Author(s)

Matthieu Yangambi

National Teaching University, Kinshasa, The Democratic Republic of the Congo.

In several countries, low level of education is due to inadequate level of physical facilities. Physical facilities provide students with adequate atmosphere conducive to learning. Modern physical facilities are important and have positive effects on students learning and performance (Shami & Hussain, 2005).  School facilities are a major factor in ensuring quality education. This is one of the criteria for measuring education’s growth and development level. Recent studies conducted in the United Kingdom have shown the impact of infrastructure on learners’ academic outcomes and explain 16% of the variation in primary school students’ academic achievement (Teixeira et al., 2017). This study aimed to determine the impact of school infrastructure on student learning and achievement in three schools in the Kinshasa-Ngaliema education division. This study was the subject of quantitative research to analyze data collected from a questionnaire designed specifically for this study and based on the literature that addresses the impact of school facilities on student achievement. The target population (N = 108) was identified as teachers from three official secondary schools in the Kinshasa-Ngaliema education division. The accessible population was selected based on research interest, based on the non-probability sampling known as convenience sampling. The results of this study highlight several important observations that are critical to determining that school infrastructure has a serious impact on student learning and achievement. The results of this study suggest that continuous improvement of school infrastructure should be considered and recommended for all schools to optimize student achievement and teacher delivery.

Schools Infrastructures, Students Learning, Student Performance

Yangambi, M. (2023) Impact of School Infrastructures on Students Learning and Performance: Case of Three Public Schools in a Developing Country. Creative Education, 14, 788-809. doi: 10.4236/ce.2023.144052.