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Academic achievement of a student has direct bearing not only on his career but also on his personality and overall outlook. Success and failure in the life of an individual is generally measured by the academic achievement of an individual, if the career choice that one makes is in tune with his or her academic orientation. And academic achievement has certainly some correlation with classroom environment of a student and subsequent learning experiences that one undergoes. Our school system needs to address this issue with due sincerity as the schooling is the crucial formative phase of one's life that determines the quality of future career or life that one is presumably going to take up. Classroom environment is closely related to the quality of learning experiences and thus resulting in the proportionate scholarly output of the students.This paper delineates the outcomes of a study that attempted to investigate the relationship of academic achievement with classroom environment of government and private school students of adolescent age group. The paper, with the help of the empirical study and corresponding factual details, argues that classroom environment has a positive correlation with academic achievement of students and the need of the time is to develop a wholesome system of school education, irrespective of whether Government or private school system in order to equip our future citizens with necessary skills and competence to compete with their global counterparts and excel in their respective fields of future endeavours.

The school could be viewed as an organized environment where educational curricular are interpreted.It is a formal structured organization which serves as a transitional stage in life between family and thesociety (Olabode, 2002; Musa, 2004; Tabir, 2004). Conversely, the school plant according toNwokafor and others (2001), is the totality of all things that make up a school system. It involves thephysical and material facilities in form of buildings, school site and the environment that embody theschool.

This study examined the influence of school facilities and types on Senior Secondary School Science Students' academic performance in Nasarawa State, Nigeria. Two research hypothesis were tested at 0.05 level of significance. The population of the study comprised all public senior secondary schools in urban and rural areas of Nasarawa State, Nigeria. Stratified and simple random sampling techniques were used to select the sample. Thirty schools were randomly selected (ten from each of the 3 Senatorial Zones in the State). A total of 300 students formed the sample of the study. A researcher-designed questionnaire titled, "School Facilities and Types Questionnaire (SFTQ)" was used as an instrument for the study. The reliability of the instrument was determined using Cronbach's Coefficient Alpha. The alpha coefficient of internal consistency for the instrument was 0.84, suggesting that the items had relatively high internal consistency levels and considered acceptable. The data were analysed using t-test statistics to test the two hypotheses at alpha=0.05. The findings of this study revealed that there was a significant influence of school facilities on science students' academic performance in urban and rural schools and also, there was a significant influence of school facilities on science students' academic performance in private and public schools. Based on the findings of this study, it was recommended among others that; Government should not relent in its effort of proving succor urban and rural schools. It should also encourage Parent-Teacher Association (PTA), philanthropists, Non-Governmental Organizations (NGOs) and the society at large to join its efforts in the form of Private-Public Partnership (PPP) for salvaging the schools from total collapse.

There has been an increased emphasis on providing schools with feedback on performance of learners with the aim of improving the quality of education. However, if feedback on learner performance is to be effectively used by schools, then it is important to understand what the informational needs of the schools are and whether schools can access the information. Thus, one research question is posed in this article namely: How can the current presentation of performance data captured in the school reports and feedback sessions be improved? The conceptual framework for the study draws on evaluation studies focusing on the use and usefulness of information. Methodologically, design research using mixed methods was employed. A needs analysis of what information was essential was undertaken. Six primary and secondary schools were purposively sampled to participate in the needs analysis from which the first prototype of the report and feedback sessions was developed. This needs analysis was comprised of interviews. The second phase included a sample of 22 primary and 21 secondary schools. Data for this phase was collected by means of Delphi questionnaires. The data was analysed using content analysis using a variety of coding strategies. One of the significant findings speaks to the view that schools felt the current content was appropriate but that individual school information could be included for the schools requesting additional information.Keywords: use, feedback, design research, nominal group technique, DELPHI questionnaires, reports, feedback sessions, supportDisciplines: education studies, further education studies, information studies

This article treats the school leaving examination in the Czech Republic as an essential part of secondary education. Its current state arises from the transformation of education in schools which followed the fall of socialism in Czechoslovakia in November 1989. It also reflects recent efforts in Czech education to become more democratic, more transparent and more responsive to the increasing competitiveness of the labour market. The conclusion of the article discusses the model of the school leaving examination which comes into force throughout the Czech Republic in 2012

Academic achievement or the level of academic success is the main concern of all stakeholders ofeducation. High achievement has, however, become a great task before the students but it is sad toobserve that poor academic achievement were recorded both at the secondary and tertiary levels ofeducation in Nigeria (Tenibiaje, 2009).

