Learning environment and performance in Biology of students in UCE in government aided schools central Kampala, Uganda

Abstract

The learning environment in secondary schools encompasses various components such as teachers, facilities, and instructional settings and it plays a pivotal role in influencing academic performance. This study established the relationship between the three dimensions of the learning environment i.e., students' perceptions of their teachers, students' self-perception, and the learning atmosphere and performance of biology in UCE in secondary school in Kampala City. Data was collected from a sample of 243 students who were in senior five (S.5) selected from four strategically chosen schools in Central Kampala, using a self-administered questionnaire. The relationship between the three dimensions of learning environment: students' perceptions of their teachers, students' self-perception, and the learning atmosphere and performance in Biology was established by computing a correlation coefficient and the chi-square using the social statistical package (SSP). The statistical analysis conclusively revealed that all three dimensions under scrutiny—students' perception of teachers, self-perception, and the learning atmosphere—hold profound significance, with a p-value < 0.000, distinctly underscoring their effect on Biology performance. This compelling evidence led to the unequivocal rejection of the null hypotheses across all dimensions. Based on these findings, a set of strategic recommendations emerges. Educators are urged to fortify their expertise in the field of Biology, thereby enhancing the quality of instruction. Furthermore, the cultivation of an inclusive and nurturing learning environment, particularly during Biology lessons, is underscored as pivotal in generating a positive impact on Biology performance. The confluence of these recommendations reflects a strategic pathway toward optimizing the learning environment's effect on academic excellence.