Effect of Classroom Environment On Education

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Impact of classroom environment on academic performance of secondary level students
CHAPTER 1
INTRODUCTION
School is a place where students get together for the purpose of learning and
spend most of their time. After home school is the institute and first place outside home
where former learning of a child takes place. Schools play a very important role in the
development of a child’s personality. It helps in character building, moral development
and also enhances the students intellectual abilities and skills. Schools provide students
with formal education. The more facilities it provides, more genuine and smooth learning
will takes place. School building is very important in this regard. If the school is neat and
clean, has playground for students, enough classrooms and is equip with proper
infrastructure facilities then the mental abilities of the students may be different from
students in the schools that are untidy and lack proper facilities. So it is very important to
provide students with good environment and facilities that are conducive to learning.
Schools are expected to produce good citizens who know about their culture, values,
traditions and most importantly their rights and responsibilities.
Many researches and studies have already been conducted in this regard.
According to Farombi (1998) students’ academic performance can be influenced
negatively due to school environment if that environment lacks good climate, physical
facilities, material for instructions, good quality teaching, and location of the school and
classroom size according to number of students. Akande (1995) said in his studies that
learning occurs when a person interacts with his environment. With environment he
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means all facilities that are available to facilitate the learning outcome of the students.
These may include audio-visual aids, books, classroom size, sitting arrangements,
chalkboards and tables and chairs available to students. Abenga (1995) said that poor
environmental condition reduces the intelligence scores whereas a good environmental
condition leads to higher these scores. An academic condition here simply means the
scores of the students that they achieved in their exams.
In schools, classrooms perform an important role in teaching learning process. It
is a place where a group of students get together in a room for achievement of common
goal. It is a place where collective instructions are delivered from teacher to students. In
classroom students from different areas with different backgrounds come in close contact
with each other, so individual differences exist. They learn a lot from their surrounding
and the environment given to them. So the environment of the classroom is of prime
importance. It affects students’ performance in many ways. Students’ academic
performance directly or indirectly gets affected with the environment. So it is very
important to provide students with good and comfortable environment. The students
provide with good environment may have good academic performance as compared to
those with bad environment. Classroom environment may include size of classroom,
number of students in class, sitting arrangement, proper lightening and ventilation,
furniture quality, room temperature, cleanliness, discipline and student teacher
interaction.
Dunn (1985) in his research said that classroom lightening develops aesthetic
sense among students as well as teachers. So availability of proper lightening is very

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important factor for teaching learning process. According to Onukwo (2004) disturbing
and noisy environment of classroom produces poor performance of the students, whereas,
friendly and calm environment results in good performance of the students. So it is
essential to provide students with the environment that is conducive to teaching-learning
process. (Fisher2001, Hurst 2005) found in their studies that student’s outcome is
significantly positively related to the conditions such as classroom technology,
temperature, students comfort and lightening. Students provided with these conditions
performed very well in their schools as compared to those students who were not
provided with these facilities. Also the behavior and the attitude of the students were
significantly related to the above mentioned factors.
Discipline of the teacher in the classroom is also important aspect of the
classroom environment. Maintenance of discipline in the classroom by the teacher is of
prime importance today. According to Chichi (2001), discipline is the act of orderliness,
obedience and maintenance of proper subordination among employees and a check or
restraint on the liberty of individual. It is the training that correct, moulds and
strengthens the individual behavior. Adeyemo, (2005), notes that there is wide spread
violation of teaching ethics which are capable of obstructing the smooth functioning of
the school system and thereby affect students academic achievement.
Student-teacher interaction is also a part of classroom environment and can affect
the academic performance of the students significantly. The experience of the students in
the classrooms helps them to develop their social, academic and behavioral skills. Their
academic success is predicted with the help of quality and level of interaction that they
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have with their teachers (Piñata, Steinberg and Rollins, 1995). Many researches had been
conducted on this issue and they found that the way teacher treats his students in the class
significantly affect their performance in the classroom. If teacher try to talk to students,
help them solve their problems and if students find it easy and comfortable to share their
ideas and problems with their teacher than it will bring positive change in students
behavior as well as their academic performance.
The purpose of this study was to analyze the impacts of classroom environment
i.e. physical environment as well as intangible environment like student teacher
interaction and teacher’s discipline on the academic performance of the secondary level
students in Wah Cantt.
1.1 Statement of the Problem
The purpose of the study was to examine the impact of classroom environment on
the academic performance of the secondary level students in Wah Cantt. Therefore, the
statement of the problem was designed as “Impact of classroom environment on the
academic performance of the secondary level students in Wah Cantt.”
1.2 Objectives of the Study
The objectives of the study were
1. To find out the effect of school environment on the academic performance of the
students at secondary level in Wah Cantt.

