This study examined the impact of laboratory facilities and teachers’ work attitude on the academic performance of secondary school physics students in Ekiti State. A combination of descriptive survey and ex-post-facto research designs was adopted. The sample included 30 physics teachers and the WASSCE results of 1600 students, selected through multistage sampling from 30 schools. Three instruments were utilised: the Physics Laboratory Facilities and Work Attitude Questionnaire for Teachers (PLFWAQT), Physics Laboratory Facilities and Teachers’ Work Attitude Questionnaire for Students (PLFTWAQS), and A Year Examination Result Template (AYERT). The instruments were validated by science education experts, while test-retest reliability produced coefficients of 0.79 and 0.81 for the questionnaires. Data were analysed using Pearson Product Moment Correlation and regression analysis at a 0.05 significance level. Findings revealed that laboratory facilities significantly correlated with students’ academic performance in physics, while teachers’ work attitude showed no significant relationship. However, both laboratory facilities and teachers’ work attitude jointly contributed to students’ academic performance. The study concluded that laboratory facilities and positive teacher attitudes are vital for improved physics performance. It recommended training workshops for teachers on modern laboratory usage, fostering positive work attitudes, and ensuring the provision of adequate laboratory facilities by stakeholders to enhance students’ performance
Keywords: : Academic Performance, laboratory facilities, physics, teacher work attitude
