As a significant variable that advances the academic

performance of students in either a positive or negative way, it

has been neglected in the ongoing efforts to address the
persistent struggle of underperformance among the learners
within the education system of the nation. (Usman et al., 2019)

On the subject of negative influences, a varying factor in both

physical and environmental can be the reason for
underperformance of students. Resulting in portrayal of certain
behaviors such as physical discomfort, distraction,
disengagement, and even a negative emotional response.
Given this, an uncomfortable learning space for learners, it
could evoke a lack of self-confidence, insecurities, and
motivation to the learners (UBCATT, n.d.).

With acknowledgement to the newly resolved pandemic which

has influenced change in the educational learning environment
and resulted in an unfamiliar space for learning, students have
experienced a hard time adjusting. From the accustomed face to
face classes, the global pandemic created a huge shift in the
modalities used in learning hence, the students learning space
has been reformed to suit the COVID-19 protocols(Illescas,Ong
and German, 2023).

Having to face an obstacle such as a global pandemic, students

have developed a sense of adaptability however the performance
of one can also be affected by this. In a statement given, it can
be claimed that an undesirable learning atmosphere has an effect
on the academic performance of learners, most evidently
negative. With regards to statements of Schneider(2002), where
there are given elements contributing to the quality of learning
where there is a given gap of conclusive results therefore this
research aims to provide new insights upon this given topic.