ISSN: 2320-5407 Int. J. Adv. Res.

12(10), 911-929

Journal Homepage: -[Link]

Article DOI:10.21474/IJAR01/19711
DOI URL: [Link]

RESEARCH ARTICLE
EFFECT OF LEARNING ENVIRONMENT ON STUDENTS’ ACADEMIC PERFORMANCE IN
GEOGRAPHY IN PUBLIC DAY ADVANCED SECONDARY SCHOOLS IN RWANDAA CASE OF
NYARUGURUDISTRICT

Nzeyimana Longin1 and Dr. Hesbon O. Andala (PhD)2

1. MED Student, Mount Kenya University.
2. Senior Lecturer, Mount Kenya University.
……………………………………………………………………………………………………....
Manuscript Info Abstract
……………………. ………………………………………………………………
Manuscript History The study aims to explore the effect of learning environment on
Received: 23 August 2024 students’ academic performance in geography in public day A’ Level
Final Accepted: 25 September 2024 secondary schools in Rwanda, specifically the case of Nyaruguru
Published: October 2024 district. The study has three specific objectives which are the following:
To identify factors of the learning environment that influence students’
Key words: -
Learning Environment, Academic academic performance in geography in public day advanced level
Performance, Day Schools, Nyaruguru secondary schools in Nyaruguru district, Rwanda, to determine the
District influence Classroom seating arrangement on students’ academic
performance in geography in public day advanced level secondary
schools in Nyaruguru district, Rwanda, to determine the relationship
between the school teaching environment and students ’academic
performance in geography in public day advanced secondary schools in
Nyaruguru district, [Link] research was grounded on
environmental psychology [Link] researcher employed a
descriptive survey design for this study to collect numerical and
correlational research design for evaluating the relationship between
[Link] respondents of this study were consisted of 401
participants including 375 students, 10 headteachers, and 15 teachers
selected from various day public advanced secondary schools in
Nyaruguru [Link] was collected through questionnaires and
structured interview guide. Questionnaires were used to collect date
from students and teachers, while interview protocols were used to get
qualitative information from school [Link] findings reveal
mixed perceptions regarding factors affecting students' academic
performance in geography. While 41.7% of students find the classroom
environment conducive, 48.1% disagree. Resource availability is a
concern, with 52.4% reporting inadequacy in geography materials like
textbooks and maps, and 59.9% strongly disagreeing about practical
learning opportunities like field trips. However, seating arrangements
are viewed positively, with 66.3% strongly agreeing they enhance
visibility and 48.7% supporting peer collaboration. Strong teacher
support is evident of teaching environment and performance, but
concerns about infrastructure and discipline remain, with 57.8% finding
infrastructure inadequate. Finaly, the study recommended that
educational planners should enhance school infrastructure and integrate

Corresponding Author:- Nzeyimana Longin 911

Address:- MED Student, Mount Kenya University.
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

technology, especially in rural areas. Policymakers should ensure

equitable resource allocation and support teacher development. School
leaders, teachers, and stakeholders must collaborate to create engaging,
student-centered learning environments.

Copyright, IJAR, 2024, All rights reserved.

……………………………………………………………………………………………………....
Introduction:
The learning environment significantly impacts students' academic performance, a relationship that has been widely
studied globally, regionally, and locally. At the global level, numerous studies have demonstrated that a conducive
learning environment enhances students' academic outcomes. As an example, the OECD discovered that students
achieve better results in environments that are well-maintained and have ample resources (OECD, 2018). This
underscores the universal recognition of the learning environment as a crucial factor in educational success.
Earthman (2014) found that students in modern, well-equipped schools performed better academically than those in
older, poorly maintained buildings. Similarly, in Europe, Barrett et al. (2015) demonstrated that the design of
learning spaces significantly influences student learning, highlighting the importance of environmental quality in
educational settings. These studies underscore a global consensus on the necessity of a conducive learning
environment for optimal student performance.

Various African countries indicates that inadequate infrastructure, lack of teaching resources, and overcrowded
classrooms adversely affect students' academic achievements (Mugisha, 2019). In East African countries (EAC)
such as Kenya, Uganda, and Tanzania, similar challenges persist. According to a report from UNESCO, educational
institutions in these nations frequently face challenges due to a lack of adequate resources and teaching materials,
leading to lower academic achievement among students (UNESCO, 2017). In Rwanda, the influence of the learning
setting on students' academic achievement, particularly in geography, is highly significant. Rwanda has made
notable progress in increasing educational opportunities, but the quality of education available is still a major issue.
The Rwanda Education Board (REB) has identified several factors affecting student performance, including
classroom conditions, the availability of learning materials, and teacher-student ratios (REB, 2020).Ndayambaje and
Nkurunziza (2021) found in their study that students in schools with better facilities, such as adequate classrooms,
sufficient learning materials, and well-trained teachers, consistently outperformed their peers in less favorable
[Link] classroom conditions, lack of essential learning materials, and high student-to-teacher
ratios significantly hamper students' academic success in geography. The Ministry of Education (2019) has noted
widespread challenges in schools, especially in rural areas, including overcrowded classrooms and inadequate
infrastructure, which impede effective teaching and learning. These circumstances create an unsupportive setting for
learning geography, a subject that often requires practical resources and interactive teaching methods to comprehend
complex concepts.

Many Rwandan schools, especially in rural areas, still face significant infrastructure deficits. Classrooms are often
overcrowded, and essential learning materials are lacking. A report by the Ministry of Education (2019) highlighted
that these conditions hamper effective teaching and learning, ultimately affecting student performance in geography
and other subjects. Besides the physical infrastructure, the psychological and social factors in the learning
environment are also crucial for student performance. Mwesigye and Ngiruwonsanga (2020) emphasize the
importance of a positive school environment with strong teacher-student bonds and a welcoming atmosphere in
promoting academic achievement.

Low performance in rural schools was highly mentioned than urban schools (NESA, 2021). This underperformance
of government-aided and public schools has been attributed to several factors related to learning environment
including inadequate learning resources, overcrowded classrooms, and insufficient teacher training, poor
infrastructure, low student motivation due to socio-economic challenges, and inconsistent assessment practices
further hinder effective learning and academic outcomes. Therefore, there is a critical need for further investigation
into the specific environmental factors that influence academic performance in geography among students of public
day advanced secondary schools especially in Nyaruguru district, Rwanda.

