SCHOOL PHYSICAL ENVIRONMENT AND STUDENT ACADEMIC PERFORMANCE: A CASE OF GOVERNMENT SECONDARY SCHOOLS IN MAKINDYE DIVISION, KAMPALA, UGANDA

ABSTRACTThis study examined the relationship between school physical environment and student academic performance in government secondary schools in Makindye Division, Kampala, Uganda. Grounded in Environmental Psychology Theory and Earthman’s infrastructure-performance model, the research employed a cross-sectional mixed-methods design. Data were collected from 149 respondents including students, teachers, administrators, and head teachers using questionnaires, interviews, and observation checklists. Descriptive statistics revealed moderate perceptions of school location (M = 3.48) and size (M = 3.28), and moderate-to-high perceptions of school premises (M = 3.42). Inferential analyses through Pearson correlation and linear regression demonstrated significant positive relationships between all three environmental variables and academic performance, with school premises exhibiting the strongest predictive power (*r* = .612, R² = .375), followed by school size (*r* = .568, R² = .322) and school location (*r* = .492, R² = .242). Qualitative insights contextualized these findings, highlighting challenges such as noise disruption, overcrowding, and inadequate sanitation. The study concludes that the physical school environment significantly influences academic outcomes, with premises conditions being the most critical factor. Recommendations include prioritizing facility maintenance, implementing enrollment management strategies, and enhancing location-based interventions through collaborative stakeholder efforts. These findings contribute to evidence-based educational planning and infrastructure policy in urban Ugandan settings. Keywords: school physical environment, academic performance, Environmental Psychology Theory, infrastructure, urban education, Uganda.