Literature review

Environmental factors can be determinants of student academic performance thus, how the

environment in which students learn can impact their academic outcome. This write up

explores factors such as classroom setting, home environment, socioeconomic status, parental

involvement, school resources, peer influence, and more. Various research studies and

scholarly articles investigate how external factors can impact students' educational outcomes

and environmental factors often interact with individual characteristics and abilities, making the

relationship complex and multifaceted. Researchers continue to study these factors to gain a

deeper understanding of how to create more supportive educational environments that foster

improved academic performance for all students. Jonah Berger, Amanda Ripley,Paul Tough,

Thomas Boronski and Nasima Hassan are among scholars who have written on the topic of

environmental factors's influence on student academic performance. There have been several

articles also written on the topic.

John Berger in his book , Invisible Influence : The hidden forces that shape behavior highlights

the influence of others who also form part of our environment. He asserts that other people

affect the choices we make and whether we accept it or not,our everyday choices and opinions

are an imitation of what the people around us are doing. We are highly inclined to adopt

behaviors and opinions from the people who are around us. He again states that our social

surroundings change the way we perform and this can motivate or distract us. Reasons

according to Berger that cause us as humans to be susceptible to such influence is that;

 It saves us time so that we don't have to figure out opinions about everything ourselves.

Examples of such experiences may include liking a particular restaurant, holding a

 certain political view because of parents, studying a particular program at the university

or choosing a career etc.

 Social pressure also makes us feel the need to conform to other's opinion. Most people are

influenced by popular stance or what is popularly embraced in society. ( Berger 2016).

Amanda Ripley, a skilled journalist, discovered an intriguing enigma: Despite America's significant

investment in education and extensive use of technology in classrooms compared to other

countries, its academic performance falls behind. She delves into why american students aren't

achieving as much as their global counterparts and explores the factors that distinguish certain

countries as educational leaders in her book, we. In the book she chronicles the journeys of three

American teenagers who embark on a year-long foreign exchange program in Finland, South Korea,

and Poland. Through a blend of firsthand accounts from the students and up-to-date research, the

book offers a captivating perspective on their experiences. In 2012, a diverse group of 15-year-olds

from various countries participated in the PISA exam, assessing their proficiency in math, science,

and reading. The United States performed below the global average, securing the 27th position in

math, and only marginally better in science (20th) and reading (17th). Surprisingly, even American

teenagers attending high-tech schools and coming from affluent backgrounds fell short compared to

their privileged peers worldwide, including some from disadvantaged background. Finland, South

Korea, and Singapore achieved impressive scores and rankings, which was expected. However, the

real surprise was Poland, a country that dramatically improved from being at the bottom in 2000 to

reaching near the top in 2012. The success of Finland, South Korea, and Poland can be attributed to

a multitude of diverse factors.

Teaching in Finland is a highly esteemed profession, with teachers enjoying the same prestige and

comparable pay as lawyers and doctors. Finland's educators are exceptionally skilled, as only the top
candidates qualify to become teachers and this is one driving force for its excellent performance in

education. Amanda Ripley aptly captures South Korea's education system in one word: "drive." The

parents in South Korea have high expectations for their children, teachers demand excellent

performance from their students, and students dedicate their entire lives to their studies. While this

relentless drive has led South Korea to the top, many parents, students, educators, and policy-

makers in the country feel that the price paid by these students is too high. Students spend their

entire day at school, from early morning until 5 pm, and then attend after-school tutoring sessions

for another five hours after supper, often ending their day at midnight or even later, only to repeat

the cycle the next day. As a result, many believe that South Korea needs to ease up on the intensity

and give students some respite.

Poland revolutionized its education system with a sequence of strategic reforms, some of which

were met with controversy. The changes encompassed the implementation of a fresh core

curriculum, the introduction of three demanding standardized tests, increased teacher autonomy,

and the postponement of student tracking for an additional year ( Ripley 2013).

