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Abstract
This study investigated features of the classroom‐ and school‐level psychosocial learning environments in some secondary schools in Ondo State, Nigeria. Previous studies in other parts of the world revealed that learning environment contributes more to variations in learning outcome than do student background characteristics. In the study reported here, the effect of school age on classroom‐ and school‐level learning environments was investigated. Also interrelations among classroom‐ and school‐level environment variables were investigated. Three learning environment instruments were adapted for the study. It was found that age of a school has no effect on classroom‐ and school‐level psychosocial learning environments. The presumed superiority of ‘old’ schools over ‘new’ schools in the provision of favourable learning environments is not supported from this study.
[1] This study was funded by the College Research Committee of the Adeyemi College of Education, Ondo, Ondo State, Nigeria. However the views expressed in this paper are those of the author. No official endorsement should be inferred
Notes
[1] This study was funded by the College Research Committee of the Adeyemi College of Education, Ondo, Ondo State, Nigeria. However the views expressed in this paper are those of the author. No official endorsement should be inferred