The general objective of the study was the examination of how learning environment affects students’ academic
achievement in geography in public day advanced level secondary schools in Rwanda, focusing on Nyaruguru
district. The specific objectives that guided the study were:

912
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

i) To access learning environment factors that influence students’ academic performance in geography in
public day A’ Level secondary schools in Nyaruguru district, Rwanda
ii) To determine the influence of classroom seating arrangement on students’ academic performance in
geography in public day A’ Level secondary schools in Nyaruguru district, Rwanda.
iii) To explore the correlation between the teaching environment at schools and the academic performance of
students studying geography in public day advanced secondary schools in Nyaruguru district, Rwanda.

Theoretical literature
The study managed all ideas related to learning environment and students’ academic performance in geography
subject.

Learning Environment
Learning environments play an important role in shaping students' educational outcomes and experiences in
different contexts. Defined broadly, the learning environment encompasses physical, social, and psychological
factors that influence how individuals learn and engage with educational content (Fisher & Fraser, 2021).

The layout of the classroom is one of the physical features of the learning environment, seating arrangement,
lighting, temperature, and resources available, significantly influence student behavior and learning outcomes
(Barrett, Zhang, Moffat, &Kobbacy, 2023). According to environmental psychology theories, a well-designed
physical environment can enhance concentration, promote collaboration, and reduce distractions, thereby fostering a
positive learning atmosphere conducive to cognitive engagement (Tanner, 2019).

Classroom Space and Academic Performance

Classroom space, encompassing its physical layout, design, and environmental attributes, highly influence students’
academic achievement and overall educational experience.

The physical layout of classrooms, including factors such as seating arrangements, desk organization, lighting,
acoustics, and ventilation, significantly affects student behavior and learning experiences (Barrett, Zhang, Moffat,
&Kobbacy, 2013). Environmental psychology theories suggest that well-designed classrooms can enhance
concentration, reduce distractions, and create a conducive atmosphere for effective teaching and learning (Tanner,
2019). For instance, classrooms with flexible seating arrangements that accommodate different learning styles and
promote collaboration have been associated with increased student participation and academic engagement (Baepler,
Walker, & Driessen, 2014).Studies have found that factors such as classroom size, layout, natural lighting, and
ergonomic furniture can positively influence academic performance by creating an environment conducive to
concentration and learning (Barrett et al., 2013; Baepler et al., 2014). Furthermore, learning environments that
prioritize comfort, accessibility, and inclusivity contribute to reducing academic disparities and enhancing overall
educational equity (Leithwood& Jantzi, 2016).

Teaching Aids and Academic Performance

Teaching aids, encompassing a wide array of instructional materials and resources, are integral components of
effective pedagogy in educational settings.

Teaching aids include visual, auditory, tactile, and interactive resources used by educators to enhance the delivery of
instructional content (Mayer, 2021). Visual aids such as charts, diagrams, and multimedia presentations help clarify
complex concepts, stimulate interest, and improve comprehension among students (Larkin & Simon, 1987).
Auditory aids, such as recorded lectures or podcasts, cater to auditory learners and reinforce verbal instructions and
explanations (Duffy & Jonassen, 2022). Tactile aids, including manipulatives and hands-on activities, promote
experiential learning and enhance conceptual understanding through tactile interaction (Savery & Duffy, 2015).

Standard Classroom and Academic Performance

Traditional classrooms with basic resources have been the main setting for education in schools for a long time.
Standard classrooms have a physical layout that consists of desks, chairs, chalkboards or whiteboards, and basic
lighting and ventilation systems.

Environmental psychology theories suggest that the physical layout and design of classrooms can influence student
behavior, attention span, and overall learning outcomes (Tanner, 2019). For instance, well-arranged seating

913
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

arrangements that facilitate visibility and interaction with instructional materials can enhance student engagement
and participation in classroom activities (Fisher & Fraser, 2021).

In standard classrooms, the effectiveness of teaching practices and instructional strategies employed by educators
significantly impacts academic performance. Research indicates that instructional clarity, teacher-student rapport,
and effective classroom management are critical factors influencing student achievement (Marzano, Marzano, &
Pickering, 2013). Constructivist learning theories emphasize the importance of active learning experiences and
student-centered instruction in standard classroom settings, where students construct knowledge through hands-on
activities and collaborative problem-solving (Brooks & Brooks, 2018).Meta-analyses of educational interventions
suggest that standard classrooms can facilitate basic skill acquisition and content mastery but may require
adaptations to promote higher-order thinking skills and creativity among students (Higgins et al., 2018).

School Geographical Environment and Performance in Geography

The geographical environment of schools encompasses various spatial and locational factors that may influence
students' learning experiences and academic performance in geography.

The physical location of schools within different geographical contexts, such as urban, suburban, rural, or coastal
areas, can influence students' exposure to diverse geographical features and landscapes (Hayward, 2014). Urban
schools, for example, may have greater access to cultural institutions, urban planning sites, and diverse populations,
which can enrich students' understanding of human geography and urbanization processes (Knigge & Cope, 2016).
In contrast, rural schools situated in agricultural or natural landscapes may focus more on environmental geography
and rural development issues (Carter, 2015).

Field trips to local geographical landmarks, ecosystems, and geological formations provide firsthand experiences
that deepen students' understanding of physical geography concepts (Preston & Campbell, 2019). Environmental
education initiatives integrated into school curricula emphasize the importance of sustainability, conservation, and
ecological literacy, fostering a holistic approach to geographical learning (Tilbury et al., 2015).

Effective pedagogical approaches and curriculum design tailored to the geographical environment can optimize
learning outcomes in geography. Place-based education strategies emphasize connections between local landscapes
and global issues, encouraging students to investigate geographical phenomena within their immediate surroundings
(Smith, 2018). Inquiry-based learning methods that encourage exploration, critical thinking, and problem-solving
skills are particularly effective in geography classrooms situated in diverse geographical environments (Maude &
Davis, 2021).

Environmental Psychology Theory

Environmental Psychology Theory, developed by Harold M. Proshansky and colleagues, provides a robust
framework for studying how physical environments influence human behavior and performance, particularly in
educational settings. This theory is especially important when evaluating how learning environments impact
students' academic performance in Geography. According to Environmental Psychology Theory, the physical
attributes of classrooms, such as design, layout, lighting, temperature, and noise levels, significantly impact
cognitive processes and learning outcomes (Proshansky, 2018).

Environmental Psychology Theory highlights the psychosocial aspects of the learning environment, including
teacher-student relationships and overall school climate. Positive interpersonal dynamics and supportive teaching
practices have been shown to enhance students' motivation and engagement in learning (Wubbels & Levy, 2013).

