RELATIONSHIP BETWEEN SCHOOL INFRASTRUCTURE AND TEACHING LEARNING OUTCOMES AMONG SS2 STUDENTS IN BALANGA LGA, GOMBE STATE, NIGERIA.

This study examined the influence of school infrastructure on teaching–learning outcomes among secondary school students in Balanga Local Government Area of Gombe State, Nigeria. The study was motivated by persistent concerns over poor academic performance, low student participation, and declining social behaviour, which have been linked to inadequate learning environments in many public secondary schools. A descriptive survey research design with a correlational approach was adopted. The population comprised 405 Senior Secondary School Two (SSS2) students drawn from five selected secondary schools, out of which a sample of 121 students was selected using stratified and simple random sampling techniques. Data were collected using a structured questionnaire titled *School Infrastructure and Teaching–Learning Outcomes Scale (SITLOS)* and analyzed using descriptive statistics, including frequencies, percentages, and mean scores. Findings revealed that key components of school infrastructure—such as classroom space, ventilation, furniture, and availability of teaching aids—significantly influence students’ cognitive performance, class participation, motivation, and social behaviour. Overcrowded and poorly ventilated classrooms were found to hinder concentration and effective participation, while wellmaintained and adequately furnished classrooms enhanced comfort, discipline, and academic performance. The study concluded that adequate school infrastructure is a critical determinant of effective teaching–learning outcomes. It therefore recommended increased government and stakeholder investment in the provision, maintenance, and monitoring of school infrastructure as a strategic approach to improving educational quality and student performance in secondary schools