Impact of Positive Learning Environment on Students’ Academic Performance in Colleges of Education

This study examines the relationship between the learning environment and student's academic performance in integrated science courses at colleges of education in Ghana's Central Region. The study examines three main environmental factors: physical, social, and psychological surroundings, and their influence on students' academic performance. Data were acquired using a quantitative technique using structured questionnaires administered to 290 students from three colleges of education. Descriptive and regression analyses were used to evaluate the predicted correlations between the identified environmental components and academic performance. The results indicated that the physical (β =.077, p =.308), social (β = -.060, p =.328), and psychological (β =.024, p =.745) settings did not significantly predict the performance of students in college. The study showed that students' average performance in assessment and integrated science courses fell short of expectations, although there was no significant predictive relationship. This shows how complicated academic achievement is and how things outside of the learning environment, like the quality of the teaching and the engagement of the students, can affect it. The study encourages educational institutions to prioritize improving the learning environment through improved lecture room configurations, providing sufficient teaching resources, and cultivating positive connections between students and teachers.