EFFECT OF LEARNING ENVIRONMENT ON STUDENTS ACADEMIC PERFORMANCE IN GEOGRAPHY IN PUBLIC DAY ADVANCED SECONDARY SCHOOLS IN RWANDAA CASE OF NYARUGURU DISTRICT

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The study aims to explore the effect of learning environment on students academic performance in geography in public day A Level secondary schools in Rwanda, specifically the case of Nyaruguru district. The study has three specific objectives which are the following: 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, to determine the 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, Rwanda.This research was grounded on environmental psychology theory.The researcher employed a descriptive survey design for this study to collect numerical and correlational research design for evaluating the relationship between variables.The 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 district.Data 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 Headteachers.The 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 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.