The study sought to find-outthe effects of
school environment factors on academic achievement in
physics among senior secondary schools students in
Calabar Education Zone of Cross River State, Nigeria.
Based on these purposes, threeresearch questions were
formed, from which three (3) null hypotheses were
formulated. This work uses Ex-post-facto design, 3,559
SS 2physics students in Calabar Education Zone of
Cross River State formed the total population of the
study, and from population,500 physics students were
selected using multipurpose sampling technique to form
the sample. Data were gathered using School
environment factors questionnaire (SEFQ) and physics
students’ achievement test (PSAT) instruments. Data
analysis was carried out using the Independent t – test.
All the hypotheses were tested at 95% level of
significance. The following findings were obtained:
students in urban and rural schools do no
differsignificantly in physics academic achievement (p =
0.984, p>.05; schools with facilities (such as laboratory,
electricity supply and Library do not differ significantly
from schools without facilities (p = 0.000, p<.05)in terms
of physics achievement, and finallyschool type does not
affect student’ academic achievement in physics (p =
0.000, p<.05). The major implication in this study is that,
physics students’ achievement can be enhanced through
improving the physical school environment factors.
Recommendations were made, such as,‘government
should provide funds for the procurement of educational
Keywords : Academic achievement, school location, school type, school facility.