An evaluation of learning environment in predicting academic performance of secondary school students in Kenya

Abstract

In the global context, education stands as a vital driver of progress impacting individuals and communities. This study sought to evaluate the impact of learning environment on academic performance of secondary school students in Kenya. The article is an excerpt from a research project conducted within public secondary schools in Katulani Sub-County, Kenya. The study utilized a descriptive survey research design and drew its theoretical framework from Robert House’s Path-goal Theory of Leadership. The sample size was 91 participants comprising 73 teachers selected through stratified and simple random sampling techniques and 18 principals chosen purposively. Questionnaires for teachers and for principals were used to gather data which underwent analysis utilizing both descriptive and inferential statistics with the support of SPSS. The outcomes demonstrated a strong positive correlation between an enabling learning atmosphere and the academic achievement of students. Based on these results, the research concluded that the principals’ fostering of positive learning environments through encouraging teamwork among teachers, maintaining open communication lines, ensuring wellbeing of staff and students and providing adequate instructional facilities results in higher students’ academic achievement. It was recommended that principals need to encourage teamwork among teachers around educational best practices. Further, they should maintain open communication with and among the staff and students. On policy, the Ministry of Education should provide adequate human, material and internet resources in schools to enhance productive teacher-learner interaction. The study findings could be utilized by principals to create conducive learning environments in secondary schools to improve students’ performance in academics.