The influence of school environment on students' attitudes towards physical education in Gusau Local Government Area, Zamfara State
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- NGN 5000
Background of the Study
The physical and social environment of a school significantly influences students' attitudes toward physical education. In Gusau, the overall school environment—including infrastructure, teacher-student relationships, and the availability of recreational facilities—plays a crucial role in shaping how students perceive and engage with physical education (Adamu, 2023). A well-maintained and encouraging environment can promote positive attitudes, boost self-confidence, and increase participation in physical activities (Lawal, 2024). Conversely, an inadequate or poorly maintained environment may lead to negative perceptions, decreased motivation, and a general disinterest in physical education programs (Bukar, 2025). In many schools in Zamfara State, the physical infrastructure and available resources are unevenly distributed, creating disparities in the quality of physical education experiences among students (Ibrahim, 2023). Recent educational reforms have sought to address these disparities by upgrading facilities and training educators to foster a more supportive environment. However, empirical evidence on how these improvements translate into positive student attitudes remains limited (Suleiman, 2024). The school environment encompasses not only the physical space but also the cultural climate and the value system promoted by school authorities (Musa, 2025). In Gusau, efforts to create a holistic environment that nurtures both academic and physical development are underway. Studies indicate that students in schools with robust sports facilities and positive reinforcement from staff tend to develop more favorable attitudes toward physical education, which can lead to improved physical health and academic performance (Haruna, 2023). This study seeks to explore the various dimensions of the school environment that influence students' attitudes toward physical education. By examining factors such as facility quality, teacher support, and administrative policies, the research aims to identify key elements that drive positive perceptions and active engagement in physical education programs in Gusau.
Statement of the Problem
Despite ongoing efforts to improve school environments in Gusau, many students continue to exhibit negative attitudes towards physical education. Preliminary observations suggest that the quality of facilities, inadequate maintenance of sports areas, and insufficient teacher support contribute to students’ lack of enthusiasm for physical activities (Kabiru, 2023). This issue is compounded by a curriculum that sometimes fails to integrate environmental improvements with pedagogical strategies effectively (Yusuf, 2024). As a result, students in some schools are left with a diminished sense of the importance of physical education, which negatively impacts both their physical well-being and academic performance. Additionally, disparities between well-equipped and poorly resourced schools create an uneven playing field, where students’ attitudes are largely influenced by the immediate physical and social environment (Abdul, 2025). Without addressing these disparities, efforts to promote a positive attitude towards physical education are likely to be ineffective. Educators and policy-makers are challenged by the need to implement sustainable changes that not only enhance the physical infrastructure but also foster a culture of enthusiasm and participation in physical education classes (Sani, 2023). This study aims to investigate the specific environmental factors that influence students’ attitudes and identify actionable recommendations to create a more supportive atmosphere. By doing so, it will contribute to a better understanding of how environmental improvements can directly impact student motivation and participation in physical education in Gusau.
Objectives of the Study
• To determine the influence of school facilities and infrastructure on students’ attitudes towards physical education.
• To identify the role of teacher support in shaping student perceptions of physical education.
• To recommend strategies for improving the overall school environment to foster positive attitudes towards physical education.
Research Questions
• How does the quality of school facilities affect students’ attitudes towards physical education?
• What is the role of teacher and administrative support in influencing these attitudes?
• Which environmental improvements are most effective in promoting positive perceptions of physical education?
Research Hypotheses
• H₁: There is a significant relationship between the quality of school facilities and students’ attitudes towards physical education.
• H₂: Increased teacher support is associated with more positive student perceptions of physical education.
• H₃: Improvements in the school environment lead to enhanced student participation and positive attitudes in physical education classes.
Significance of the Study
This study is significant as it provides insights into how the school environment affects student attitudes towards physical education in Gusau. By identifying key environmental factors and teacher support mechanisms, the research offers valuable recommendations for educational leaders and policy-makers. These insights can lead to targeted interventions that improve school infrastructure and foster a more positive culture, ultimately enhancing student participation and overall well-being. The findings will enrich academic literature and serve as a model for similar studies in other regions (Mustapha, 2023).
Scope and Limitations of the Study
The study is limited to investigating the influence of the school environment on students’ attitudes towards physical education in Gusau Local Government Area. It does not cover other academic subjects or extend beyond the local context.
Definitions of Terms
• School Environment: The physical, social, and cultural setting of a school that influences student behavior and learning.
• Attitude: A settled way of thinking or feeling about something, typically reflected in a person’s behavior.
• Infrastructure: The physical facilities and resources available in a school for teaching and recreational activities.
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