SCHOOL VARIABLES AND STUDENTS’ ATTITUDE TOWARDS LEARNING IN SECONDARY SCHOOLS IN URUEOFFONG/ ORUKO LOCAL GOVERNMENT AREA

Abstract

This study investigates the Influence of School Variables on Students’ Attitude 
towards Learning in Secondary Schools in Urueoffong/Oruko Local Government 
Area. The research aims to identify key school-related factors that affect students’ 
attendance and their perceptions of school. The research design adopted for this 
study was correlational research design. The population of this study comprised 
all the 492 Junior Secondary Two (JS2) students in all the seven public secondary 
school in Urueoffong/Oruko LGA with a sampe size of 13.3%. Data were 
collected through structured questionnaires and analysed using Pearson’s Product 
Moment Correlation Coefficient (PPMC). The findings reveal that several school 
variables, including the quality of teaching, school facilities, teacher-student 
relationships. High-quality teaching and well-maintained facilities were 
associated with positive student attitudes and higher attendance rates. Conversely, 
poor teacher-student relationships and lack of parental encouragement were 
linked to negative attitudes and poor learning habit. The study concludes that 
teacher-students interpersonal relationship is of fundamental importance in 
effective teaching and learning. Lack of parental encouragement impedes 
students’ attitude towards learning in secondary school whereas where parent 
guide, communicate and show interest in promoting the progress of their wards 
in school academic, performance increases. Recommendations include; teachers 
should be resourceful and use available learning facilities to make their lessons 
interesting, thereby providing some motivation to the learners. Parents should 
encourage and appreciate their children in order to help their children get 
motivated and to perform well in academics and face less anxiety.