Abstract
This study aimed to determine students' perceptions of related school environment factors and their influence on their performance in science at the school level. Data were collected from over 400 high school students from 5 secondary schools in a local education district in Nigeria. Correlation and descriptive analyses were the primary means of data analysis. The findings from the study showed that students perceived their parents' attendance at school to check on their progress as more influential on their academic performance in physics (M=2.85, SD=1.673). In addition, students considered their physics teacher's frequent connection of what they are learning to real-world experiences outside of the classroom (M=2.77, SD=1.469), provision of instructional material and resources to aid physics lessons (M=2.74, SD=1.496), physics teacher giving individual attention and extra help to students when they need it (M=2.60, SD=1.180) and students unlimited access to the school library (M=2.55, SD=0.632) as important predictors of school climate factors influencing their academic achievement in physics. In addition, a statistically significant correlation exists between students' perceptions of their school environment and achievement in physics. Implications for educational stakeholders are discussed.