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2. To examine the impact of classroom physical facilities on academic achievement
of secondary level students in Wah Cantt.
3. To investigate the influence of teachers’ discipline of classroom on students’
performance.
4. To determine the extent to which the level of teacher-student interaction can
affect the academic performance of the students.
5. To suggest recommendations for the improvement of the performance of the
students at secondary level in Wah Cantt.
1.3 Research Questions:
Following were the research questions designed for the study:
1. How does the school environment affect the academic performance of the
secondary level students in Wah Cantt?
2. What is the impact of classroom physical facilities on academic achievement of
students at secondary level in Wah Cantt?
3. How the discipline of the classroom by the teacher influences the students
learning?
4. What are the impacts of student-teacher interaction on the academic performance
of the students?
1.4 Significance of the Study:
It is hoped that the study will help parents, teachers and school administrators to
understand the importance of good school and classroom environment. This study will
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provide information to teachers, parents and school administrators about the factors that
affect the learning of the students in the classroom. The study will help them to overcome
the negatively affecting factors and to encourage and promote conducive learning
environment. The study will also be significant to increase the awareness of the teachers,
parents, students and society about the importance of physical environment of classroom
and schools, quality of student-teacher interaction and discipline maintenance for the
better learning of the students.
1.5 Limitations of the Study:
There were certain limitations in undertaking this research work. As it is understood that
limitations are part of the project, they have been overshadowed by the benefits of the study.
 The survey conducted may not be considered as comprehensive as only limited
samples were contacted because of time constraint.
 The questionnaire was translated to Urdu language to make the respondents’
understand better the purpose of the study and the questions they were suppose to
answer, so there may be biasness in their responses.
 The participants were so hesitant to take part in the research process and responding
to the questionnaire.
 The researcher visited only 6 schools to get the responses due to limited time. That
may not be enough according to the population of the area.
 The researcher included only a few components of the classroom environment to
be observed, it was done due to limited time availability.
 Only students of class 9th and 10th were included in the research work as samples.
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 Only volunteers were included in research work and researcher did not forced
anyone to respond to the questionnaire.
1.6 Research Methodology:
The research methodology includes the components like research design,
population, sample and sampling technique, research instrument, data collection and
analysis procedure.
1.6.1 Population:
All students of secondary level schools in Wah Cantt were the population of this
research study.
1.6.2 Sampling technique:
In this research, 6 secondary school principals were approached and the
researcher explained the purpose of research to them. Sample size was 70. Students were
introduced to the research problem, only voluntarily students became part of sample for
research work. Random sampling technique was used to select samples from the targeted
population and the schools were also selected randomly from the targeted population.
1.6.3 Sample:
A sample is a subset of a population selected to participate in the study, it is a
fraction of the whole, selected to participate in the research project (Brink, 1996; Polit
and Hungler, 1999). In this research the sample were the secondary level students from 6
randomly selected schools of Wah Cantt. Students were also randomly selected.
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1.6.4 Research design:
Research design refers to a strategy for carrying out the study or the plan that guides
the researcher during the study (Mugenda & Mugenda 1999).
An attempt was made to study the impact of classroom environment on the academic
performance of the secondary level students. So the dependent variable (DV) was the
academic performance and the independent variables (IV) were school environment,
classroom physical facilities, teacher’s discipline and students-teacher interaction. All
these factors are the part of classroom environment.The research design used for this
study was survey research method. Questionnaires were used to collect data from the
samples.
1.6.5 Research instrument:
The research instrument that was used for this research study was questionnaire.
A close ended questionnaire was designed for this research so that respondents do not
feel it difficult to fill it and it don’t take long time for them to fill it. Questionnaire was
designed in such a way that each independent variable had its own section of questions.
Close ended questionnaire were designed and Likert scale was used for the purpose of
research. It comprised of total 18 items with five options from strongly agree to strongly
disagree. (Appendix A)
1.6.6 Data Collection:
Data was collected with the help of questionnaires. 6 secondary school principals
were approached and the researcher explained the purpose of research to them. Then the
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researcher distributed the questionnaire randomly among the volunteer samples. All
respondents filled the questionnaires completely.
1.6.7 Data Analysis:
The data was analyzed using simple descriptive statistics of mean and standard
deviation of the variables. The data gathered through the questionnaires was also
subjected to frequency counts. It means that for every individual question the subjects’
responses were added together to find out the highest frequency of occurrence. After that,
the quantified responses to the questions were converted and presented in percentage
form. The analysis was presented in tabular and chart/graph form.
1.7 Definitions of the Key Terms:
1.7.1 Conceptual Definitions:
School Environment:
Environment means location of school, building, furniture, sporting facilities,
cleanliness, instructional material, equipments and quality of teaching. (Nwangwu, 1990).
Academic Performance:
Academic performance includes both curricular and non curricular performance
of the students and it indicates the learning outcomes of the students (Mehta, 1996).
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Physical facilities:
Physical facilities include different things like size of classroom, number of desks,
lightening and electricity supply, ventilation quality and sitting arrangement etc. (Oni
(1992) and Hallak (1990).
Teacher discipline:
Teacher discipline means the act of maintaining order, subordination and
obedience among students. It also includes the check and restrictions on the liberty of
individual in order to change, correct and strengthen the behavior (Chichi, 2001).
Student teachers interaction:
Student teacher interaction means real-time behavioral exchanges of two or more
participants (e.g., teacher–student or student–student) (Markey, Lowmaster, & Eichler,
2010).
Classroom Environment:
Classroom characteristics, such as class composition, student and teacher
characteristics, student interactions with peers and teachers, classroom values, and
classroom beliefs all influence student academic development.( Pianta, LaParo, Payne,
Cox, & Bradley, 2002).
1.7.2 Operational Definitions:

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School Environment:
By school environment the researcher means all the factors that contribute to or
hinders the learning of the students. It is operationally defined on the basis of simple
descriptive statistics of mean and standard deviation of the items 1-3 to answer the
question.
Physical facilities:
It is operationally defined on the basis of simple descriptive statistics of mean and
standard deviation of the items 4-9 to answer the question. It was also measured by using
the frequency counts for each response by the respondents.
Teacher discipline:
standard deviation of the items 10-12 to answer the question. It was also measured by
using the frequency counts for each response by the respondents.
Student teachers interaction:
standard deviation of the items 13-18 to answer the question. It was also measured by
using the frequency counts for each response by the respondents.

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Academic Performance:
It is operationally defined on the basis of overall mean and standard deviation of
all items. It was also measured by using the frequency counts for each response by the
respondents.
Classroom Environment:
By classroom environment the researcher means physical facilities, school
climate, teacher discipline and student teacher interaction.

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CHAPTER 2
LITERATURE REVIEW
2.1: School Climate
According to the views of Onukwo (2004), noisy and disturbing environment
produce students’ poor performance while on the other side, students’ friendly and safe
school environment effectively produce better students’ performance. Gagne (1997)
states that environment for the child includes a host of structures such as buildings,
furniture’s, equipments, instructional materials, the teachers, the peer group and other
people involved in the development of a child.
Nwangwu (1990) gave the characteristics of school environment to include school
buildings, classrooms, furniture’s, playgrounds, sporting facilities, laboratories, libraries
and equipments which aid the teachers in effective delivery of lesson. Freiberg, Driscoll
and Knights (1999) observed that some of the notable factors that may influence
students’ academic achievement in secondary schools are; school climate, instructional
materials, discipline, physical facilities, teacher quality, type of location of school and
class size. This is because, schools with a good and conducive environment that has the
best type of teachers, instructional materials and physical facilities will produce better
school leavers with high achievement.
According to Freibery (1998), school climate promotes effective teaching and
multiple activities of teachers which then creates better understanding and achievement
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level of students So we can conclude that positive school climate yields improvements in
educational and psychological outcome while on the other side, a bad school climate
results in the prevention of effective teaching learning process.
In a research Hayness and Corner (1993) mentioned that positive and supportive
to cultural aspects environment in urban school promoted significantly students’
academic success. Furthermore, better school climate improves students’ performance in
all demographic environments.
2.2: Physical Facilities
According to NACECE (1995, 2000) Furniture and equipment should be
appropriate for the size and age of the children. The type of furniture provided in a pre-
school has a great influence on the physical development of children. It can affect their
posture and the extent of fatigue they are exposed to. The furniture can also influence
how they play and learn.
Landau (2004) said in his research that furniture should be arranged so that
appropriate traffic patterns can be formed and all materials are easily accessible. In order
to create more space in a classroom for appropriate traffic patterns, desks can be arranged
in groups. This becomes more welcoming and helps students with disabilities because
they can move or be moved more easily around the room. With the desks set up in
groups, teachers are also able to move through the classroom more easily in order to
monitor student behavior. Arranging the students' desks in clusters can also create an
environment in which students feel comfortable to work cooperatively with their peers
and ask them for help if they need it.

