CHAPTER ONE
INTRODUCTION
Background of the study
The school experience has been a subject of systematic studies since the 1950’s with a strong acceleration in recent years in many countries. The concept of school experience refers to the quality and perceived predictors of an effective school measured in terms of the average level of the student’s academic performance. We can consider school experience as the atmosphere in social relations, values, attitudes and shared feelings of the actors in the school. There is thus a frequent confusion between school experience and school safety. However, literature shows that school experience emerge a multifactor definition. Also, studies on school experience can include the well-documented studies of “class effects” and “teacher effects” (Brault 2004) and sense of security is an integral part of school experience.
School experience has been considered by some authors as a part of school violence itself; this violence can take many forms such as: bullying discrimination, homophobia, physical violence, sexual violence and indirect aggression. In any case, research show that a positive school experience is a factor of resilience and well- being, and it has an important role in the prevention of violence in schools. The latter is the serious problem that has many scales. However, it is important to note that the life of a school is not necessarily experienced in the same way by all of it numbers, rather, there is variability in the environment that influence individual student’s outcomes. Thus, for instance if a student feels that a teacher does not care about him/her, this will influence him and consequently the student’s behavior in the classroom.
Moreover, individual characteristics may determine the opinion so that learners who are aggressive or calm may perceive their school experience more negatively or positively. This in turn reflects, in their academic performance. However, given the numerous components that comprise school experience and the prohibitive nature of assessing the opinion of each one, research indicate that intervention focused on increase learner sense of connectedness or belonging to the school may be an effective means of decreasing behavioral and emotional problems.
Besides, Gullama (2009) observed that public expenditure on education is within the region of five percent of the GDP and this could be responsible for the gross lack of school physical facilities in the schools and frequent strikes in the education systems which in turn affects school experience system.
Obanyan (2004) noted that Nigeria Secondary School Economics as presently being implemented cannot lead to realization of the goals of secondary education systems This is because of inadequacy of school facilities like classrooms, libraries, resource center, good chair and tables/desks for both teachers and learners, school halls; inadequate qualified staff to meet the expectation of learners and the society, poor condition of services for curriculum implementation, poor time management by school administrators and teachers’ which constituted a serious bane confronting effectives implementation of curriculum.
Realizing the important position of teacher in any educational system, Okello and Kagoire (1996) noted that the quality of education of a country largely depends on the quality of her teachers. They however added that if the quality of the teachers is poor, the quality of education will no doubt be poor. Also, Akande (2002) observed that the realization of the potentialities of education as a veritable instrument for social change and national reconstruction depend largely on the teachers and the most crucial and strategic profession according to him is the teacher.
Furthermore, how students perceive school experience is noted to be an integral part of instruction, as it determines whether or not the goals of education are being met it affect decisions about grades, placement and advancement
Statement of the  Problem
For any education reform to be achieved, the best way is through the school system. Anyone who visits two or more schools will note differences in class sizes, course offerings and physical surroundings. These are concrete elements which help to form the distinguishing characteristics of each individual school. Another school is marked by neither joy nor despair, but by hollow ritual of discomfort. It has been observed that educational attainment of children of equivalent social background varied according to school and region of the country in which they live.  Therefore, it becomes imperative to examine the situation affecting the academic performance with specific emphasis on opinion of school experience. A lot of studies have proved that the level of academic performance of students depend on several factors such as school management, student-teacher ratio in the classroom, school environment, teacher attitudes, availability of learning instructional materials and type of social interactions taking place within the school system It has also been found that whereas some schools feel friendly, inviting, appealing and supportive, others feel exclusionary, unwelcoming and even unsafe. The feelings and attitudes that are elicited by school’s environmental variable have comparative studies of learner academic performance.  However, what is uncertain in the present dispensation is the quantity and quality of committed teachers and appealing school environment: This study therefore, set out to address these problems. This is important because of the need to know the type of schools in either urban or rural areas that will enhance better learners academic. It is important also because of the need for up-to-date information on different category of schools with respect to the different characteristics which enhance the students satisfaction that are like to improve and promote their academic performance.