5 Related Literature

1. Suleman and Hussain (2014): reported that studies on the classroom environment revealed
that physical environment plays a vital role in the teaching-learning process. It can affect the
performance of both teachers and students. The classroom environment includes many different
facets. The environment can include the placement of tables and chairs, lighting and temperature,
classroom management, discipline techniques, and engaging lesson plans.

2. Stewart (2014): Research on classroom socio-emotional context indicates that when students
believe that their teachers create a sense of community, respond to students’ needs, and foster
meaningful relationships in the classroom, positive student academic and behavioural adjustment
ensues.

3. Keri Stewart (2016): in the study titled as “Examining Student and Teacher Perceptions of the
Classroom Social Environmental cross School Context: Effects of Individual Factors" stated that although
teachers and students are the primary actors in the classroom environment, they often have different
perceptions of the instructional and relational aspects of the classroom. Despite these differences,
research indicates perceptions of the quality of the classroom social environment have implications for
both student and teacher outcomes. Additionally, research has indicated the differences in perceptions
occur not only between students and teachers, but also among individual students within classrooms.

4. Shamaki, (2015) conducted a study to determine the influence of learning environment on

students’ academic achievement at senior secondary school level in Yobe state, Nigeria and found a
significant difference between the mean performance of students taught in an ideal learning
environment and that of students taught in a dull learning environment.

5. Adamu (2015) examined the impact of learning environment on the Performance of Students in
public secondary schools in Taraba State, Nigeria and the findings revealed a significant difference in the
performances of the two groups (Experimental and Control) implying that a classroom building; class
with adequate furniture; class with small class population and the use of instructional materials has
positive impact on the performance of students in junior Secondary schools.

6. Mudassir and Norsuhaily, (2015) conducted a study to examine how school environment influence
students’ academic performance in selected secondary schools within Kuala Terengganu. The result of
the study indicated that students from a school with adequate facilities, good teachers and favorable
environment perform better than those from schools with fewer facilities, unqualified teachers and
less enabling environment.

7. Duruji,Azuh and Oviasogie,(2014),which examines the impact of learning environment on students’

performance in external examination in secondary schools in Ota,Nigeria considering factors such as
school facilities, class size, school location and school plant planning, aesthetics, maintenance culture,
sanitation, conveniences. The study established that” the state of learning environment and quality of
infrastructure, together with the extent to which they are being maintained has a strong bearing to
academic performance among students”

8. Gilavand (2016) in a study whose aim is to investigate the impact of environmental factors (schools'
open space, noise, lighting and paintings in educational institutions) on learning and academic
achievement of elementary students, found that environmental factors (appropriate coloring, lighting of
educational environment and schools' open space) has impact on learning and academic achievement of
elementary school students.

9. Eimuhi and Ogedegbe (2016) in a research titled the effect of environmental factors in teaching and l
earning in primary and secondary schools in Edo state of Nigeria examined environmental factors to
determine the outcome of teaching and learning at all times and in all places and concludes that the
more enriched the learning environments is, the greater and more widespread are the benefits for
academic performance and other student outcomes.

10. Odeh, Oguche, and Ivagher, (2015) conducted a research whose main thrust is to investigate the
influence of school environment on academic achievement of students in secondary schools. The results
of the study indicate that school climate, discipline and physical facilities have significant influence on
academic achievement of secondary school students in Benue State, Nigeria. This implies that schools
that fail to provide the necessary learning facilities and create a conducive atmosphere for teaching
and learning may hardly put in the best in their students especially in the area of academic
achievement.

PAMILI RA..ANG MABILIN KANAK   

5 Related Studies

1. Evaluation of the Effect of Learning Environment on Student’s Academic

Performance in Nigeria.

Abstract

Stakeholders in Nigeria have raised concerns over the trend of poor academic performance of
students in all categories of schools Nigeria. Foremost concern has hitherto been narrowed on the
quality of teachers, teaching process, school administrative efficacy and the apathetic attitude of
students to their studies due to distractions that impede learning progress. Learning environment as a
variable that contributes either positively or negatively to the academic achievements of student has
attracted only little attention in the struggle of finding a lasting solution to the persistent lackluster
result by students from the education system in the country. Since the learning environment has
recently come to limelight as an essential area that should be considered and well managed to enhance
students’ academic performance, this paper therefore examines the concept of learning environment,
learning theories and the relevance of learning environments on students’ performance in Nigeria.
Having identified the role that learning environment plays in the life of every individual whether as a
school administrator, student or teacher, some recommendation on the modalities to make the learning
environment productive and competitive are suggested.