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Stewart, Evans and Kaczynski (1997) argue that "an orderly and attractive
environment can have a positive effect on behavior by improving the level and quality of
student interactions, so teachers and students carry out activities efficiently without
excessive noise or interruption"
According to Catherine et al (2009) the tables and desks should be arranged
properly to allow easy movement, group work, play and management of group behavior.
The arrangements should enable children to have a clear view of each other. For a teacher
to organize the classroom, he/she should pay attention to the physical sitting arrangement
(how the tables, chairs and benches have been arranged). Further, Catherine et al (2009)
stated that it is important to provide adequate and appropriate furniture. It should be
borne in mind that young children are active, curious and cannot sit still for long periods.
They are energetic and their bodies are growing fast. Therefore, the furniture and
equipment provided should be designed in such a way that they support their healthy
development, for children who are healthy perform better in school.
According to NACECE (1990) buildings should be adequately ventilated and
should have enough light. A classroom with poor ventilation creates a high chance for the
spread of air borne diseases such as tuberculosis according to the Ministry of Public
Health and Sanitation and its sponsor, The Global Fund through campaign stickers.
According to Hallak (1990), facilities form one of the potent factors that
contribute to academic achievement of students in the school system. They include the
school buildings, classroom, accommodation, libraries, laboratories, furniture,
recreational equipment, apparatus and other instructional materials. He went further to
say that their availability, relevance and adequacy contribute to academic achievement of
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students. He however, quickly added that unattractive school buildings and overcrowded
classrooms among others contribute to poor academic achievement of the students in
primary and other levels of education
2.3: Teacher’s Discipline
Mafabi (1993) said that, success can only be achieved in school when teachers
shows good example of time management. Though the practice in most of the primary
schools is that, school activities seem not to respect the designed time table. He further
stated that punctuality is most a times not observed by teachers, head teachers and non-
teaching staff in an educational institution, as part of the efforts toward academic
excellence.
According to Whitaker (2004), the main factor in the classroom is not the
student, but the teacher. Great teachers have high expectations for their students, but even
higher expectations for themselves. These teachers recognize the importance of
connecting with their students, that if they are unable to connect with them emotionally
then it is impossible to effect there mind (2004).
According to Okeke (2004) indiscipline among teachers are their acts of
behaviour that affects effective teaching and learning as well as result to retarding
students’ academic achievement. Common indiscipline behaviour by teachers include;
absenteeism from school and lesson, lateness, non-preparation of lesson notes, failure to
mark students exercise books, non-completion of school records such as diaries, registers,
student results and involvement in examination malpractices. These are serious threat to
students’ academic achievement, because teachers are the expected professionals,

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entrusted with the responsibility to conserve the future and destiny of the students as well
as the nation.
According to Anyamebo (2005), “The teacher belongs to a special class (sub-
group) saddled with” the responsibility of moulding the child into a functional adult that
will contribute to national development with the following qualities; knowledge of the
subject matter being taught far ahead of that of the students; professional skill or know-
how to awaken a child’s interest in what is being taught and to enkindle in his students a
love of learning and a good moral character
Effective discipline is needed in school for good academic achievement. When
there is effective discipline in a school and in the classroom, effective teaching and
learning can take place. Gawe, Vakalisa and Jacobs (2001:190) emphasize co-operative
learning as a solution. If a school lacks effective discipline, the achievement academically
will be poor.
2.4: Teacher-Student Interaction
According to NACECE (1995, 2000) the teacher has an important role to play in
the stimulation and learning process of a child. The teacher needs to have a deep
understanding of the children, their characteristics, behavior, needs, abilities and interests
so that he/she can give children proper care and assistance. The teacher takes the place of
the mother by giving the children love, attention, assistance, guidance and comfort. This
is the reason why it is important for the teacher to understand his/her role well to
adequately meet the needs of the children entrusted to her/him.

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The preschool teacher should promote social interaction & peer to peer learning in
the classroom so that children learn to work together and depend on each other. This
helps address discrimination and improves performance in the classroom and promotes
sharing of experiences, ideas and problems. Sometimes gifted children can be asked by
the teachers to help other children, but it is important that all children help one another
and that a teacher recognizes the strength and weaknesses of every child, including
children with special needs. As learners spend many of their waking hours with teachers,
their experience under the guidance of the teachers will have an impact on the learners’
social emotional and cognitive development (NAEYC, 1996).
According to Rowen (1980) if the teacher is to “make the match” between the
level at which the child is operating and curriculum content she/he must be a careful
observer. Keen observation and listening on the part of the teacher will enable her or him
to tell whether the particular group should be given activities that are level 1, level 2 or
level 3. The teacher must relate well to individual children in different ways.
According to Tyler and Boelter (2008), positive teacher expectations were
associated with high academic performance or academic gains; whereas negative teacher
expectations resulted in decrease in academic performance. Marzano adds, “The quality
of teacher–student relationships is the keystone for all other aspects of classroom
management” (Marzano & Marzano, 2008).
Hamre and Pianta (2001) assumed that students react to their relationships with
their teachers. When students feel that they have close and positive relations with
teachers, they are more inclined to trust and like those teachers and thus are more
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motivated to succeed. In contrast, when students feel that they have conflictual and
negative relationships with teachers, they do not like or trust the teachers, are not
motivated to succeed and may be defiant towards the teachers (Pianta et al, 1995; Hamre
& Pianta, 2001).

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CHAPTER 3
RESEARCH METHODOLOGY
The research methodology includes the components like research design,
population, sample and sampling technique, research instrument, data collection and
analysis procedure.
3.1: Research Design:
Research design refers to a strategy for carrying out the study or the plan that
guides the researcher during the study (Mugenda & Mugenda 1999).
An attempt was made to study the impact of classroom environment on the
academic performance of the secondary level students. So the dependent variable (DV)
was the academic performance and the independent variables (IV) were school
environment, classroom physical facilities, teacher’s discipline and students-teacher
interaction. All these factors are the part of classroom environment.
The research design used for this study was survey research method.
Questionnaires were used to collect data from the samples. Questionnaire was designed
in such a way that each independent variable had its own section of questions. Close
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ended questionnaire was designed and Likert scale was used for the purpose of research.
Pilot study was conducted to check the reliability of the tool.
3.2: Population of the study
Gay (1990) stated, “A population is the group to which a researcher would like
the results of a study to be generalized.” All students of secondary level schools in Wah
Cantt were the population of this research study.
3.3: Selection of the final sample
A sample is a subset of a population selected to participate in the study, it is a
fraction of the whole, selected to participate in the research project (Brink, 1996; Polit
and Hungler, 1999). According to Ashby et al, (2011) a sample is worthless unless it
reflects the entire population upon which generation is made. For that reason, the
researcher sampled the students regardless of their sex or age to allow easy analysis. The
researcher approached 6 secondary school principals and explained the purpose of
research to them. Sample size was 70. Out of these 6 schools 3 schools were good
schools and 3 were average. Students from both types of school were taken almost
equally. The purpose was to include the responses of all type of students. Students were
introduced to the research problem, only voluntarily students became the part of sample
for research work. Random sampling technique was used to select samples from the
targeted population to get good representation of the population and the schools were also
selected randomly from the targeted population.

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3.4: Description of the tool/Instrumentation
Close ended questionnaire was designed to collect the required data. The
questionnaire was developed as under:
The classroom environment is closely related variable to the academic
achievement of the students. Mainly there were four main components of classroom
environment in this study i.e. school climate, physical facilities, teacher’s discipline and
student-teacher interaction. The questions were also developed from the above mentioned
areas. 5 points Likert scale was used. After final preparation of the instrument, it was
translated into Urdu language so that students can easily understand the all statements of
the questionnaire and there remains no ambiguity in their minds regarding any statement.
There were 18 items in the questionnaire, having options from strongly disagree to
strongly agree. (Appendix A)
3.5: Validation and Reliability of the Scale
To check the reliability of the scale pilot study was conducted. Sample of 15
students was taken to get questionnaires filled. The reliability was tested using alpha test.
The reliability of the tool was .87 which was good. So further study was conducted.
3.6: Data Collection
The instrument used to collect data was questionnaire. The questionnaire was
designed by the researcher herself. The questionnaire comprised of total 18 items.
Different number of items for each of classroom environment under study. The Likert
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scale 5 point scale was used and the questionnaire consists of different statements that the
students were asked to respond.
3.7: Data Analysis
According to Murugan & Rajoo (2013) data analysis is the statistical technique or
tool(s) employed in analyzing the research data. Thus the data collected was analyzed
using simple descriptive statistics of Mean (Average) and Standard Deviation SD of each
item. The decision rule was to reject an item whose mean fall below 3.00 since it used 5
point scale. The data gathered through the questionnaires was also subjected to frequency
counts. It means that for every individual question the subjects’ responses will be added
together to find out the highest frequency of occurrence. After that, the quantified
responses to the questions were converted and presented in percentage form. The analysis
is presented in tabular and chart/graph form.

