LEARNING ENVIRONMENT AND UNDERGRADUATES’ ACADEMIC PERFORMANCE IN A FAITH-BASED UNIVERSITY IN OGUN STATE, NIGERIA

Abstract

This study examined the perceived influence of a faith-based learning environment on students’ academic performance at Babcock University, Ogun State, Nigeria. The study used an “ex-post-facto” descriptive survey research design. The population for the study included all the undergraduate students of Babcock University, Ilishan-Remo, Ogun State, Nigeria. A multi-stage sampling technique was utilized to select various faculties, while a proportional stratified random sampling technique was adopted to select 414 undergraduate students who participated in the study. The researchers made use of a self-designed questionnaire tagged “Learning Environment and Academic Performance Questionnaire” (LEAPQ), which was structured in three sections. Four research questions were raised and tested using descriptive statistics and regression analysis. Selected participants were four hundred and fourteen (414). The findings showed that the perception of undergraduates on a faith-based learning environment is high (75.8%); the level of academic performance is also high; and the faith-based learning environment has a significant influence on the academic performance of students. The study concluded that every educational institution has a climate that distinguishes it from others, which influences the behaviour and feelings of students.