The Impact of School Environment on Learners' Academic Performance: A Comprehensive Review

Abstract

This study investigates the influence of school infrastructure on the academic performance of primary school learners in Zimbabwe’s Marondera District. Employing the Context, Input, Process, and Product (CIPP) evaluation model, the research adopts a decision-oriented approach to identify infrastructural factors, classroom conditions, availability of learning resources, sanitation, teacher housing, and access to digital tools—that significantly affect learner outcomes. Using a mixed-methods design, data were gathered from teachers, headmasters, and school development committees through questionnaires, interviews, observation, and document review. The findings reveal a systemic relationship between physical infrastructure and learner performance: schools with adequate infrastructure consistently reported better academic outcomes, lower dropout rates, and improved learner motivation. Conversely, under-resourced schools exhibited chronic absenteeism, low pass rates, and teacher burnout. The study recommends that policymakers integrate infrastructural audits into education planning and prioritize funding for basic amenities, especially in marginalized communities. The CIPP model provided a robust framework for diagnosing challenges and suggesting actionable improvements in school infrastructure management.