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CHAPTER 4
DATA ANALYSIS AND INTERPRETATION
The study was descriptive in nature. Questionnaire was used as a tool to collect
data. The questionnaire was designed using five point rating scale, coded strongly
disagree as 1 and strongly agree as 5. The data was collected from different secondary
schools in WahCantt. The population of the study is the students of secondary school in
WahCantt. The sample was selected using random sampling technique. The data
collected is analyzed on SPSS version 23 using simple descriptive statistics of mean and
standard deviation to answer research questions whereby a mean cut-off point of 2.50
was used for decision making. Any cluster mean score of 2.50 and above was accepted as
having the desired influence while any cluster mean score below 2.50 was rejected as not
having influence. The data is also analyzed with frequencies.
4.1 Demographics of Respondents
The frequencies for the respondents’ age, gender and class is given in the
following tables (table 4.1, 4.2 and 4.3).

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Table 4.1: Respondents’ Age in Frequency and Percentage:
Age Frequency Percentage
14 - 15 27 38.6
16 -17 43 61.4
TOTAL 70 100
Table 4.1 shows that the age of 61% respondents was between 16 and 17 years
and the remaining 39% respondents were of 14 and 15 years.
Table 4.2: Respondents’ Gender in Frequency and Percentage:
Gender Frequency Percentage
Male 40 57.1
Female 30 42.9
TOTAL 70 100
Table 4.2 shows that of 57% respondents were male and 43% respondents were
female. Means 40 out of 70 respondents were male and 30 were female.
Table 4.3: Respondents’ Class in Frequency and Percentage:
Class Frequency Percentage
9th 34 48.6
10th 36 51.4
TOTAL 70 100
Table 4.3 shows that 51% respondents were in class 10th and the remaining 49%
respondents were in class 9th.

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4.2: Scale Statistics
Table 4.4: Scale Statistics
Mean Variance Std.Deviation No of items Chronbach’s

Alpha
47.19 121.42 11.01 18 .87
Table no 4.4 shows the scale statistics. It shows that participants responses’ mean
score is 47.19 and its variance is121.42, while standard deviation is 11.01. The total
number of items was 18 and Chronbach Alpha was .87.
4.3: Descriptive Statistics

4.3.1: Analysis of Responses:
Data gathered through the questionnaire was subjected to frequency counts. In
other words, the subjects’ responses for each individual question were added together to
find the highest frequency of occurrence (i.e. the number of times that a particular
response occurs). These responses to the questions, which are quantified, are then
presented in percentage forms as well. This analysis is presented in tabular form.
Table 4.5: Your School is Located on Noisy Place.
Responses Frequency Percentage (%)

Strongly Agree 0 0
Agree 20 28.6
Uncertain 3 4.3
Disagree 39 55.7
Strongly Disagree 8 11.4
Total 70 100
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The above table shows the frequencies and percentages of the responses to the
question about their school location. The results show that most of the respondents
disagreed with the statement. 39 out of 70 respondents disagreed while 8 respondents
strongly disagreed that their school is located on noisy place. Only 20 respondents agreed
that the school is located on noisy place. 3 respondents were uncertain about it. It means
that in total more than 65% respondents disagree with the statement.
The percentages show that 56% of the respondents disagreed and 11% strongly
disagreed. It means that most of the respondents’ school is located on quiet place.
Table 4.6: The Quality of Furniture in Your School is Good.

Strongly Agree 8 11.4
Agree 41 58.6
Uncertain 4 5.7
Disagree 16 22.9
Total 70 100
question about the quality of furniture. The results show that most of the respondents
agreed with the statement. 41 out of 70 respondents agreed while 8 respondents strongly
agreed that the quality of furniture in their school is good. Only 16 respondents disagreed
and 1 strongly disagreed that the quality of furniture is good. 4 respondents were
uncertain about the quality of the furniture in their school.
The percentage responses show that 59% of the respondents agreed and 11%
strongly agreed with the statement. 23% respondents disagreed. It means that quality of
furniture in most of the respondents’ school is good.

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Table 4.7: School Environment is Neat and Clean.

Strongly Agree 7 10
Agree 41 58.6
Uncertain 11 15.7
Disagree 9 12.9
Total 70 100
question about the environment of the school. The results show that most of the
respondents agreed that the environment of their school is neat and clean. 41 out of 70
respondents agreed while 7 respondents strongly agreed with the statement. Only 9
respondents disagreed and 2 strongly disagreed with the statement that the school
environment is neat and clean. 11 respondents neither agreed nor disagreed with the
above mentioned statement.
The percentages show that 59% of the respondents agreed and 10% strongly
agreed with the statement. 13% respondents disagreed and 3% strongly disagreed with
the statement that their school environment is neat and clean. It shows that the
environment in most of the respondents’ school is neat and clean.
Table 4.8: Adequate Ventilation of Air Might Improve Your Performance.

Agree 32 45.7
Uncertain 8 11.4
Disagree 24 34.3
Total 70 100
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The frequencies and percentages of the responses to the question about the affect
of adequate ventilation of air on their performance are given in the above table. The
results show that most of the respondents agreed that the adequate ventilation of air can
improve their performance. 32 out of 70 respondents agreed while 3 respondents strongly
agreed with the statement. 24 respondents disagreed and only 3 respondents strongly
disagreed with the statement that the adequate ventilation of air can improve their
performance. 8 respondents neither agreed nor disagreed with the above mentioned
statement.
The percentage responses of the respondents for the statement show that 46% of
the respondents agreed and 4% strongly agreed with the statement. 34% respondents
disagreed and only 4% strongly disagreed with the statement that the adequate ventilation
of air can improve their performance. It shows that the adequate ventilation of air can
improve the performance of most of the respondents.
Table 4.9: You Like to Spend Some Time Out of Your Classroom Because of
Humidity.

Agree 26 37.1
Uncertain 3 4.3
Disagree 25 35.7
Total 70 100
question about whether they like to spend some time out of their classroom because of
humidity. For this statement there are almost equal responses, means almost equal
30
respondents agreed and disagreed with the statement. The results show that 26 out of 70
respondents agreed while 8 respondents strongly agreed with the statement. 25
respondents disagreed and 8 strongly disagreed with the statement that they like to spend
some time out of their classroom because of humidity. 3 respondents neither agreed nor
disagreed with the above mentioned statement.
disagreed and only 11% strongly disagreed with the statement that they like to spend
some time out of their classroom because of humidity. It shows that half of the
respondent’s classrooms are humid and half of the respondents’ classrooms are airy and
not humid.
Table 4.10: Does Your Classroom have Enough Seats and Desks for Students?

