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This study is set to assess the socio-cultural climate of learning and pupils’ performance in primary schools in Cross River State Nigeria. Four objectives were formulated to guide this study. A survey was carried out, using 96 randomly selected primary school pupils and 48 teachers from 16 communities in three Local Government Areas in Cross River State Nigeria. Two instruments were employed for data collection, a 14 item interview schedule for pupils eliciting information on social climate and relationship. Eleven of the items were opened, while three were close ended and an 11 item questionnaire for teachers on conditions of facilities and pupils’ performance. Data gathered were analyzed using simple percentages and the pupils’ responses to the interview questions were collated and reported. Results were presented in line with the objectives of the study. Summary of the results revealed that socio-cultural climate of learning, has tremendous impact on pupils’ performance. It was discovered that most pupils tested on literacy and numeracy skills especially, performed below average, Moreover, teachers’ responses confirmed that facilities in primary schools are in a very deplorable state, the facilities also show a very poor rating as they indicated. Based on the findings, it was recommended that a conscious effort should be made by managers of education, to create a congenial environment that can enhance effective teaching and learning and facilitate cordial relationship between pupils and with teachers, as well as provide all facilities and infrastructure that can motivate pupils to learn and enhance pupils’ optimum performance.

Socio-Cultural Climate of Learning and Pupils’ Performance in Primary Schools in Cross River State, Nigeria