The study was carried out to investigate the effects of environment on students’ academic performance in Chemistry in Secondary schools in rural areas of Ekiti State, Nigeria. The descriptive design was used for the study. The sample size for the study was 100 respondents and the instrument used for data collection was self-developed questionnaire. The validation of the instrument was done by three experts and a Cronbach Alpha reliability coefficient method was employed to ensure the reliability of the instrument. Four research questions and four research hypotheses guided the study; while student Pearson correlation coefficient was used to test the hypotheses at 0.05 level of significant. A review of empirical studies was carried out to guide the researcher into previous studies in the area and also to provide the researcher with the theoretical base. A 20-item questionnaire was used to get information from the respondents and the data collected was analyzed. The finding of this study revealed that there was significant relationship between school environment and students’ academic performance in schools. Conducive or friendly environment encourage teaching and learning and promote students understanding of the language used. Recommendations were made, which include: school environment should be made conducive enough for both students and teachers for effective teaching and learning of chemistry to improve students’ academic performance and government should provide relevant and adequate teaching facilities for schools use, also further suggestion was postulated to guide the study. The researcher encourages those who are interested in carrying out further research on the study to do so by extending the scope of the study to other subjects in the state to confirm if similar results would be obtained.

Keywords: Environment, Academic performance, Rural Area,

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