STUDENTS’ PERCEPTIONS OF THE INFLUENCE OF CLASSROOM ENVIRONMENTAL QUALITY ON LEARNING MOTIVATION, ACADEMIC PERFORMANCE AND WELL-BEING IN SECONDARY SCHOOLS IN ONDO, NIGERIA

Abstract

This study assessed students’ perceptions of classroom environmental quality and their learning motivation, academic performance, and well-being in secondary schools in Ondo West LGA, Ondo State. A quality classroom environment was considered in terms of classroom hygiene and spacing, ventilation, lighting, noise levels, safety, and classroom setting. A descriptive survey research design was adopted, and a structured questionnaire was administered to 250 secondary school students selected through simple random sampling from five public secondary schools. The responses were analysed using descriptive and inferential statistics. The findings showed that most students perceived a hygienic and well-spaced classroom environment (90.8%), good ventilation (87.6%), proper lighting (84.8%), and good classroom setting (76.0%) as attributes of a quality learning environment. Lower levels of agreement were recorded for reduced noise levels (65.6%) and safety from physical harassment (64.0%). The findings on learning motivation, academic performance and health were based on students’ self-reported perceptions rather than objective measurements or school records. The t-test results at the 95% confidence level showed that students’ perceptions of the influence of classroom environmental quality on motivation to learn, academic performance and health were statistically significant (p < .05). The study therefore reports students’ perceptions of classroom environmental conditions and their perceived relationship with learning experiences, academic performance and well-being.