Socialisation Mediates The Relationship Between Learning Environments and Architecture Students' Academic Performance

Abstract

Good learning environments are often directly linked with academic success though controlling for other factors such as socioeconomic status and entry qualifications are constantly required. This study, re-examines the above premise using qualitative open-ended responses from 29 students majoring in architecture from Ahmadu Bello University as studies investigating this category of respondents are sparsely undertaken. Results from qualitative content analyses of 81 phrases reveal that although learning environment influences academic performance, a number of respondents, particularly males, categorically stated that it has no influence on their academic performance. The findings thus assert that providing conducive learning environments may not always translate into good grades to students. Socialisation and interactions between staff and students as well as student-to-student interactions emerged as mediators in the learning environment-academic performance relationship. The need for socialisation and support was pertinent for lower levels, while inadequacy of facilities notably classrooms and studio space influenced postgraduate students more. IEQ variables such as noise and thermal comfort, security as well as assessment modalities also influence academic performance.