Conceptual Framework
The conceptual framework for analyzing the effects of learning environments on students' academic achievements in
geography in Rwandan public secondary schools consists of various interconnected components. It encompasses the
physical infrastructure and resources available within schools, such as classrooms, libraries, and technological
facilities, which directly impact students' access to learning materials and their overall educational experience.
Additionally, the framework considers the pedagogical practices employed by teachers, including teaching methods,
curriculum delivery, and classroom management strategies.

The conceptual model depicts a fluid connection among the learning setting, students' academic achievements, and

914
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

elements like school location, social atmosphere, and family economic status. The framework acknowledges the
importance of various aspects within the learning environment, including school's open space, proper lighting,
crowded classrooms, seating layout, and suitable temperature, to ensure a comprehensive education. The dependent
variable, students' academic performance, is clearly defined with criteria that cover different aspects such as
attendance, completion rate of work, higher grades, improved behavior, and positive attitude within a set time
period. Recognizing intervening variables acknowledges the various factors that affect the learning environment and
its link to academic performance, especially within the geography discipline.

Independent Variable Dependent Variable

Learning environment Academic performance in

Geography
 School’s open space  Classroom attendance
 Classroom luminosity  Improved Grades
 Classroom seating  Improved Students’
arrangement behavior
 Appropriate temperature  Students positive attitude
-

Moderating variable
 School location
 social environment
 Family Socioeconomic factors
Source: Researcher (2024)
Figure 2. 1:- Conceptual Framework.

Methodology:
Research Design
The researcher employed a descriptive survey design for this study to collect numerical and descriptive data for
evaluating the correlation between variables. This allowed the researcher to produce statistical information on how
the learning environment affects geography students' academic performance in Nyaruguru district. This research
also used a correlational approach to collect data to ascertain the presence and strength of an association of learning
environment and academic performance in geography among students in public day advanced secondary schools in
Nyaruguru district.

Target Population
In order to achieve the goals of this study the target population area is 10 public day secondary schools with
geography option of Nyaruguru district. The total population of this research is made of 401 participants composed
of 375 students, 10 headteachers, and 15 geography teachers from public day advanced secondary schools in
Nyaruguru district.

The sample size of 200 was determined by the researcher using the Yamane formula (Yamane, 1970) from a
population of 401. The simplified formula for determining sample size, according to Taro Yamane, is as follows:
𝐍
𝐧 = 𝟏+𝐍(𝐞𝟐)

Where n represents sample size, N represents target population of the study, e represents the expected degree of
precisions where e=1-P and P is equal to 0.95 then e=1-0.95, so e=0.05

As N is 15011

915
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

𝟒𝟎𝟏
n is calculated to be 𝐧 = 𝟏+𝟒𝟎𝟏 = 𝟐𝟎𝟎
𝟎.𝟎𝟓𝟐

Table 3.1:- Target Population and Sample size.

Respondents Population Percentage (%) Simple size
Students 375 93.5 187
Teachers 15 4.0 8
Head teachers 10 2.5 5
TOTAL 401 100 200
Source: Field data (2024)

In this study, two approaches for gathering data were utilized: quantitative and qualitative data collection. These
methods enable researchers to gather all information relevant to the research goals. The researcher utilized a
combination of qualitative and quantitative methods, incorporating closed-ended questionnaires, interviews guides,
and observations for data collection in this study. All of these tools collaborate to guarantee the accuracy and
dependability of the information.

Findings and Discussion:

Demographic Characteristics of Respondents
The participants in this research are made of 401 participants composed of 375 students, 10 headteachers, and 15
geography teachers from public day advanced secondary schools in Nyaruguru district. The study examined the
demographic characteristics of respondents through different aspects like gender, age, educational levels and
working experience.

Table 4.1:- Characteristics of the respondents.

Statement Frequency Percent Valid Percent

Valid Headteachers 5 2.5 2.5

Teachers 8 4 4
Students 187 93.5 93.5

Total 200 100 100

Primary data,2024

Out of the total 200 respondents, the largest group comprised students, representing 93.5% of the sample. Teachers
accounted for 4% of the respondents, a smaller but relevant portion of the sample. Headteachers constituted the
smallest group, with only 2.5% of the respondents. While few in number, their participation is essential as they
oversee the administration and management of schools, offering a broader view of school policies and their effects
on teaching and learning environments.

Gender of Respondents
Researcher sought to determine the gender of all respondents in order to prevent bias in data analysis related to
gender. The tables 4.2, 4.3 and 4.4 provide a summary of the gender of the respondents.
Table 4.2:- Gender of Head Teachers.

Statement Frequency Percent Valid Percent

Valid Female
1 20.0 20.0
Male 4 80.0 80.0
Total 5 100.0 100.0
Primary data,2024

916
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

The table 4.3 indicate the gender of headteachers where the majority of respondents were female with 66.7% of all
respondents while the rest were for males means that gender for headteacher were respected to avoid any bias and
ensure gender inclusion in this research.

Table 4.3:- Gender of Teachers.

Frequency Percent Valid Percent Cumulative Percent

Male 3 37.5 37.5 37.5

Valid Female 5 62.5 62.5 100.0
Total 8 100.0 100.0
Primary data,2024
The table 4.4 illustrates the gender distribution of the teachers who participated in the study. Out of the eight
respondents, the majority were female, accounting for 62.5% of the total teacher respondents. This suggests that
women were more represented in the teaching sample, which could reflect a higher proportion of female teachers in
the study's context or within the particular schools examined. Male teachers made up 37.5% of the respondents,
indicating a smaller but still significant representation. This distribution may suggest a gender imbalance in the
teaching workforce within the study area, or it could simply be a reflection of the specific participants involved in
this research.

Table 4.4:- Gender of Students.

Frequency Percent Valid Percent Cumulative Percent

Male 116 62.0 62.0 62.0

Valid Female 71 38.0 38.0 100.0
Total 187 100.0 100.0
Primary data,2024
The table 4.5 highlights the gender distribution of the student respondents who participated in the study. Of the 187
students, the majority, 62%, were male, while females are 38.0%, indicating that male students made up a larger
portion of the sample. This could reflect a higher enrollment of male students in the schools studied, or it may
simply be the outcome of the sample selection process. Female students represented 38% of the respondents, a
smaller but still substantial proportion. While fewer in number, female students' participation is significant in
ensuring that both genders are represented in the study, allowing for a more comprehensive understanding of student
experiences.