Strongly Agree 14 20
Agree 37 52.9
Uncertain 0 0
Disagree 17 24.3
Total 70 100
The frequencies and percentages of the responses to the question about the
enough number of seats and desks for students in the classroom are given in the above
table. The results show that most of the respondents agreed that there are enough number
of seats and desks for students in the classroom. 37 out of 70 respondents agreed while 14
respondents strongly agreed with the statement. 17 respondents disagreed and only 2
respondents strongly disagreed with the statement that there are enough number of seats
31
and desks for students in the classroom. For this question all of the respondents either
agreed or disagreed with the statement.
agreed with the statement. 24% respondents disagreed and only 3% strongly disagreed
with the statement that the. It shows that there are enough number of seats and desks for
students in the classroom of most of the respondents’ classroom.
Table 4.11: No Student Obstructs the View of Other Student.

Strongly Agree 0 0
Agree 26 37.1
Uncertain 22 31.4
Disagree 21 30
Total 70 100
question about whether any student obstruct the view of the other student or not. The
results show that most of the respondents agreed that none of the student obstruct the
view of the other student. 26 out of 70 respondents agreed while 0 respondents strongly
agreed with the statement. 21 respondents disagreed and only 1 strongly disagreed with
the statement that no student obstructs the view of other student. 22 respondents neither
agreed nor disagreed with the above mentioned statement.
disagreed and only 2% strongly disagreed with the statement that no student obstructs the
32
view of other student. 31% respondents neither agreed nor disagreed with the statement.
It means that most of the respondents agree that no student obstruct the view of other.
Table 4.12: Seating Arrangement Affects Your Ability to Perform.

Agree 39 55.7
Uncertain 5 7.1
Disagree 11 15.7
Strongly Disagree 0 0
Total 70 100
question about whether the seating arrangement affects their ability to perform or not.
Most of the respondents agreed that seating arrangement affects their ability to perform.
The results show that 39 out of 70 respondents agreed while 15 respondents strongly
agreed with the statement. 11 respondents disagreed with the statement that seating
arrangement affects their ability to perform. 5 respondents were uncertain means they
neither agreed nor disagreed with the above mentioned statement.
disagreed that no student obstructs the view of other student. 7% respondents neither
agreed nor disagreed with the statement. It means that most of the respondents agree that
seating arrangement affect their ability to perform.

33
Table 4.13: You are Unable to Perform Well in Overcrowded Classroom.

Agree 32 45.7
Uncertain 0 0
Disagree 24 34.3
Total 70 100
The frequencies and percentages of the responses to the question about the ability
to perform in overcrowded classroom are given in the above table. The results show that
most of the respondents agreed that they are unable to perform well in overcrowded
classroom. 32 out of 70 respondents agreed while 12 respondents strongly agreed with
the statement. 24 respondents disagreed and only 2 respondents strongly disagreed with
the statement they are unable to perform well in overcrowded classroom. For this
question all respondents either agreed or disagreed with the statement.
strongly agreed with the statement. 34% respondents disagreed and only 3% strongly
disagreed with the statement that they are unable to perform in overcrowded classroom. It
shows that most of the respondents’ classrooms are overcrowded, that’s why they think
they are unable to perform well.
Table 4.14: Teachers in Your School are Punctual and Regular.

Agree 25 35.7
Uncertain 6 8.6
Disagree 25 35.7
Total 70 100
34
question about whether the teachers in schools are punctual and regular or not. Most of
the respondents agreed that teachers in their school are punctual and regular. The results
show that 25 out of 70 respondents agreed while 13 respondents strongly agreed with the
statement. 25 respondents disagreed with the statement that teachers in their school are
punctual and regular. 6 respondents were uncertain means they neither agreed nor
disagreed with the above mentioned statement.
strongly agreed with the statement. 36% respondents disagreed and 2% strongly
disagreed with the statement that teachers in their school are punctual and regular. 9%
respondents neither agreed nor disagreed with the statement. It means that most of the
respondents agree that teachers in their school are punctual and regular.
Table 4.15: Teacher Maintains Order in the Classroom.

Agree 31 44.3
Uncertain 6 8.6
Disagree 21 30
Total 70 100
maintenance of order by the teacher in classroom are given in the above table. The results
show that most of the respondents agreed that teacher maintains order in the classroom.
31 out of 70 respondents agreed while 8 respondents strongly agreed with the statement.
21 respondents disagreed and only 4 respondents strongly disagreed with the statement
35
that teacher maintains order in the classroom. For this question 6 respondents neither
agreed nor disagreed with the statement.
with the statement that teacher maintains order in the classroom. 9% respondents neither
teacher maintains order in the classroom.
Table 4.16: Teachers are Able to Maintain Students’ Interest in Lecture.

Agree 32 45.7
Uncertain 8 11.4
Disagree 11 15.7
Total 70 100
question about whether the teachers are able to maintain students’ interest in lecture or
not. Most of the respondents agreed that teachers are able to maintain students’ interest
in lecture. The results show that 32 out of 70 respondents agreed while 17 respondents
strongly agreed with the statement. 11 respondents disagreed and only 2 respondents
strongly disagreed with the statement that teachers are able to maintain students’ interest
in lecture. 8 respondents were uncertain means they neither agreed nor disagreed with the
above mentioned statement.
agreed with the statement. 16% respondents disagreed and 3% strongly disagreed with
36
the statement that teachers are able to maintain students’ interest in lecture. 11%
respondents agree that teachers are able to maintain students’ interest in lecture.
Table 4.17: Do You Feel it Difficult to Communicate with Your Teacher?

Agree 25 35.7
Uncertain 6 8.6
Disagree 25 35.7
Total 70 100
difficulty to communicate with teacher are given in the above table. The results show that
most of the respondents agreed that they feel it difficult to communicate with their
teacher. 25 out of 70 respondents agreed while 11 respondents strongly agreed with the
statement. 25 respondents disagreed and only 3 respondents strongly disagreed with the
statement that they feel it difficult to communicate with their teacher. For this question 6
respondents neither agreed nor disagreed with the statement.
with the statement that they feel it difficult to communicate with your teacher. 9%
respondents agree that they feel it difficult to communicate with their teacher.
37
Table 4.18: Teacher’s Behavior Prevents You to Ask Question in Classroom.

Strongly Agree 0 0
Agree 31 44.3
Uncertain 12 17.1
Disagree 24 34.3
Total 70 100
question about whether the teacher’s behavior prevents them to ask question or not. Most
of the respondents agreed that teacher’s behavior prevents them to ask question. The
results show that 31 out of 70 respondents agreed while no respondent strongly agreed
with the statement. 24 respondents disagreed and only 3 strongly disagreed with the
statement that teacher’s behavior prevents them to ask question. 12 respondents were
uncertain means they neither agreed nor disagreed with the above mentioned statement.
The percentage responses show that 44% of the respondents agreed with the
statement. 35% respondents disagreed and 4% strongly disagreed with the statement that
teacher’s behavior prevents them to ask question. 17% respondents neither agreed nor
disagreed with the statement. It means that most of the respondents agree that teacher’s
behavior prevents them to ask question.
Table 4.19: In Classroom Both Students and Teachers Participate.

Agree 17 24.3
Uncertain 8 11.4
Disagree 21 30
Total 70 100
38
participation level of both students and teacher are given in the above table. The results
show that most of the respondents agreed that both students and teachers participate in
the classroom. 17 out of 70 respondents agreed while 23 respondents strongly agreed
with the statement. 21 respondents disagreed and only 1 respondent strongly disagreed
with the statement that both students and teachers participate in classroom. 8 respondents
were uncertain means they neither agreed nor disagreed with the statement.
with the statement that both students and teachers participate. 11% respondents neither
both students and teachers participate.
Table 4.20: Do You Agree that Teachers’ Interaction with You Affects Your
Performance in Classroom?

