Influence of Learning Environment and Classroom Management on Academic Performance of Senior Secondary School Students in Kogi State, Nigeria

Abstract

This study examined the influence of the learning environment and classroom management on the academic performance of senior secondary school students in Kogi State. The study was guided by four research questions and four corresponding hypotheses, developed in line with its objectives. A correlational survey design was used. The target population included 34,487 students from public senior secondary schools across the 21 Local Government Areas (LGAs) in the state. A sample of 380 Senior Secondary School Three (SSS III) students was selected using the Research Advisor’s sample size formula. Two main instruments were employed: a 4 point Likert scale questionnaire titled “Learning Environment and Classroom Management Scale” and students’ academic performance records. Data were analysed using descriptive statistics (frequency counts, percentages, means, and standard deviations) and inferential statistics, including simple linear regression and independent samples t-test. It was found that academic performance among senior secondary students in Kogi State is strongly influenced by the quality of the learning environment and classroom management. Urban schools outperformed rural ones, largely due to superior facilities and better classroom control. It also found notable disparities between urban and rural schools in how these factors impact student achievement. It was recommended that policymakers prioritize equitable resource allocation, rural infrastructure development, and teacher incentives; school administrators should strengthen teacher professional development, supervision, and community engagement; teachers need to adopt evidence-based classroom management, foster positive relationships, and practice inclusivity; while researchers should explore moderating variables, adopt longitudinal approaches, and conduct comparative studies across regions.