Age of Respondents
The researcher sought to know the age of the participants to verify the maturity and reliability of their responses. In
this study, the results were outlined in table 4.6 as shown below:
Table 4.5:- Age of Students.
Frequency Percent Valid Percent Cumulative Percent

10-14years 57 30.5 30.5 30.5

Valid 15-20years 123 65.8 65.8 96.3

21-30years 7 3.7 3.7 100.0
Total 187 100.0 100.0

The table provides an overview of the age distribution of student respondents who participated in the study. The
majority of students, 65.8%, were aged between 15 and 20 years, which is typical for secondary school students and
suggests that the study primarily focused on adolescents. This age group, representing the transition from mid to late

917
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

adolescence, is likely to provide valuable insights into the challenges and experiences relevant to this critical
developmental stage.

Educational Level of Respondents

The researcher needed to know the qualification of respondents especially for teachers and head teachers, the
findings are summarized in figure 4.1

Figure 4.1:- Educational Level Respondents.

E D U C A T IO N A L L E VE L O F RE SP O NDE NT S
Educational Level of Respondents Educational Level of Respondents

2
0
0

HIGH SCHOOL DIPLOMA (A1) BACHELOR DEGREE (A0) GRADUATES (MASTERS

CERTIFICATE (A2) AND ABOVE)

Primary data, 2024

The figure 4.1 represents the educational levels of teachers and head teachers who participated in the study. Among
the teachers, five hold a Bachelor's Degree (A0), while three hold a Graduate Degree (Masters and Above). This
shows a balance between undergraduate and graduate-level qualifications, with a slight majority of teachers holding
a Bachelor’s degree.

For head teachers, the educational attainment is similarly high. Three head teachers hold a Bachelor’s Degree (A0),
while two have advanced to Graduate-level education (Masters and Above).

Working experience
The research investigated the work experiences of teachers and head teachers from various schools in Nyaruguru
district. The results of the study are summarized in figure 4.2.

Researcher,2024
The figure 4.2 illustrates the working experience of teachers and head teachers who participated in the study,
categorized into various time frames: less than 5 years, 5-10 years, 11-15 years, 16-20 years, 21-25 years, and 26
years and above. Among the teachers, 12.5% have less than 5 years of experience, indicating a small number of
relatively new professionals. The majority, 50%, fall within the 5-10 years range, suggesting that half of the teaching
staff is in the early to mid-stages of their careers. Additionally, 25% of teachers have 16-20 years of experience,
indicating a smaller proportion of more experienced individuals. Interestingly, no teachers have between 11-15
years, 21-25 years, or over 26 years of experience, reflecting a gap in those experience categories.

For head teachers, working experience distribution shows a much higher level of professional tenure. The majority,
60%, have 11-15 years of experience, demonstrating that most head teachers are in the mid to advanced stages of
their careers. Another 40% have 21-25 years of experience, further underscoring the trend that head teachers are

918
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

more experienced than the teaching staff. There are no head teachers with less than 5 years of experience or in the 5-
10, 16-20, or 26 years and above categories, which highlights a consistent trend of extensive experience among
those in leadership roles.

Figure 4.2:- Working Experience of Respondents.

Working Experience of Respondents

4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
less than 5-10 11- 16- 21- 26 and
5 years years 15years Teacher
20years Head Teachers
25years above

Presentation of Findings
The research focused on identification of factors of the learning environment that influence students’ academic
performance in geography in public day advanced level secondary schools in Nyaruguru district, Rwanda, on
determination of the influence of Classroom seating arrangement on students’ academic performance in geography
in public day advanced level secondary schools in Nyaruguru district, Rwanda, on determination of relationship
between the school teaching environment and students ’academic performance in geography in public day advanced
secondary schools in Nyaruguru district, Rwanda. The initial data was presented in demographic frequencies and
percentages using figures and tables of characteristics of the participants. The research questions were displayed in a
table of means and standard deviations were calculated for pertinent items, while the final data sets were derived
from the interview guides.

Factors of the Learning Environment that Influence Students’ Academic Performance in Geography
The first objective of the study was to identify factors of the learning environment that influence students’ academic
performance in geography in public day advanced level secondary schools in Nyaruguru district, Rwanda. The
statements used to reach to measure this objective were about conducive classroom environment (e.g., lighting,
seating arrangement) to learning geography, the availability of adequate geography textbooks and resources (like
maps and charts), The provision of opportunities for practical learning in geography (field trips, experiments, etc.)
by the school, the availability of technology tools (computers, internet) in learning geography.

Table 4.6:- Students Opinions on the Factors of the Learning Environment that Influence Students’ Academic
Performance in Geography.
SD D N A SA
St.
Statements Fr % Fr % Fr % Fr % Fr % Mean Dev
Our classroom environment
(e.g., lighting, seating
arrangement) is conducive
to learning geography. 14 7.5 90 48.1 0 0.0 78 41.7 5 2.7 2.8396 1.134

919
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

In my school, availability
of geography textbooks and
resources (maps, charts,
etc.) is adequate. 46 24.6 98 52.4 2 1.1 32 17.1 9 4.8 2.2513 1.148
My school provides
opportunities for practical
learning in geography
(field trips, experiments,
etc.). 112 59.9 42 22.5 0 0.0 23 12.3 10 5.3 1.8075 1.242
In my school, the
availability of technology
(computers, internet)
enhances learning in
geography. 22 11.8 67 35.8 7 3.7 47 25.1 44 23.5 3.1183 1.419
Primary data,2024

Nearly half of the students agree that classroom conditions (like lighting and seating) are conducive to learning, a
slight majority express dissatisfaction, indicating that basic classroom needs are met but improvements are needed
for optimal learning. Resource availability is a major concern, with most students reporting inadequate access to
textbooks, maps, and charts, which limits their engagement with geography. Practical learning opportunities, such as
field trips and experiments, are notably scarce, with nearly 60% of students strongly disagreeing that these
experiences are provided. Access to technology is inconsistent, with a divided student response highlighting
disparities in access to computers and internet resources for learning. These findings suggest that addressing
classroom conditions, resource gaps, and practical learning opportunities could significantly enhance students’
geography learning and overall academic engagement.

