As a significant variable that advances the academic
performance of students in either a positive or negative way, it
has been neglected in the ongoing efforts to address the persistent struggle of underperformance among the learners within the education system of the nation. (Usman et al., 2019)
On the subject of negative influences, a varying factor in both
physical and environmental can be the reason for underperformance of students. Resulting in portrayal of certain behaviors such as physical discomfort, distraction, disengagement, and even a negative emotional response. Given this, an uncomfortable learning space for learners, it could evoke a lack of self-confidence, insecurities, and motivation to the learners (UBCATT, n.d.).
With acknowledgement to the newly resolved pandemic which
has influenced change in the educational learning environment and resulted in an unfamiliar space for learning, students have experienced a hard time adjusting. From the accustomed face to face classes, the global pandemic created a huge shift in the modalities used in learning hence, the students learning space has been reformed to suit the COVID-19 protocols(Illescas,Ong and German, 2023).
Having to face an obstacle such as a global pandemic, students
have developed a sense of adaptability however the performance of one can also be affected by this. In a statement given, it can be claimed that an undesirable learning atmosphere has an effect on the academic performance of learners, most evidently negative. With regards to statements of Schneider(2002), where there are given elements contributing to the quality of learning where there is a given gap of conclusive results therefore this research aims to provide new insights upon this given topic.