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Influence of child-friendly learning environments on pupils' academic achievement in selected primary schools in Ibadan, Nigeria: Implications for counselling practice

Year: 2026
Type: article
Study design: Observational Study
Abstract: This study examined the influence of child-friendly learning environments on pupils' academic achievement in selected primary schools in Ibadan. The study was motivated by growing concerns regarding declining academic performance and the need to identify environmental factors that support effective learning. A descriptive survey research design was adopted. The study population comprised primary school pupils and teachers from public primary schools in Ibadan metropolis. Using a multistage sampling procedure, 300 pupils and 50 teachers were selected from ten schools. Data were collected through the Child-Friendly Learning Environment Questionnaire (CFLEQ) and pupils' academic achievement records. The instrument was validated by experts in Educational Management and Measurement and Evaluation. Reliability testing using Cronbach's alpha yielded a coefficient of 0.87. Data were analysed using descriptive statistics, Pearson Product-Moment Correlation, and Multiple Regression Analysis at a 0.05 level of significance. Findings revealed a significant positive relationship between child-friendly learning environments and academic achievement (r = .68, p < .05). Classroom safety, teacher support, availability of learning resources, and pupils’ participation significantly predicted academic achievement. The study concluded that child-friendly learning environments play a crucial role in improving pupils' academic outcomes. It was recommended that educational stakeholders invest in school infrastructure, teacher development, and inclusive learning practices to enhance academic performance.
DOI: 10.64726/3xg6gp18
Language: English
Subfield: Education
Open Access status: hybrid
OpenAlex ID: W7202269151
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