Table 4.7:-Teachers Opinions on the Factors of the Learning Environment that Influence Students’ Academic
Performance in Geography.
SD D N A SA
St.
Statements Fr % Fr % Fr % Fr % Fr % Mean Dev
My classroom environment
(e.g., seating arrangement,
lighting) in my geography
classes is conducive to
student learning. 0 0.0 0 0.0 0 0.0 0 0.0 8 100.0 5.000 .000
I encourage interactions
with my students, that
stimulate their participation
and questions in geography
classes. 0 0.0 0 0.0 0 0.0 3 37.5 5 62.5 4.625 .517
The physical facilities of
our school (e.g.,
classrooms, libraries)
contribute positively to
students' success in
geography. 2 25.0 4 50.0 0 0.0 0 0.0 2 25.0 2.500 1.603
There is enough geography
learning resources (e.g.,
textbooks, maps) in our
school to support students'
learning in geography. 6 75.0 2 25.0 0 0.0 0 0.0 0 0.0 1.250 .462
Primary data,2024

920
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

Teachers unanimously agree that their classroom environments, including seating arrangements and lighting, are
conducive to learning, suggesting a supportive space for geography instruction. Additionally, there is strong
consensus that interactive teacher-student engagement is promoted, enhancing students' understanding and interest
in the subject. However, perceptions of physical facilities, such as classrooms and libraries, are divided; half of the
teachers feel these are insufficient to support student success. Most teachers express significant dissatisfaction with
the lack of geography resources, such as textbooks and maps, with almost all respondents reporting shortages. This
shortage of resources is seen as a major limitation on students’ ability to fully engage with and understand
geography, underscoring the need for improved resource availability to support effective learning.

Interview guides:
The interview with school head teachers highlights the significant influence of the learning environment on students'
academic performance in geography. Head teachers emphasize that a well-arranged classroom setup with flexible
seating fosters active participation and collaboration, which is essential for a subject like geography that often
involves discussions and interaction. They note that visual aids such as maps and charts spark curiosity and provide
constant reference points. Additionally, the availability of adequate learning resources, including up-to-date
textbooks, atlases, and digital tools like GIS, greatly enriches students' understanding by connecting theory with
real-world geographical phenomena. Effective teaching methods, such as field trips and project-based learning,
further enhance engagement, allowing students to observe and apply concepts first-hand, which supports critical
thinking and problem-solving skills.

The Influence of Classroom Seating Arrangement on Students’Academic Performance in Geography

The second objective of the study was sought to determine the influence of classroom seating arrangement on
students’ academic performance in geography in public day advanced secondary schools in Nyaruguru district,
Rwanda. The statements used to measure this objective were about seating arrangement in geography classroom that
supports effective teaching and learning, encouragement of active participation, seating arrangement that allows
effective collaboration, the seating arrangement and students comfort and ability to learn, classroom atmosphere that
fosters students positive attitude towards geography learning and students’ engagement in geography lessons. Then
the answers were presented in table 4.7 and table 4.8 for students and teachers’ perceptions respectively. The data
collected from student respondents in the study represented in the table 4.7 reveals valuable insights into how
classroom seating arrangements influence students’ academic performance in geography in public day advanced
secondary schools in Nyaruguru district, Rwanda.

Table 4.8:- Students Perception on Influence of Classroom Seating Arrangement on Students’Academic

Performance in Geography.
SD D N A SA
St.
Statements Fr % Fr % Fr % Fr % Fr % Mean Dev
The seating arrangement in
my geography classroom
allows me to see the board
clearly. 8 4.3 28 15.0 0 0.0 27 14.4 124 66.3 4.235 1.265
The seating arrangement in
my classroom encourage to
participate actively in
geography lessons. 13 7.0 17 9.1 3 1.6 112 59.9 42 22.5 3.818 1.096
The seating arrangement
allows me to collaborate
effectively with my
classmates during geography
activities. 0 0.0 18 9.6 10 5.3 68 36.4 91 48.7 4.240 .933
The interactions I have with
my geography teachers
encourage me to participate
and ask questions. 0 0.0 9 4.8 1 0.5 47 25.1 130 69.5 4.593 .737
Primary data,2024

921
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

Most students feel that seating enables clear visibility of the board (80.7% agreement), which is essential for
following lessons effectively. Additionally, a majority of students agree that the seating setup fosters active
participation (82.4%) and supports collaboration with classmates (85.1%), both of which are crucial for learning.
High levels of teacher-student interaction further enhance engagement, with 94.6% of students affirming that teacher
encouragement fosters participation and questioning, positively impacting learning. However, a small group of
students reported issues with visibility and participation due to seating, indicating that adjustments to accommodate
all students could improve learning experiences across the board.

Table 4.9:- Teachers Perception on Influence of Classroom Seating Arrangement on Students’Academic

Performance in Geography.
SD D N A SA
St.
Statements Fr % Fr % Fr % Fr % Fr % Mean Dev
The seating arrangement
in my geography
classroom supports
effective teaching and
learning. 0 0.0 3 37.5 0 0.0 1 12.5 4 50.0 3.750 1.488
The seating arrangement
in my classroom allows
me to provide individual
attention to students who
need extra help in
geography. 1 12.5 2 25.0 0 0.0 3 37.5 2 25.0 3.375 1.505
My students are able to
interact and collaborate
with their peers effectively
due to the seating
arrangement in geography
class. 1 12.5 4 50.0 0 0.0 3 37.5 0 0.0 2.625 1.187
The overall atmosphere I
create in my geography
classes fosters a positive
attitude towards learning
among students. 0 0.0 1 12.5 0 0.0 2 25.0 5 62.5 4.375 1.060
My students’ engagement
in geography lessons is
enhanced by the classroom
seating arrangement. 1 12.5 1 12.5 0 0.0 2 25.0 4 50.0 3.875 1.552
Primary data,2024

While some teachers feel that the seating layout supports effective teaching, individualized attention, and student
engagement, a significant portion believes it could be improved, particularly to facilitate peer collaboration. Half of
the teachers feel the current arrangement limits student interaction during geography activities, a factor crucial for
understanding through group work. Most teachers agree that they create a positive classroom atmosphere conducive
to learning, though they suggest that adjustments to seating arrangements could further enhance both individual
support and collaborative opportunities, potentially boosting academic performance in geography.

Interview guides:
During interview guideHead teachers highlighted the positive impact of interactive teaching methods and flexible
seating arrangements on student engagement and academic performance in geography. Teachers employ group
discussions, debates, and presentations to foster a collaborative environment, encouraging students to actively
participate and think critically about geographical concepts. By connecting lessons to real-world issues like climate
change and using visual aids and technology, teachers make geography more relevant and engaging. Additionally,
they promote student-centered learning through independent research and project-based activities, which build

922
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

confidence and communication skills. Flexible seating arrangements, such as clusters or U-shapes, are tailored to
support geography's interactive nature, allowing teachers to provide personalized attention and facilitate group work.
This setup encourages both student-teacher interaction and peer collaboration, enhancing comprehension and
making geography classes more dynamic and effective.

