INFLUENCE OF LEARNING ENVIRONMENT AND CLASSROOM MANAGEMENT ON ACADEMIC PERFORMANCE OF BIOLOGY STUDENTS IN OBI LOCAL GOVERNMENT AREA OF NASARAWA STATE
Abstract
This study investigated the influence of learning environment and classroom management on academic performance of biology students in Obi local government area of Nasarawa State. Four research questions guided this study and four hypotheses was tested at 0.05 level of significance. The study adopted survey research design, and the study comprised 4,359 SS II students (1950 females and 2,409 males) and 80 Biology Teachers for the 2024 and 2025 academic sessions. Simple random sampling method was used to select the sample for the study. Three instruments, Learning Environment Questionnaire (LEQ), Classroom Management Questionnaire (CMQ), and a checklist was used to harvest student’s scores from BECE results, developed by the researcher, the reliability index of LEQ was 0.82 while CMQ yielded 0.88 using Cronbach Alfa. The research questions were answered using the percentages while the hypotheses were tested at 0.05 level of significance using Chi -square. Findings from the study revealed that; the p-value for the chi-square test in all hypotheses were greater than the 0.05 level of significance, leading to the non-rejection of hypothesis 1 to 4. Notably, the hypothesis that there is no significant influence of conducive and unconducive classroom environments on students' performance was not rejected. Similarly, factors such as gender, urban/rural location, and classroom management did not show significant influence on students' performance. Overall, the findings suggest that classroom environment and management may not significantly influence biology students' performance, except for the influence of conducive classroom management on students. Based on these findings, it was recommended that: government bodies and school administrators collaborate to establish standardized classroom conditions, teachers should undergo gender-sensitive training to address the unique needs of male and female students.
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