The present study was conducted with a view to investigate the relation in academic achievement and intelligence among physical education students of government and private schools. The sample consisted of 150 students from senior secondary schools from Muktsar city. Academic achievement scores were taken from the office report cards of the different schools and verbal intelligence test developed by R.K.Ohja and K.rayChowdhary (2005) were used. The statistical techniques like mean, SD and correlation were calculated. The result shows that there is relationship between academic achievement and intelligence and there is no significance difference between the academic achievement and intelligence on the basis of gender and type of schools.

This study incorporates teacher and child perceptions of child school experiences into the examination of the reciprocal influence between teacher and child educational expectations and child academic achievements. Analysing a longitudinal data from north-west rural China, the results highlight strong lagged effects of child school experiences: a child's early feelings of disengagement have strong negative impact on his/her later educational expectations and achievements, while the teacher's early evaluations of the child are closely linked to later teacher expectations and child achievement. A child's family background has almost no direct effect on child and teacher expectations and achievements when controlling child and teacher perceptions of child's progress in school. The findings suggest that future studies should focus more on child school experiences, which is a topic that has brought much insight to disparities in educational outcomes in developed countries. (China/GIGA)

The study investigated school size and facilities utilization as correlates of secondary school students' academic performance in Ekiti State, Nigeria. Two major objectives such as the impact of school size on academic performance and the impact of facilities utilization on academic performance were investigated and the hypotheses generated were tested. Two hundred and two questionnaires were randomly distributed to some selected staff in all the senior secondary schools in Ado Ekiti, Ekiti State. The data were analyzed with the aid of ANOVA, multiple regression analysis of Ordinary Least Square (OLS) to test the relationship that subsist between some identified proxies. The findings of the study revealed that school size and facilities utilization has impacted positively on the performance of secondary school students in Ekiti State. This is evidenced from the regression coefficient that indicated positively to question raised under the issue. The study established a strong and positive relationship between school size and facilities utilization in relation to students' academic performance. From the findings of this study, it was recommended that the State Government should build more classrooms in all schools. In doing this, much emphasis should be given to the provision of more classrooms in the State' annual capital budget. Likewise, the approved teacher quota of one and one-half teacher per class should be allowed to remain but should be properly used in the distribution of teachers to schools.

The study investigated school size and facilities utilization as correlates of secondary school students' academic performance in Ekiti State, Nigeria. Two major objectives such as the impact of school size on academic performance and the impact of facilities utilization on academic performance were investigated and the hypotheses generated were tested. Two hundred and two questionnaires were randomly distributed to some selected staff in all the senior secondary schools in Ado Ekiti, Ekiti State. The data were analyzed with the aid of ANOVA, multiple regression analysis of Ordinary Least Square (OLS) to test the relationship that subsist between some identified proxies. The findings of the study revealed that school size and facilities utilization has impacted positively on the performance of secondary school students in Ekiti State. This is evidenced from the regression coefficient that indicated positively to question raised under the issue. The study established a strong and positive relationship between school size and facilities utilization in relation to students' academic performance. From the findings of this study, it was recommended that the State Government should build more classrooms in all schools. In doing this, much emphasis should be given to the provision of more classrooms in the State' annual capital budget. Likewise, the approved teacher quota of one and one-half teacher per class should be allowed to remain but should be properly used in the distribution of teachers to schools. Article visualizations:

The study investigated the Influence of Co-education on Academic performance of Secondary School Students in Awka South L.G.A . Three research questions and three hypotheses guided the study. The study employed descriptive survey and Ex-post facto research design. The population of the study comprised the entire student in all the Government secondary schools in Awka South L.G.A, Nigeria. A sample of 280 students was selected from the population of all the secondary schools in Awka South L.G.A. A self-developed instrument was used for data collection. Data collected for research questions and hypotheses were analyzed using descriptive statistics of mean and t-test. From the findings of the study, Co-education schools performed lower compared to single-sex schools, Classroom interactions influence male and female students' academic performance in secondary schools, Girls do not have equal chances as boys to develop the potentials in co0education schools; Co-education schools put more pressure in boys to outperform the girls. Based on the findings of the study, implications of the findings were noted, recommendation and suggestions for further studies were made. The researcher recommended among others that the ministry of education and policy maker should establish more single-sex secondary schools, convert underperforming coeducation secondary schools into single-sex secondary schools in order to improve on students' academic performance.