Agree 27 38.6
Uncertain 9 12.9
Disagree 21 30
Total 70 100
question about affect of interaction with teacher on their ability to perform. Most of the
respondents agreed that teachers’ interaction with them affects their performance in
classroom. The results show that 27 out of 70 respondents agreed while 11 respondents
39
strongly agreed with the statement. 21 respondents disagreed with the statement that
teachers’ interaction with them affects their performance in classroom. 9 respondents
were uncertain.
strongly agreed with the statement. 30% respondents disagreed and 3% strongly
disagreed with the statement that teachers’ interaction with them affects their
performance. 13% respondents neither agreed nor disagreed with the statement. It means
that most of the respondents agreed with the statement.
Table 4.21: Teachers Encourage Participation of Students in the Classroom.

Strongly Agree 21 30
Agree 24 34.3
Uncertain 13 18.6
Disagree 11 15.7
Total 70 100
The frequencies and percentages of the responses to the question about whether
the teachers encourage participation of students in the classroom or not are given in the
above table. The results show that most of the respondents agreed that teachers encourage
participation of students in the classroom. 24 out of 70 respondents agreed while 21
respondents strongly agreed with the statement. 11 respondents disagreed and only 1
respondent strongly disagreed with the statement teachers encourage participation of
students in the classroom. 13 respondents neither agreed nor disagreed with the
statement, means they were uncertain.

40
with the statement. 18% respondents neither agreed nor disagreed with the statement. It
means that most of the respondents agree that teachers encourage participation of
students in the classroom.
Table 4.22: Do you agree that teacher’s attitude is different for different students?

Agree 39 55.7
Uncertain 8 11.4
Disagree 5 7.1
Total 70 100
question about the biasness in teachers’ attitude with different students. Most of the
respondents agreed that teacher’s attitude is different for different. The results show that
39 out of 70 respondents agreed while 16 respondents strongly agreed with the statement.
5 respondents disagreed and 2 strongly disagreed with the statement that teacher’s
attitude is different for different students. 8 respondents were uncertain means they
neither agreed nor disagreed with the above mentioned statement.
disagreed and 3% strongly disagreed with the statement that teacher’s attitude is different
for different students. 11% respondents neither agreed nor disagreed with the statement.
41
It means that most of the respondents agreed that teacher’s attitude is different for
different students.
4.4: Inferential Statistics
4.4.1: Analysis of Data
Research Question 1:
How does the school environment affect the academic performance of the
secondary level students in Wah Cantt?
To answer this research question the cluster mean and standard deviation of the
items 1-3 is used and is given in the table 4.23.
Table 4.23: School Environment
N Mean SD
School 70 2.78 0.60

Environment
Table no 4.23 shows that participants were asked about whether the school
environment affects their academic performance, the mean value calculated 2.78 while
standard deviation is (0.60). The mean value is above the cut-off point of 2.50. This
means that the students agreed that the school environment affects their academic
performance. It shows that the location of the school, quality of furniture and the neat and
clean school environment affects the academic performance of the students.
What is the impact of classroom physical facilities on academic achievement of
students at secondary level in Wah Cantt?

42
Table 4.24: Physical Facilities
N Mean SD
Physical Facilities 70 2.66 0.67
Table no 4.24 shows that participants were asked about whether the physical
facilities affects their achievement level, the mean value calculated 2.66 while standard
deviation is (0.67). The mean value is above the cut-off point of 2.50. This means that the
students agreed that the physical facilities have impact on achievement level of secondary
level students.
It shows that the adequate ventilation of air, humidity, enough number of seats
and desks, seating arrangement and number of students in the classroom affect the
academic performance of the students.
How the discipline of the classroom by the teacher influences the students learning?
Table 4.25: Teacher Discipline
N Mean SD
Teacher 70 2.56 0.93

Discipline
43
Table no 4.25 shows that participants were asked about whether the teacher
discipline of classroom influences the students learning, the mean value calculated 2.56
while standard deviation is (0.93). The mean value is above the cut-off point of 2.50. This
means that the students agree that the discipline of the classroom by the teacher
influences their learning. It shows that the teachers’ punctuality and regularity,
maintenance of order by the teacher and maintenance of students’ interest in the lecture
affects the learning level of the students.
What are the impacts of student-teacher interaction on the academic performance
of the students?
Table 4.26: Student-Teacher Interaction
N Mean SD
Student-Teacher 70 2.53 0.69

Interaction
Table no 4.26 shows that participants were asked about whether the student-
teacher interaction level affects their academic performance, the mean value calculated
2.53 while standard deviation is (0.69). The mean value is above the cut-off point of 2.50.
This means that the students-teacher interaction level affects the academic performance
of the students. It shows that communication level, teachers’ behavior, participation of

44
both students and teachers, teachers’ interaction and biasness in teachers’ attitude had an
impact on students’ academic performance.
In the above discussion of results, the researcher just focused on the cluster mean
and standard deviation of the different items to answer every single research question and
did not discussed the results of all of the 18 items separately because it is already
discussed in the descriptive statistics.

45
CHAPTER 5
SUMMARY, DISCUSSION, CONCLUSIONS AND
RECOMMENDATIONS
5.1 Summary of the Study
The purpose of the study was to investigate the impact of classroom environment
on the academic performance of the secondary level students. Research objectives were
formulated to guide the study. The objectives were formed to find out the effect of school
environment on the academic performance of the students at secondary level in Wah
Cantt, to examine the impact of classroom physical facilities on academic achievement of
secondary level students, to investigate the influence of teachers’ discipline of classroom
on students’ performance and to determine the extent to which the level of teacher-
student interaction can affect the academic performance of the students.
The study was descriptive in nature and used survey research design. Close ended
questionnaire with Likert scale was used to collect data from the samples. Questionnaire
was designed in such a way that each independent variable had its own section of
questions. Pilot study was conducted to check the reliability of the tool. The reliability of
the scale was 0.87 which was good. The population of the study was the students of
secondary school in Wah Cantt. The sample was selected using random sampling
46
technique. Sample size was 70. Students were introduced to the research problem, only
voluntarily students became part of sample for research work. The findings show that the
school environment, classroom physical facilities, teacher’s discipline and teacher-
student interaction significantly affect the academic performance of the students. School
authorities should enable to provide a conducive school environment that has good
climate for effective teaching and learning. Effective school disciplines should be
encouraged by head teachers in controlling teachers’ behavior that is capable of
enhancing students’ academic achievement in schools.
5.2 Findings of the Study
Following are the findings of the study.
1- The first finding is related to the demographics of the respondents.
i. Table 4.1 shows that the age of 61% respondents was between 16 and 17 years
and the remaining 39% respondents were of 14 and 15 years.
ii. Table 4.2 shows that of 57% respondents were male and 43% respondents were
female.
iii. Table 4.3 shows that 51% respondents were in class 10th and the remaining 49%
respondents were in class 9th.
iv. Table 4.4 shows the scale statistics. It shows that participants responses’ mean
score is 47.19 and its variance is121.42, while standard deviation is 11.01. The
total number of items was 18 and Chronbach Alpha was 0.87.
2- The second finding of the study is about school location. Table 4.5 shows that 67%
respondents disagreed that their school is located on noisy place.

