Learning Environments as Predictors of Learner Engagement and Academic Achievement in Mathematics. A Case Study of Private Secondary School Students in South Africa

Abstract

This study examines learning environments as key predictors of learner engagement and academic achievement among Private secondary school students in South Africa. The study is grounded in the understanding that the physical and psychosocial qualities of learning spaces play a crucial role in shaping learners’ motivation, engagement, and cognitive development, ultimately influencing educational outcomes. Despite ongoing efforts to improve access to education, many Private secondary schools in South Africa continue to experience infrastructural challenges such as overcrowded classrooms, inadequate ventilation, poor lighting, and poorly organised learning spaces, particularly within the Private secondary school phase. A quasi-experimental research design was employed, involving two purposively selected schools with contrasting levels of classroom resources and facilities. Data were collected using an academic achievement test and structured questionnaires designed to measure learners’ academic performance and levels of engagement. Quantitative data were analysed using both descriptive and inferential statistical techniques to compare outcomes between learners taught in well-facilitated classrooms and those in poorly facilitated learning environments. The findings revealed statistically significant differences in both academic achievement and learner engagement between the two groups. Learners in well-resourced learning environments demonstrated higher academic performance and greater levels of behavioural, emotional, and cognitive engagement than their counterparts in under-resourced classrooms. The results further indicated that classroom factors such as ventilation, lighting, furniture quality, and spatial organisation emerged as significant predictors of learner engagement and academic achievement. Based on these findings, the study highlights the importance of prioritising the quality of learning environments in educational planning and policy development within South Africa’s Private secondary school education system. It recommends implementing cost-effective, contextually appropriate design strategies, such as improved lighting, ergonomic furniture, and flexible classroom layouts, to create inclusive and engaging learning spaces. The study concludes that enhancing the physical learning environment is essential for promoting learner engagement, improving academic performance, and advancing educational equity in South African Private secondary schools.