The Relationship Between Teaching Environment and Students’ Academic Performance in Geography
The third objective of the study aimed to determine the relationship between the school teaching environment and
students ‘academic performance in geography in public day advanced secondary schools in Nyaruguru district,
Rwanda. The statements used to measure the third objective of the study focused on teachers’ understanding of
challenges and problems students face in learning geography subject and provision of necessary support, the interest
of school administration and teachers in students future academic and career success, the level of order and
discipline maintained in the schools and school's infrastructures that facilitate learning and success. Then the
answers were presented in table 4.9 and table 4.10 for students and teachers’ perceptions respectively.

Table 4.10:-Perception of Students on The Relationship Between Teaching Environment and Students’ Academic
Performance in Geography.
SD D N A SA
St.
Statements Fr % Fr % Fr % Fr % Fr % Mean Dev
My geography teacher
understands the challenges
and problems I face in
learning the subject and
provides necessary
support. 5 2.7 13 7.0 0 0.0 43 23.0 126 67.4 4.454 .995
My school administration
and my teachers show
genuine interest in my
future academic and
career success in
geography. 2 1.1 15 8.0 7 3.7 51 27.3 112 59.9 4.369 .960
The level of order and
discipline maintained in
the school helps create a
learning environment
where I can focus on
improving my
performance in
geography. 77 41.2 24 12.8 3 1.6 57 30.5 26 13.9 2.631 1.585
My school's infrastructure
facilitates learning and
conducive to success in
geography. 108 57.8 51 27.3 9 4.8 9 4.8 10 5.3 1.727 1.109
Primary data,2024

The study on the relationship between the school teaching environment and students' academic performance in
geography in Nyaruguru district reveals mixed insights from student respondents. Students generally feel well-
supported by their geography teachers, with 90.4% acknowledging their teachers' responsiveness to their learning
challenges, fostering positive teacher-student relationships that enhance engagement and motivation. Additionally,
87.2% of students believe that both teachers and school administration are invested in their academic and career
success, creating a motivating atmosphere that supports academic performance. However, perceptions of school
discipline and infrastructure are more varied. While some students find school discipline helpful, others feel it may
not effectively support their learning, with a mean score of 2.631 and high variation in responses. Infrastructure
receives largely negative feedback, as most students (85.1%) feel their school's physical environment is inadequate
for geography learning, citing issues like poor classroom conditions and limited resources, which likely hinder

923
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

academic performance. Overall, the findings suggest a need for improved infrastructure and consistent disciplinary
practices to create a more conducive learning environment in geography.

Table 4.11:- Perception of Geography Teachers on The Relationship Between Teaching Environment and Students’
Academic Performance in Geography.
SD D N A SA
St.
Statements Fr % Fr % Fr % Fr % Fr % Mean Dev
I understand the
challenges and problems
my students face in
geography, and I adjust
my teaching methods to
help them succeed. 0 0.0 0 0.0 0 0.0 0 0.0 8 100 5.000 .000
The school
administration and I
actively show concern
for students' future
academic and career
success in geography. 0 0.0 2 25.0 0 0.0 4 50.0 2 25.0 3.750 1.164
The level of order and
discipline maintained in
our school enhances the
teaching and learning
process in geography
classes. 3 37.5 2 25.0 0 0.0 3 37.5 0 0.0 2.375 1.407
The cleanliness and
organization of the
school environment
create a positive setting
that contributes to
students' focus and
success in geography. 1 12.5 4 50.0 1 12.5 2 25.0 0 0.0 2.500 1.069
My school's
infrastructures (e.g.,
classrooms, libraries) are
adequately maintained
and support students'
academic success in
geography. 4 50.0 1 15.5 0 0.0 1 12.5 2 25.0 2.500 1.851
Primary data,2024

The study reveals that while geography teachers in Nyaruguru district demonstrate a strong commitment to
supporting students' academic and career aspirations, there are significant concerns regarding school discipline,
cleanliness, and infrastructure. Most teachers acknowledge their role in fostering students' success, but varied
responses show that inconsistencies in how this support is conveyed could impact students' motivation. Similarly,
mixed perceptions of school discipline—where some teachers see it as conducive to learning while others find it
disruptive—suggest that a more uniform disciplinary approach could improve the learning environment.
Furthermore, many teachers feel that inadequate cleanliness and organization in the school setting hinder student
focus, and insufficient infrastructure, such as poorly maintained classrooms and libraries, limits effective geography
learning. Addressing these issues in school management, particularly in resource-limited areas, could strengthen the
educational environment and better support academic performance in geography.

In an interview conducted with head teachers to assess the relationship between the school teaching environment
and students' academic performance in geography at public day advanced secondary schools in Nyaruguru district,

924
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

Rwanda, the majority emphasized the critical importance of the physical environment in enhancing student
outcomes. Head teachers highlighted that their school's infrastructure is tailored to foster a conducive learning
atmosphere, featuring well-ventilated classrooms, ample natural light, and comfortable seating arrangements that
minimize distractions. They noted that spacious classrooms prevent overcrowding, which is essential for student
concentration and engagement, particularly in interactive subjects like geography. Furthermore, access to specialized
facilities, such as science labs, computer rooms, and well-stocked libraries, is crucial for supporting academic
performance, offering resources like maps and technology that enrich the learning experience. Head teachers also
mentioned the significance of quiet study areas and collaborative spaces for group work, as well as well-maintained
outdoor environments that facilitate experiential learning and recreational activities. Overall, they believe that a
well-designed physical environment plays a vital role in promoting both academic achievement and personal
development among students.

Correlation Analysis
This study examined two factors: learning environment as the independent variable and students’ academic
performance in geography as the dependent variable. The main focus was on exploring the correlation between the
educational atmosphere of schools and the academic achievement of students in geography in public day advanced
secondary schools in Nyaruguru district, Rwanda.

Table 4.12:- Correlation of Variables.

Statements

School learning Students’ academic

environment performance in geography
School learning Pearson Correlation 1 .924**
environment Sig. (2-tailed) .000
N 187 187
Students’ academic Pearson Correlation .924** 1
performance in geography Sig. (2-tailed) .000
N 187 187
**. Correlation is significant at the 0.01 level (2-tailed).
Primary data,2024

The table 4.11 presents the correlation between the school learning environment and students' academic
performance in geography, based on a sample of 187 observations. The Pearson Correlation coefficient between the
two variables is 0.924, indicating a very strong positive correlation. This suggests that improvements in the school
learning environment are strongly associated with higher academic performance in geography. A correlation
coefficient close to 1 show that as the quality of the learning environment increases, students' performance in
geography tends to improve significantly.

