Abstract:
This study examined the impact of school environment and peer influences on the students’
academic achievement. It assessed the school environment factors and peer influence in terms
of the level of psychological impact they have on learners. The study was based on Walberg,
Theory of Educational Productivity Considers learning as an interaction between
environment, behavior, and one’s psychological processes. The study used a correlation
research design where school environment and peer influence constituted the independent
variables whereas students’ academic achievement was the dependent variable. Four public
secondary schools in sinana District of Bale Zone in the study. The study subjects were
selected using simple random sampling technique. Questionnaires were used to collect data
on the school environment and the peer influence and school records were used to obtain
students’ Academic Achievement. Data were analyzed using multiple regressions. The study
established that school environment and peer influence made a significant contribution to the
students’ academic achievement. Based on the analysis of data the researcher concludes the
finding that there is no statistically significant difference in the academic achievements of
students in terms of classroom environment and positive peer influence. At the same time,
there is statistically significant difference in academic achievements of students in terms of
physical facilities and negative peer influence. It is hoped that the recommendation could be
for Government schools and all stakeholders must break down any barriers that impede
school environment and peer influence factors. Thus, schools able to create a welcoming and
inviting environment for students, by provide opportunities for students to collaborate with the
school and/or teachers to identify support needs of the students, and keeping the lines of
communication open.