2. The impact of school environment and peer

influences on students’ academic performance in Vihiga
County, Kenya

Abstract
The aim of this paper is to examine the relationship between both school environment and peer
influences on the one hand and students’ academic performance on the other hand. The study assessed
school environment factors and peer influences in terms of the level of psychological impact they have on
learners. The study was based on Albert Bandura’s Social Learning Theory, which considers leaning as
an interaction between environment, behaviour, and one’s psychological processes. It was a correlation
study carried out in Sabatia District of Vihiga County in twenty-one public secondary schools. The
respondents were selected using simple random sampling technique. Questionnaires were used to collect
data, which were analyzed by multiple regressions. The study established that school environment and
peer influence made significant contribution to the students’ academic performance. A school, as a
learning institution and as a second home for learners, has a strong relationship with students’ academic
performance. The head teacher and the teachers through their specific roles either have negative or
positive influence on students’ academic performance. Therefore, the head teacher and the teachers
should enhance a conducive learning environment in which the learners are free to consult them when in
need, provide adequate learning facilities and arouse interest in the learners to work hard. Peer level
factors also have a relationship with students’ academic performance. It is hoped that the findings of this
study will be useful to teachers, principals and parents to gain more insight into the psychosocial factors
that affect students’ academic performance and therefore help improve their academic performance.

3. INFLUENCE OF SCHOOL ENVIRONMENT ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL

STUDENTS IN KUALA TERENGGANU, MALAYSIA

Abstract

Background: This study aims to examine how school environment influence students’ academic
performance. Objectives: The main objective of the study is to analyze how school facilities, teachers
and environment significantly affect secondary school students’ academic performance in Kuala
Terengganu, Malaysia. Method: Descriptive Survey Research design was used in which data from 377
respondents was collected using selfadministered questionnaire from 4 selected secondary schools
within Kuala Terengganu. Stratified random sampling technique was used to sample the respondents.
The data was analyzed using regression analysis. Result: The result is explained in three forms, thus,
Demographic information, descriptive analysis and inferential analysis. The result of the study indicated
that students from a school with adequate facilities, good teachers and favorable environment perform
well than those from schools with fewer facilities, unqualified teachers and the less enabling
environment. Conclusion: Finally, recommendations were given to parents, teachers, policy makers and
educational administrators.

4. Learning Environment and Academic Performance of Secondary School

Students in External Examinations: A Study of Selected Schools in Ota

Duruji, M. M. and Azuh, Dominic E. and Oviasogie, F.O. (2014) Learning Environment and Academic

Performance of Secondary School Students in External Examinations: A Study of Selected Schools in Ota. In:
Proceedings of EDULEARN14 Conference, 7th-9th July 2014, 2014, Barcelona, Spain.

Abstract

A recent trend in Nigeria is the issue of poor academic performance of students of secondary schools
in external examinations such as the National Examination Council and the West African Examinations Council.
Major concern has centered on the quality of teachers and non-commitment of the students to their studies due
to distractions that hamper learning but very little attention has been given to the learning environment. But the
environment in which the students learn such as classrooms, libraries, technical workshops, laboratories, play
grounds, conveniences, sanitation, maintenance culture, aesthetics among others are variables that affect
students’ learning and academic performance. Hence, the learning environment remains an important area that
should be studied and well managed to enhance students’ academic performance. This paper therefore
examines the impact of learning environment on students’ performance in external examination in secondary
schools in Ota a major industrial town in Nigeria. Factors such as school facilities, class size, school location
and school plant planning, aesthetics, maintenance culture, sanitation, conveniences would be examined to
know their impact on learning and performance of secondary school students. A multiple data collection
method including use of documented materials, distribution of questionnaire and interviews would be
undertaken to test the hypotheses developed. Simple percentage statistical tool would be employed to analyze
the variables.

Associations Between Classroom

5.

Environment and Academic Efficacy

 Jeffrey P. Dorman 

Abstract

Research was conducted on associations between classroom

psychosocial environment and academic efficacy. A sample of 1055
mathematics students from Australian secondary schools responded to an
instrument that assessed ten dimensions of mathematics classroom
environment (viz. Student Cohesiveness, Teacher Support, Investigation, Task
Orientation, Cooperation, Equity, Involvement, Personal Relevance, Shared
Control, Student Negotiation). These scales were from two existing
instruments, namely, What Is Happening In This Classroom? (WIHIC) and
the Constructivist Learning Environment Survey (CLES). A seven-item scale
assessed students' academic efficacy at mathematics-related tasks. Simple and
multiple correlation analyses revealed statistically significant correlations
between these classroom environment dimensions and academic efficacy.
Results showed that classroom environment relates positively with academic
efficacy.