Published June 30, 2025 | Version v1
Journal article Open

Viewing secondary school students' behaviour through the lens of teachers' characteristics and classroom environment in Ibadan, Oyo State, Nigeria

Creators

  • 1. Faculty of Education, University of Ilesa, Ilesa, Osun State, Nigeria
  • 2. Soyanwo Crescent, Aare Estate, Bodija, Ibadan, Oyo State, Nigeria

Description

This research explored how secondary school students in Ibadan, Oyo State, exhibit learning behaviors in relation to their teachers’ characteristics or attributes and the classroom environment or setting. A descriptive survey approach was adopted, targeting all students and teachers in Ibadan, Oyo State. Using a multistage sampling method, 440 participants were selected, including 400 students and 40 teachers. Data collection was carried out with two structured questionnaires. The analysis incorporated both descriptive statistics (such as frequency, percentage, and mean) and inferential statistics (including t-tests and multiple regression analysis). The results indicated that 60% of the teachers were female and 40% were male, with 55% falling within the 35–44 age range and most having 6–10 years of teaching experience. The majority of teachers held either a Postgraduate Diploma in Education (PGDE) or a Master’s degree. Among the students, 55% were female, and 48% were aged between 13 and 15. Furthermore, 62% of fathers and 70% of mothers had completed tertiary education, with most parents being self-employed (48% of fathers and 54% of mothers). The students generally demonstrated positive learning behaviours (weighted average = 3.04). There were no notable differences in learning behaviors when comparing students by gender or age group. Teacher characteristics and the classroom environment together explained 92.4% of the variation in students’ learning behaviours (Adjusted R² = 0.924, p < 0.05). Notably, the classroom environment was a significant predictor of learning behaviour (β = 1.052, p < 0.05), while teacher characteristics did not have a significant individual impact (β = -0.120, p > 0.05). These findings highlight the critical influence of the classroom environment on student learning behaviours, irrespective of teacher qualifications or experience. Based on these insights, it is recommended that school administrators focus on enhancing classroom conditions to promote student engagement and positive learning behaviours, regardless of students’ gender or age.

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