LEARNING ENVIRONMENT AND STUDENTS ACADEMIC PERFORMANCE IN BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOLS IN PORT HARCOURT CITY LOCAL GOVERNMENT AREA

Abstract

This study examined learning environment and academic performance of business studies students in public junior secondary schools in Port Harcourt City Local Government Area of Rivers State, focusing on factors such as classroom size, availability of learning resources, positive school climate, and teacher quality. The literature review incorporated theoretical frameworks including the Classroom Learning Environment Theory by Betz (1985) and Social Constructivism Theory by Lev Vygotsky (1962). Four (2) aim and objectives, research questions were stated answered, and null hypotheses formulated and tested at 0.05 level of significance to guide this study. This study adopted correlational survey design and the population consisted of ninety-five (95) business studies teachers in the study area. Census sampling technique was adopted in this study because the entire population was used as the sample size. Two (2) self-developed instruments titled “Learning Environment of Business Studies Questionnaire (LEBuSSQu)” and “Academic Performance of Business Studies Students’ Questionnaire (ACaBuSSQu)” were used to obtain the necessary data meant for this study. The instruments were validated by experts and a reliability index coefficient of 0.81 and 0.74 were obtained respectively through Pearson Product Moment Correlation Coefficient (PPMC). The same statistical tool was used to analyze and answer the research questions and also used to test the null hypotheses. However, findings of this study revealed that there is a very strong, positive and significant relationship between learning resources, quality of teachers and academic performance of business studies students’ in junior secondary schools in Port Harcourt Local Government Area of Rivers State,. It was therefore recommended amongst others that Port Harcourt City Local Government Area educational policy makers should develop policies that takes a holistic approach to improving academic performance considering factors beyond classroom size, and learning resources. School administrators should invest in teacher professional development and assess and improve school environment regularly. Teachers are encouraged to employ diverse and more of student-centered teaching methods, and students, parents, and guardians should actively contribute to creating a conducive learning environment.