The Sig. (2-tailed) value of 0.000 indicates that the correlation is statistically significant at the 0.01 level. This
means that there is less than a 1% probability that this correlation occurred by chance, thus confirming that the
relationship between the school learning environment and geography performance is highly reliable and not random.
The significance level underscores the importance of the learning environment in influencing students' academic
outcomes in geography. The strong and statistically significant correlation observed in the table highlights the
critical role that the learning environment plays in shaping students' academic success in geography. Factors such as
classroom organization, availability of learning resources, and teaching methods are likely contributing to this
relationship. Schools looking to enhance geography performance should focus on improving these elements to create
a more supportive and effective learning environment.

Regression Analysis
The primary purpose of regression analysis is to determine how the dependent variable changes as the independent
variable(s) change. It helps in understanding the strength and nature of the relationships between variables and is
often used to make predictions or forecasts.

925
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

Table 4.13:- Regression Analysis Model Summaryb

Std. Error of the
Model R R Square Adjusted R Square Estimate Durbin-Watson
a
1 .926 .912 .912 .43607 .374
a. Predictors: (Constant), Learning environment
b. Dependent Variable: Students’ academic performance
Primary data,2024

The table 4.12 presents the results of a regression analysis examining the relationship between the learning
environment (predictor) and students’ academic performance (dependent variable). The R value of 0.926 indicates a
very strong positive correlation between the learning environment and academic performance. The R square (0.912)
shows that 91.2% of the variance in students' academic performance can be explained by the learning environment,
suggesting a highly predictive model. The adjusted R square (0.912) is consistent, indicating that the model is not
overfitting. The standard error of the estimate (0.43607) reflects the average distance between observed and
predicted values, and the Durbin-Watson statistic (0.374), which is quite low, may suggest some level of
autocorrelation in the residuals, which would require further investigation. Overall, the model demonstrates a strong
relationship between the learning environment and students’ academic performance.

Numerous studies have established that the learning environment is a critical factor in student achievement.
Research by Fraser (2018) and later studies consistently indicate that a positive learning environment, characterized
by adequate resources, supportive teacher-student interactions, and minimal disruptions, strongly correlates with
higher academic performance. The R value of 0.926 in this model aligns with this evidence, showcasing a strong
relationship between these variables.

Conclusion and Recommandations:

Conclusion:
In conclusion, this study examined the impact of the learning environment on students' academic performance in
geography in public day advanced secondary schools in Nyaruguru District, Rwanda. Focusing on factors within the
learning environment, classroom seating arrangements, and the overall teaching environment, the study identified
significant elements that influence students' success in geography. The findings indicate that the learning
environment in these schools substantially affects students’ academic performance. Specific factors, such as access
to geography resources, classroom lighting, and ventilation, were found to enhance students’ focus and engagement,
thus positively influencing performance. The study also highlighted that seating arrangements play a critical role;
classrooms organized to foster collaborative learning and clear teacher-student visibility contributed to improved
academic outcomes. Furthermore, a positive correlation was observed between the broader teaching environment—
comprising teacher support, instructional materials, and conducive school infrastructure—and higher student
achievement levels in geography.

These insights underscore the importance of creating well-structured and resource-equipped learning environments
to support academic success in geography and similar subjects. Improving these conditions in public day secondary
schools in Nyaruguru and similar districts may help bolster students' performance, thereby contributing to their
overall educational development.

Recommendations:
Based on the findings of the study the following recommendations were made to improve students' academic
performance in geography, educational planners should prioritize enhancing school infrastructure and learning
resources, particularly in rural areas like Nyaruguru. This includes providing well-lit, spacious, and ventilated
classrooms, along with modern tools such as maps, globes, and GIS technology to support geography instruction.
Policymakers should ensure equitable resource allocation and fund improvements in school facilities while
promoting teacher professional development for innovative and resourceful teaching methods. School leaders should
create collaborative, student-centered classroom layouts and assess the learning environment regularly. Teachers are
encouraged to adopt interactive methods like group discussions, field trips, and project-based learning to engage
students effectively, while stakeholders, including parents and communities, should actively support improvements
and advocate for optimal learning conditions.

926
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

References:
1. Anderson, J., & Reid, E. (2015). Classroom climate and its impact on student engagement and academic
performance. Journal of Educational Psychology, 107(2), 446-457.
2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
3. Barrett, P., Zhang, Y., Davies, F., & Barrett, L. (2015). The impact of classroom design on pupils' learning:
Final results of a holistic, multi-level analysis. Building and Environment, 89, 118-133.
4. Barrett, P., Zhang, Y., Moffat, J., &Kobbacy, K. (2023). A holistic, multi-level analysis identifying the impact
of classroom design on pupils' learning. Building and Environment, 59, 678-689.
5. Bland, J. M. and Altman, D. G. (2014). Correlation, regression and repeated data. British Medical
Journal 308, 896.
6. Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers
and designers of multimedia learning (4th ed.). Wiley.
7. Deci, E. L., & Ryan, R. M. (2015). Intrinsic motivation and self-determination in human behavior. Plenum.
8. Duffy, T. M., & Jonassen, D. H. (Eds.). (2018). Constructivism and the technology of instruction: A
conversation. Lawrence Erlbaum Associates.
9. Earthman, G. I. (2022). School facility conditions and student academic achievement. Los Angeles: UCLA’s
Institute for Democracy, Education, and Access.
10. Earthman, G. I. (2014). Prioritization of 31 criteria for school building adequacy. American Civil Liberties
Union Foundation of Maryland.
11. Ebisuzaki, W. (2017). A method to estimate the statistical significance of a correlation when the data are
serially correlated. Journal of climate, 10(9), 2147-2153.
12. Efron, B. (2017). Correlation and large-scale simultaneous significance testing. Journal of the American
Statistical Association, 102(477), 93-103.
13. Evertson, C. M., & Weinstein, C. S. (2016). Handbook of classroom management: Research, practice, and
contemporary issues. Lawrence Erlbaum Associates.
14. Fisher, D. L., & Fraser, B. J. (2021). Validity and use of personal-social indicators in the assessment of
classroom environments. Journal of Educational Psychology, 73(3), 327-337.
15. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2014). School engagement: Potential of the concept, state of
the evidence. Review of Educational Research, 74(1), 59-109.
16. Gay, G. (2022). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
17. Ghauri, P. (2014). Designing and conducting case studies in international business research. Handbook of
qualitative research methods for international business, 1(1), 109-124.
18. Government of Rwanda. (2017). National strategy for transformation (NST1). Kigali: Government of Rwanda.
19. Habarurema, I., & Munyakazi, C. (2018). Teacher qualification and pedagogical practices as predictors of
geography performance in secondary schools: A case of Nyaruguru district, Rwanda. International Journal of
Education and Research, 6(5), 101-112.
20. Harris, J., Mishra, P., & Koehler, M. (2019). Teachers' technological pedagogical content knowledge and
learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology
in Education, 41(4), 393-416.
21. Hattie, J. (2019). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
22. Higgins, S., Xiao, Z., &Katsipataki, M. (2018). The impact of digital technology on learning: A summary for
the Education Endowment Foundation. Durham University.
23. Hughes, R., & Kwok, L. (2018). Teacher support and instructional clarity: Effects on student motivation and
achievement. Journal of Educational Research, 111(3), 276-289.
24. Kim, S., & Park, H. (2021). Teacher-student interactions and academic performance in geography: Evidence
from middle schools. Journal of Educational Psychology, 113(1), 78-92.
25. Larkin, J. H., & Simon, H. A. (2017). Why a diagram is (sometimes) worth ten thousand words. Cognitive
Science, 11(1), 65-100.
26. Leithwood, K., & Jantzi, D. (2016). Transformational school leadership effects: A replication. School
Leadership & Management, 26(4), 349-366.
27. Maniraguha, E., &Ndizeye, P. (2019). Classroom environment and student engagement in geography learning:
A case study of day public secondary schools in Nyaruguru district, Rwanda. Journal of Education and Practice,
10(6), 67-78.
28. Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2013). Classroom management that works: Research-based
strategies for every teacher. ASCD.
29. Mayer, R. E. (2021). Multimedia learning. Cambridge University Press.

