided schools of Northern Division in Mbale city. Number of science laboratories, Number of libraries, Number classroom facilities, Number of textbooks, Presence of shades with seats, Presence of talking compounds, Presence of school farms, Presence of playgrounds denoted school environment and Grades at UNEB, students’ projects and mock assessments denoted the level of students’ academic performance in government-aided secondary schools in Northern Division of Mbale City. The study was conducted using a cross-sectional research design; data were collected from 120 respondents using questionnaire and interview guide. Questionnaire and interview data were analysed using descriptive statistics to determine the nature of physical school environment in government-aided secondary schools, to examine the level of academic performance in government aided secondary schools (objectives one and two). Pearson correlation used to analyse objective three using data from objectives one and two. The findings indicated that the physical school environment across the sampled schools is generally functional but characterized by significant disparities. Students report strong performance in national examinations, supported by competent teachers and a school culture that places high value on academic excellence. The findings show a moderately strong and statistically significant positive correlation (r = 0.470, p < 0.01) between the physical school environment and students' academic performance. The study concluded that although the physical learning environment in schools is moderately adequate, significant inconsistencies and inequalities in infrastructure across institutions negatively influence the quality of teaching and learning, thereby affecting students’ educational experiences and outcomes. The study concluded that although learners perceive their academic performance positively and benefit from strong teacher quality and school culture, significant inequalities in resources and learning conditions persist across schools. The study concluded that the physical school environment plays a vital and statistically significant role in determining students’ academic performance. It is recommended that government and education stakeholders prioritize targeted infrastructure investment, specifically directing resources toward the most under-resourced schools, recommended that education authorities prioritise targeted resource allocation and infrastructural improvement in the most disadvantaged schools and recommended that policymakers, school administrators and government stakeholders increase targeted investment in school infrastructure, focusing especially on upgrading classrooms, enhancing sanitation, improving lighting and ventilation and providing adequate learning materials.
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School Environment and Students’ Academic Performance.