Elucidating the Effect of School Environment on Academic Performance of Higher Secondary Students

Abstract

Formulation and validation of the school environment scale on outcome measures relating to academic achievement was the main goal of the current study. A random selection of 119 students in the eleventh grade of an English-medium CBSE school was chosen to take part in the current study. To measure the students' perception of the school environment, a sizable number of questions based on modern theoretical models of the learning environment were developed. CGPA ratings and student performance satisfaction were used to evaluate academic success. The intellectual stimulation, encouragement, acceptance, rejection, and control factors were identified as evidenced by the principal components factor analysis that was done on items related to the educational environment. All six elements of the school environment were ineffective in predicting current academic success and performance satisfaction in relation to friends. On the other hand, it was discovered that cognitive encouragement was adversely connected with prior academic accomplishment in the past but favourably correlated with contentment with one's current performance. Students' satisfaction with their own performance was found to be positively correlated with the factor relating to teachers' acceptance of students in the classroom, whereas the factor relating to students' feelings of rejection in the classroom was found to be negatively correlated with students' satisfaction with their own performance. Finally, the student's current academic performance was considerably and negatively impacted by their impression of losing control. The findings of this study are discussed in relation to the student's academic goals, his dedication to attending full-time coaching sessions in order to compete in academic goals for careers, and his plans for growth after higher secondary school. The study's implications are examined.