47
3- The third finding of the study is about furniture qualtity. Table 4.6 shows that 58%
agreed and 11% strongly agreed that the quality of furniture in the school is good.
4- The fourth finding of the study is related to school environment. Table 4.7 shows that
58% agreed and 10 % strongly agreed that the environment of the school is neat and
clean.
5- The next finding of the study is about adequate ventilation. Table 4.8 shows that 46%
respondents agreed and 4% strongly agreed that adequate ventilation of air affect their
performance.
6- The next finding of the study is about humidity in classroom. Table 4.9 shows that
48% of the respondents agreed and almost 48% disagreed that they like to remain outside
the class because of humidity.
7- The next finding of the study is related to enough number of seats and desks. Table
4.10 shows that 53% of the respondents agreed and 20% strongly agreed that there are
enough number of seats and desks for students in the classroom.
8- The next finding in Table 4.11 shows that 37% of the respondents agreed 31%
respondents neither agreed nor disagreed that no students obstruct the view of other.
9- This finding of the study is related to seating arrangement. Table 4.12 shows that 56%
of the respondents agreed and 21% strongly agreed that seating arrangement affect their
ability to perform.
10- This finding of the study is about overcrowded classroom. Table 4.13 shows that 46%
of the respondents agreed and 17% strongly agreed that they are unable to perform in
overcrowded classroom.
48
11- The next finding of the study is about teacher’s punctuality. Table 4.14 shows that
36% of the respondents agreed and 18% strongly agreed that teachers in their school are
punctual and regular.
12- The next finding of the study is about order maintenance. Table 4.15 shows that 44%
of the respondents agreed and 11% strongly agreed that teacher maintains order in the
classroom.
13- The next finding of the study is about maintenance of students’ interest. Table 4.16
shows that 46% of the respondents agreed and 24% strongly agreed that teachers are able
to maintain students’ interest in lecture.
14- This finding of the study is related to communication with teacher. Table 4.17 shows
that that 36% of the respondents agreed and 16% strongly agreed they feel it difficult to
communicate with their teacher.
15- The next finding of the study is about teacher’s behavior. Table 4.18 shows that 44%
of the respondents agreed and 17% respondents neither agreed nor disagreed that
teacher’s behavior prevents them to ask question.
16- This finding of the study is about student and teacher’s participation. Table 4.19
shows that 24% of the respondents agreed and 33% strongly agreed that both students
and teachers participate.
17- The next finding of the study is about interaction with teacher. Table 4.20 shows that
39% of the respondents agreed and 16% strongly agreed that teachers’ interaction with
them affects their performance.

49
18- The next finding of the study is about encouraged participation. Table 4.21 shows
that 34% of the respondents agreed and 30% strongly agreed that teachers encourage
participation of students in the classroom.
19- This finding of the study is related to teacher’s attitude. Table 4.22 shows that 56% of
the respondents agreed and 23% strongly agreed with the statement that teacher’s attitude
is different for different students.
20- This finding of the study is related to answer to the first research question that was
about school environment. Table 4.23 shows that the mean was above cut-off point of 2.5
and the standard deviation was 0.6. This shows that school climate has a significant effect
on the academic performance of the secondary level students.
21- This finding of the study is related to answer to the second research question that was
about classroom physical facilities. Table 4.24 shows that the mean was above cut-off
point of 2.5 and the standard deviation was 0.67. It means the classroom physical
facilities greatly influence the academic performance of the secondary level students.
22- This finding of the study is related to answer to the third research question that was
about teacher’s discipline. Table 4.25 shows that the mean was above cut-off point of 2.5
and the standard deviation was 0.93. It shows that teacher’s discipline of classroom has a
great impact on the academic performance of the students.
23- This finding of the study is related to answer to the fourth research question that was
about teacher-student interaction. Table 4.26 shows that the mean was above cut-off point
of 2.5 and the standard deviation was 0.69. It shows that the level of the interaction
significantly affects the academic performance of the secondary level students

50
5.3 Discussion of the Findings
The first finding of the study shows that the school climate has a significant effect
on the academic performance of the secondary level students in WahCantt. This finding
agrees with the views of Megan (2002), whose research on school climate in high-risk
urban environments indicates the same findings.
The second finding of this study reveals that classroom physical facilities greatly
influence the academic performance of the secondary level students in Wah Cantt. The
second finding of this study is compatible with the finding of the Akande (1995).
The third finding of the study shows that teacher’s discipline of classroom has a great
impact on the academic performance of the students. The results are similar to the
findings of Adeyemo, (2005).
The last finding of the study shows that the level of the interaction significantly
affects the academic performance of the secondary level students in Wah Cantt. It is
consistent with Hamre and Pianta (2001) study who assumed that students react to their
relationships with their teachers.
5.4 Conclusion:
In the light of statistical analysis, it was concluded that there is significant effect
of classroom environment that include the school climate, classroom physical facilities,
teacher’s discipline of the classroom and student-teacher interaction level on the
academic performance of the secondary school students of Wah Cantt. Schools that are
located on quiet place, have good quality of furniture and are neat and clean have positive
effect on the academic performance of the students. Well equipped classroom with
51
adequate ventilation of air, enough number of seats and desks, good seating arrangement
and number of students in the classroom has a significant positive effect on the academic
achievement of secondary school students. Similarly, the teachers’ punctuality and
regularity, maintenance of order by the teacher and maintenance of students’ interest in
the lecture affects the learning level of the students positively. And at the end the good
communication level, teachers’ positive behavior, participation of both students and
teachers, teachers’ interaction and less biasness in teachers’ attitude positively impact the
students’ academic performance.
5.5 Recommendations:
Based on the findings of this study and conclusion, the following recommendations were
made:
1) Government should provide adequate school physical facilities in secondary schools to
enhance teaching and learning processes.
2) School authorities should enable to provide a conducive school environment that has
good climate for effective teaching and learning.
3) As the study revealed that classroom physical environment plays a crucial role in
strengthening students’ academic achievement therefore, it is strongly recommended that
classroom physical environment should be well structured and physical facilities should
be provided to each school on priority basis.
4) It is commonly observed that majority of the schools lack students’ furniture which
badly affect students’ performance. Therefore, it is strongly recommended that classroom
furniture should be provided to each school on priority basis.

52
5) All the classrooms should be decorated with maps, charts, posters and murals etc as
they increase the interest, attentiveness and motivational level of the students. In addition,
walls of the classrooms should be well painted.
6) Government should make sure that the number of students per class did not exceed
(40) forty. In case of new building, the classroom should be constructed in a way to
provide enough ventilation.
7) Effective school disciplines should be encouraged by head teachers in controlling
teachers’ behavior that is capable of enhancing students’ academic achievement in
primary schools.
8) School administration should ensure the maintenance of discipline by the teachers in
the classroom.
9) Teachers should treat all students equally and should try to increase communication
level with the students for better understanding of the problems of students.
10) Government should organize free training programs for teachers to make them
compatible with the new needs and standard of education.

