Chi-Square Analysis of the Opinion of the Effect of Cramped Environment on Students Behavior and Academic Performance

Abstract

This study investigated the effect of a cramped learning environment on students’ behavior and academic performance in Yaba College of Technology. Specifically, the study examined the relationship between classroom congestion and student behavior, assessed its impact on academic performance (measured by CGPA), and identified key environmental factors such as noise, lighting, and temperature influencing these outcomes. A descriptive survey design was adopted, and data were collected from 75 HND II Microbiology students using structured questionnaires, with 73 valid responses analyzed. The reliability of the instrument yielded a Cronbach’s alpha coefficient of 0.782, indicating good internal consistency. Descriptive statistics (frequencies and percentages) revealed that a large proportion of respondents experienced negative effects of cramped environments: 88% reported difficulty concentrating, 81% indicated increased anxiety, and 76% reported discomfort and irritability. Regarding academic performance, 71% agreed that their grades suffer in crowded classrooms, 81% reported difficulty focusing during examinations, and 92% affirmed improved performance in spacious and quiet environments. Inferential analysis using the Chi-square test at a 5% level of significance showed that there was no significant association between cramped environment and student behavior (df = 12, p > 0.05). However, there was a statistically significant association between cramped environment and academic performance (df = 9, p < 0.05), leading to the rejection of the null hypothesis for academic performance. The study concludes that although cramped environments may not significantly alter observable student behavior statistically, they have a significant negative impact on academic performance, contributing to lower academic achievement.

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