927
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

30. Mayer, R. E. (2015). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook
of multimedia learning (pp. 31-48). Cambridge University Press.
31. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2019). Evaluation of evidence-based practices in
online learning: A meta-analysis and review of online learning studies. US Department of Education.
32. Ministry of Education and Sports. (2018). Education sector performance report. Kampala: Ministry of
Education and Sports.
33. Ministry of Education. (2019). Annual education statistics report. Kigali: Ministry of Education.
34. Mugisha, A. (2019). Impact of learning environment on academic performance in Africa. African Journal of
Education Studies, 14(2), 123-145
35. Mukaka, M. M. (2022). A guide to appropriate use of correlation coefficient in medical research. Malawi
medical journal, 24(3), 69-71.
36. Munyengabe, J., et al. (2021). Impact of digital learning technologies on geography performance in day public
secondary schools: Evidence from Nyaruguru district, Rwanda. International Journal of Educational
Technology in Higher Education, 18(1), 1-18.
37. Mwesigye, F., &Ngiruwonsanga, J. (2020). The role of school climate in students’ academic performance in
Rwanda. Journal of Education and Practice, 11(12), 45-56.
38. Ndayambaje, I., & Nkurunziza, J. (2021). Assessing the influence of learning environment on students’
academic performance in Rwanda. Rwandan Journal of Education, 8(1), 56-72.
39. Nguyen, T., & Tran, H. (2020). Digital learning tools and academic outcomes in geography education: A study
of high school students. Computers & Education, 150, 1-12.
40. Ngware, M. W., Oketch, M., & Ezeh, A. C. (2018). Quality of primary education inputs in urban schools:
Evidence from Nairobi. Education and Urban Society, 45(2), 255-274.
41. Niyonsenga, J., &Rugira, J. (2022). Socio-economic status and academic achievement in geography among
secondary school students in Nyaruguru district, Rwanda. Journal of Geography, 120(3), 345-358.
42. Nzeyimana, F., &Uwamahoro, D. (2017). Factors influencing academic performance in geography among
secondary school students: A case study of Nyaruguru district, Rwanda. African Educational Research Journal,
5(2), 45-58.
43. Organization for Economic Cooperation and Development (OECD). (2018). The learning environment and
student outcomes: A global perspective. Paris: OECD Publishing.
44. Osterman, K. F. (2020). Students' need for belonging in the school community. Review of Educational
Research, 70(3), 323-367.
45. Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational
Psychologist, 50(4), 258-283.
46. Proshansky, H. M. (2018). The city and self-identity. Environment and Behavior, 10(2), 147-169.
47. REB. (2020). Annual report on education quality and standards. Kigali: Rwanda Education Board.
48. Ryan, R. M., & Deci, E. L. (2020). Self-determination theory and the facilitation of intrinsic motivation, social
development, and well-being. American Psychologist, 55(1), 68-78.
49. Savery, J. R., & Duffy, T. M. (2015). Problem based learning: An instructional model and its constructivist
framework. Educational Technology, 35(5), 31-38.
50. Skinner, E. A., & Belmont, M. J. (2013). Motivation in the classroom: Reciprocal effects of teacher behavior
and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.
51. Sweller, J. (2018). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-
285.
52. Tanner, C. K. (2019). What factors influence college classroom incivility? College Student Journal, 43(1), 74-
80.
53. Taylor, M., et al. (2019). Technology integration and its impact on student engagement and academic
achievement. Computers & Education, 134, 1-12.
54. UNESCO. (2017). Education for all: Challenges and opportunities in East Africa. Paris: UNESCO Publishing.
55. Vygotsky, L. S., van der Veer, R. E., Valsiner, J. E., & Prout, T. T. (2018). The Vygotsky reader. Basil
Blackwell.
56. Uwezo. (2016). Are our children learning? The state of education in Kenya, Tanzania and Uganda. Nairobi:
Uwezo. Mugisha, A. (2019). Impact of learning environment on academic performance in Africa. African
Journal of Education Studies, 14(2), 123-145.
57. Wentzel, K. R., & Wigfield, A. (2018). Academic and social motivational influences on students' academic
performance. Educational psychology review, 10, 155-175.

928
ISSN: 2320-5407 Int. J. Adv. Res. 12(10), 911-929

58. Westera, W. (2021). Educational technology in European schools: Learning and teaching perspectives.
Springer.
59. Wong, S., et al. (2020). Peer relationships and collaborative learning in tertiary education: Effects on student
satisfaction and retention. Studies in Higher Education, 45(5), 891-907.
60. World Bank. (2018). Tanzania education sector analysis: Beyond primary education, the quest for balanced and
efficient policy choices for human development and economic growth. Washington, DC: World Bank.
61. Wubbels, T., & Levy, J. (2013). Do you know what you look like? Interpersonal relationships in education.
Psychology Press.

929