Studies have shown that learning environment has a significant role in determining students' academic achievement and learning. Few studies have however been done in the study area. The purpose of this study was to investigate the students' perception of their learning environment and the various building components that influence learning in such environment. An open ended structured interview was conducted amongst 22 randomly selected students of architecture of Covenant University, Ota, Nigeria in the 2016/2017 academic session. A content analysis was carried out to analyze the qualitative research data on a basic level using manual coding by grouping the responses based on thematic issues as presented in tables and word clouds. Findings revealed the meaningful patterns and themes affecting learning environment as: school design and maintenance, school structure, physical conditions and furniture arrangement.45.5% of the respondents emphasized physical condition variables such as lighting, ventilation/air quality, noise levels, colour & decoration, as major components influencing learning environment.54.5% emphasized furniture arrangement and physical conditions as key components of the learning environment. The culminating influence on performance and students' achievement was also highlighted with a view to improve the quality of learning environment and school design.

Every student has a need; and the topmost aspiration of every student is to be self-fulfilled with commendable performance in school. For this aspiration to be achieved, many factors such as the kind of learning environment, teaching methods, socio-economic background, students’ motivation amongst others have been found as precursors. In this context, socio-economic characteristics of students include gender, age, class, daily means of transportation to school, geographical location of the school, type of residential accommodation they lived in, its ownership amongst others. This paper presents findings of a study carried out to measure the impact of socio-economic profiling of students on their academic performance. Quantitative data were collected from twelve sampled secondary schools: nine private owned schools and three public owned schools across three senatorial districts in Lagos State, Nigeria. Multi-stage sampling technique was adopted using a hybrid of three techniques: purposive sampling, quota and random sampling to select the approved schools, group them in quota and final selection of respondents respectively. A total of 674 copies of the questionnaire were administered by hand during the first term of the 2018/2019 academic session. A total of 488 were analysed using descriptive statistics, cross tabulation and regression analysis. The result identified that amongst several socio-economic characteristics of learners, the geographical location of the school, type of school (private or public) and learning styles of students have more significance to impacting students’ learning outcomes. It further shows the comparative results of its impact between private schools and public schools in the study area. This paper recommends that instilling internal motivation in students irrespective of their socio-economic background can boost their self-esteem and self-actualisation. This will in turn influence their performance favourably.

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The classroom is the physical learning environment where learning takes place in formal education. More worrisome globally is the need for classroom learning spaces that can improve students' learning outcomes not just in one aspect of learning outcome but holistically: affective, behavioural and cognitive domains. In achieving this, this paper draws data from findings of a study carried out to investigate the impact of the classroom learning environment on students' learning outcomes. Quantitative data were collected on 37 variables from students across the three senatorial districts in Lagos State, Nigeria's commercial capital with the highest number of schools. Multi-stage sampling technique was adopted using a hybrid of three techniques: purposive, quota and random sampling to select the approved schools, group them in quota and final selection of respondents respectively. A total of 674 copies of the questionnaire were administered by hand during the first term of the 2018/2019 academic session. A total of 488 were analysed using descriptive statistics, factor analysis and regression analysis. The result identified eleven (11) significant factors to consider in remodelling classroom learning spaces in order to improve students' learning outcomes. As a result of these factors, a combined proportion of 53.6% of respondents experienced a significant impact on the classroom physical learning environment on their learning outcomes. 31.8% affirmed to its average impact while only 6.9% averred to its least impact, respectively. This paper provides a focus for Architects, interior designers, space planners and other stakeholders in the educational planning and management on the guidelines for remodelling classroom spaces to holistically improve students' learning outcomes.