The focus of Ripley 2013 highlights some environmental factors such as socioeconomic status which

research has shown may come about as a result of lower socioeconomic backgrounds. Students

may face challenges due to limited access to resources, educational support, and learning

opportunities, leading to lower academic performance.Family support and involvement is another

environmental factor since the level of support and involvement from parents or guardians can play

a significant role in a student's academic success. Also, a positive and supportive home environment

can enhance motivation and overall well-being , school resources and facilities , classroom

environment and how their availability influences the academic performance of students.
Boronski and Hassan (2010) discusses the fundamental concepts of sociology and emphasizes the

importance of a sociological perspective in comprehending the historical evolution of education and

schooling ideas and their direct impact on our present lives. Its subject is on the sociology of

education which is a field of focus on how both public institutions and individual experiences impact

education and its results. It primarily examines the public schooling systems in modern industrial

societies, encompassing higher, further, adult, and continuing education. It facilitates

comprehension of cultural, economic, social, and political trends concerning formal and informal

education agencies. Boronski and Hanson (2010) references various social commentators and

writers who have proposed unconventional ideas, ranging from allowing children to choose their

studies to questioning the role of schools and religious teaching in faith schools. Boronski and

Hassan explores education from a sociological perspective, shedding light on how sociology helps us

understand key debates in education. They challenge assumptions, such as the role of politicians in

deciding education, frequent testing and labeling of students, and the unquestioned authority of

adults in shaping children's education. What role does sociology play in addressing debates and

controversies? At a fundamental level, sociology acts as a 'disruptive experiment,' challenging our

deeply ingrained beliefs and prompting us to reevaluate their foundations, exposing potential flaws

and weaknesses. At a more academic level, the concept of a 'sociological imagination,' coined by

American sociologist C. Wright Mills in 1959, becomes essential. This term encourages us to delve

deeper into everyday events and societal aspects, questioning familiar norms we often take for

granted. For instance, using a cup of coffee as an example, we can explore its historical origins,

connections to colonial contact and international trade, its status as a legal drug, and its role in

bringing people together or symbolizing a lifestyle." The sociological imagination is a unique way of

thinking, which may require some practice. You can apply it to various aspects of education,

focusing on concepts like gender, ethnicity, social norms, and social class. According to Wright Mills,
a crucial aspect of the sociological imagination is recognizing the connection between individual

problems and broader public issues.

For instance, individuals may face specific troubles like poverty, unemployment, or educational

failure. When these private troubles become widespread and extend beyond the individual level,

such as high unemployment rates, they transform into institutional or social problems. Wright Mills

believes that sociology enables us to understand how individual situations are intertwined with

broader social and historical conditions.However, Wright Mills argues that those in power, such as

policymakers, politicians, and business leaders, often disguise these public issues as private

problems. They may attribute underperformance or challenges to personal inadequacies rather than

examining the structural factors within the education system that contribute to certain social groups

or classes 'underperforming.' This is evident in how working-class boys are portrayed by politicians,

focusing on their perceived 'lad culture' rather than questioning the organization of the education

system.In summary, the sociological imagination helps us explore the connections between personal

experiences and wider societal issues, shedding light on how public problems can be concealed as

private troubles, particularly in the context of current debates on education. One could argue that

focusing solely on the concept of 'lad culture' when addressing educational inequalities overlooks

the significant role of class factors and inequalities in this process, as supported by various studies

(Ball, 2008; Bolton, 2010; Dorling, 2011; Ipsos MORI, 2010; Jefferis et al., 2002).Another aspect of

the sociological imagination is its refusal to simply accept common-sense beliefs about society;

instead, it encourages us to gather evidence to identify patterns and trends that can substantiate

our claims. While evidence is essential, its interpretation remains subjective, and it serves as the

foundation for credible assertions. Sociology, in general, involves theory formation using evidence,
which can be either inductive (building a theory based on collected evidence) or deductive

(developing a theory to form hypotheses for testing against evidence). Regardless of the approach, a

logical and methodical procedure is expected, ensuring that claims and theories are supported or at

least evaluated based on the collected data. This transparency allows others to verify the evidence

and claims independently. Theories also facilitate generalizations about the world or specific

aspects, contributing to a better understanding of the world and potentially influencing policy-

making efforts.