ASSESSING THE SCHOOL ENVIRONMENT AS A DETERMINANT OF STUDENTS’ LEARNING WITHIN ARMED CONFLICT CONTEXT: THE CASE OF THE UNIVERSITY OF BAMENDA, CAMEROON

Genevarius Nji

Abstract


This study examines the effects of the school environment on students' learning in the context of armed conflict in the North West Region of Cameroon. Due to the Anglophone crisis, students' learning abilities have been hampered by environmental insecurity. When students fail to learn appropriately, institutional inefficiency becomes redundant. A descriptive survey research design was adopted for the study, and the questionnaire was the primary data collection instrument. Using the purposive and simple random sampling techniques, a sample size of 354 students was selected from three schools of the University of Bamenda. Data was analyzed using descriptive and inferential statistics. Spearman’s rho is used to test the hypothesis of the study. The findings indicated that the physical environment positively influences students’ learning in the University of Bamenda within the armed conflict context by 54.8%. Similarly, the social environment positively influences students’ learning at the University of Bamenda during the armed conflict crisis by 51.2%. Finally, the emotional environment positively influences students’ learning at the University of Bamenda during armed conflict by 55.4%. Based on these results, we conclude that school environments within conflict areas are strong determinants of the quality of learning in the University of Bamenda. From the findings, we recommend that teachers, administrators, and students be trained to build resilience in the face of challenges. At the same time, stakeholders have been called upon to ensure environmental security for all actors on campus.

 

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university environment, students’ learning, physical environment, social environment and emotional environment

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DOI: http://dx.doi.org/10.46827/ejes.v12i12.6446

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