INFLUENCE OF CLASSROOM ENVIRONMENT ON STUDENTS’ MOTIVATION TO LEARN SOCIAL STUDIES IN MAKURDI LOCALGOVERNMENT

Abstract

This study examined the influence of the classroom environment on students’ motivation to learn Social Studies in Makurdi Local Government Area of Benue State, Nigeria. The study specifically investigated the effects of the physical classroom environment, teacher–student interaction, and peer relationships on students’ motivation. A correlational survey design was adopted for the study. The population consisted of 3,482 Upper Basic II students in public junior secondary schools, from which a sample of 360 students was selected through multi-stage sampling. Data were collected using a structured instrument titled the Classroom Environment and Motivation Questionnaire (CEMQ). The instrument’s reliability was confirmed through a trial test, yielding a Cronbach’s Alpha coefficient of 0.83. Data were analysed using mean, standard deviation, Pearson’s Product–Moment Correlation, and multiple regression analysis at the 0.05 level of significance. Findings revealed that the physical classroom environment (r = 0.487, p < 0.05), teacher–student interaction (r = 0.562, p < 0.05), and peer relationships (r = 0.294, p < 0.05) each had significant positive influences on students’ motivation to learn Social Studies. The three variables jointly accounted for 38.1% of the variance in students’ motivation (R = 0.617, R² = 0.381, F = 76.12, p < 0.05). The study concluded that students’ motivation in Social Studies is not merely a product of individual effort but is largely shaped by the physical and social conditions of the classroom. A positive learning environment that satisfies students’ psychological needs for autonomy, competence, and relatedness. It is recommended that teachers cultivate empathetic relationships with learners, school administrators improve classroom facilities, and policymakers develop standards that promote learner-friendly environments in Nigerian schools.