The Effect of Learning-Environment Factors on Learners’ Academic Achievement in Mathematics in Public Mixed Day Secondary Schools in Marigat Sub-County, Kenya

Abstract

Mathematics scores in Marigat Sub-County have trailed national averages for five consecutive years. In my view, the underperformance invites a closer look at contextual forces beyond the classroom. Guided by Gagne’s learning-conditions theory, this descriptive survey sampled 12 principals, 24 teachers, and 120 Form Four students to examine whether physical, social, and climatic factors predict KCSE Mathematics outcomes. Descriptive statistics depicted adequate facilities yet recurrent high-temperature disruptions, while Pearson correlations (r = 0.054, p = 0.56) and regression analysis (beta = 0.056) showed no significant link between environment indices and mean grades. This suggests that attention should pivot to alternative influences-curricular pacing, teacher capacity, or student motivation-when devising intervention policy for semi-arid districts.