53
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Teachers' Expectations to Academic Engagement and Efficacy. Negro
Educational Review, Spring 2008.
Whitaker, Todd. (2004). What Great Principals Do Differently. Larchmont, NY: Eye On
Education, Inc.
58
APPENDIX A
Questionnaire for the Impact of Classroom Environment on Academic Performance

of Student
The following questionnaire is the part of an educational research in order to study the
impact of classroom environment on academic performance of students. We will not ask
the name of the school in order to keep the information provided by the respondents
confidential. We will also keep the name of students confidential so please fill the
questionnaire without any hesitation. Please answer all questions and circle your selected
response.
Gender: -------------------------------- Class: ----------------------------------
Age: ---------------------------------
1. Your school is located on noisy place.
a) Strongly Agree b) Agree c) Uncertain d) Disagree e) Strongly Disagree
2. The quality of furniture in your school is good.
3. School environment is neat and clean.
4. Adequate ventilation of air might improve your performance.
5. You like to spend some time out of your classroom because of humidity.

59
6. Does your classroom have enough seats and desks for students?
7. No student obstructs the view of other student.
8. Seating arrangement affects your ability to perform.
9. You are unable to perform well in overcrowded classroom.
10. Teachers in your school are punctual and regular.
11. Teacher maintains order in the classroom.
12. Teachers are able to maintain students’ interest in lecture.
13. Do you feel it difficult to communicate with your teacher?
14. Teacher’s behavior prevents you to ask question in classroom.
15. In classroom both students and teachers participate.
16. Do you agree that teachers’ interaction with you affects your performance in
classroom?

60
17. Teachers encourage participation of students in the classroom.
18. Do you agree that teacher’s attitude is different for different students?

61
APPENDIX B
Figure 1 for table 4.5:
School is on noisy place
Strongly
Agree
Agree
Uncertain
Disagree
Quality of furniture is good

Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
School environment is neat and clean
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
62
Adequate ventilation might improve your

performance
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
Like to spend sometime out of class because of

humidity
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
Classroom have enough seats and desks
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
63
No student obstruct the view of other student
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
seating arrangement effect your ability to perform
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
you are unable to perform well in overcrowded

classroom
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
64
Teachers are punctual and regular
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
Teachers maintain order in the classroom
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
Teachers maintain students' interest in the lecture
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
65
You feel it difficult to communicate with your

teacher
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
Teacher,s behavior prevents you to ask question
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
Both students and teachers perform in classroom
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
66
Teachers' interaction with you affects your

performance
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
Teachers encourage the participation of all

students
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
Teachers' attitude is different for different students
Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
67
APPENDIX C
TOPIC APPROVAL FORM FOR RESEARCH PROJECT (CC: 8613)
Note: Research proposal must be approved before the data collection. This form
must be submitted in original along with research project for evaluation.
Student Name: Faiza Habib .
Registration Number: 16PCL02999 .
Roll Number: BK644323 .
Programme: B.Ed. (1.5 year) .
Supervisor Name: Farah Rashid .
Date of Approval of Topic: ___________________________________.
Topic of Research Project:
The Impact of Classroom Environment on Academic Performance of Secondary Level
Students in Wah Cantt .
Workshop Coordinator Signature: _________________________________________
(Name)
Resource Person Signature: ______________________________________________

(Name)
68
APPENDIX D
EVALUATION PERFORMA FOR RESEARCH PROJECT

S/No Component of Research Project Marks Comments
1. Formatting (margins of 1” on top, bottom and right side of page while
1.5” margin on left side of page, Page number on top right corner, double
line spacing, font size (chapter heading 16 bold, main headings 14 bold
and text 12 size)
2. Preliminary section and references are given (tile page, approval sheet,
declaration, acknowledgement, abstract, table of contents, list of figures,
list of tables, list of abbreviations, list of appendices, references)
3. Abstract (approx.150-250 words) contains information about research
objectives, research design, population, sampling technique, sample,
research instrument(s), results and recommendations.
4. Introduction (2-3 pages) provides background information about research
problem, purpose of the study and in-text citation of resources such as
books, research articles consulted. There is a logical connection between
paragraphs of introduction section.
5. Statement of the problem, objectives of the study, research question
and/or hypotheses and significance of the study are clearly described and
aligned together. Operational definitions of variable(s) and specific terms
are provided.
6. Research Methodology clearly describes research design, population,
sampling technique used, sample size, research tool(s), validity and
reliability of research tool(s) and data analysis techniques. Research
methodology section is aligned with statement of the problem and
objectives of the research study.
7. Findings and discussion are written on the basis of analysis of collected
data. Discussion includes properly cited and relevant scholarly work such
as books, research articles related to the research problem. Findings and
discussion are clearly written
8. Conclusion and recommendations are written in connection with research
objectives of the study. Conclusion and recommendations are clearly
written.
9. References (APA referencing style is used for referencing throughout the
document.)
Total
General Remarks:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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1

Impact of classroom environment on academic performance of secondary level students

development of a child’s personality. It helps in character building, moral development

traditions and most importantly their rights and responsibilities.

According to Farombi (1998) students’ academic performance can be influenced

environmental condition reduces the intelligence scores whereas a good environmental

scores of the students that they achieved in their exams.

In schools, classrooms perform an important role in teaching learning process. It

importance. It affects students’ performance in many ways. Students’ academic

performance directly or indirectly gets affected with the environment. So it is very

number of students in class, sitting arrangement, proper lightening and ventilation,

furniture quality, room temperature, cleanliness, discipline and student teacher

sense among students as well as teachers. So availability of proper lightening is very

friendly and calm environment results in good performance of the students. So it is

essential to provide students with the environment that is conducive to teaching-learning

significantly positively related to the conditions such as classroom technology,

significantly related to the above mentioned factors.

Discipline of the teacher in the classroom is also important aspect of the

classroom environment. Maintenance of discipline in the classroom by the teacher is of

obedience and maintenance of proper subordination among employees and a check or

the school system and thereby affect students academic achievement.

Student-teacher interaction is also a part of classroom environment and can affect

behavior as well as their academic performance.

i.e. physical environment as well as intangible environment like student teacher

students in Wah Cantt.

1.1 Statement of the Problem

statement of the problem was designed as “Impact of classroom environment on the

academic performance of the secondary level students in Wah Cantt.”

1.2 Objectives of the Study

The objectives of the study were

students at secondary level in Wah Cantt.

2. To examine the impact of classroom physical facilities on academic achievement

of secondary level students in Wah Cantt.

3. To investigate the influence of teachers’ discipline of classroom on students’

4. To determine the extent to which the level of teacher-student interaction can

affect the academic performance of the students.

5. To suggest recommendations for the improvement of the performance of the

students at secondary level in Wah Cantt.

1.3 Research Questions:

Following were the research questions designed for the study:

secondary level students in Wah Cantt?

2. What is the impact of classroom physical facilities on academic achievement of

students at secondary level in Wah Cantt?

4. What are the impacts of student-teacher interaction on the academic performance

1.4 Significance of the Study:

better learning of the students.

1.5 Limitations of the Study:

 The survey conducted may not be considered as comprehensive as only limited

samples were contacted because of time constraint.

 The questionnaire was translated to Urdu language to make the respondents’

answer, so there may be biasness in their responses.

may not be enough according to the population of the area.

 The researcher included only a few components of the classroom environment to

be observed, it was done due to limited time availability.

anyone to respond to the questionnaire.

1.6 Research Methodology:

The research methodology includes the components like research design,

1.6.2 Sampling technique:

In this research, 6 secondary school principals were approached and the

A sample is a subset of a population selected to participate in the study, it is a

1.6.4 Research design:

the researcher during the study (Mugenda & Mugenda 1999).

classroom physical facilities, teacher’s discipline and students-teacher interaction. All