Predicting affective and cognitive learning outcomes: A quantitative analysis using climate change vectors

Abstract

Recent changes in the atmospheric conditions have exerted a lot of pressure on the surface of the earth causing attitudinal change, fear of survival as well as pattern of living. Schools are not out of these influences from the changes in climatic conditions. These study, therefore. examines the nexus between climate change vectors such as classroom temperature variation, persistent drought, severe flood occurrence on class attendance, class participation and academic performance among secondary school students. The study adopted an ex post facto research design, and a total of 1,881 were used for data collection. Two research instruments, the climate change variation scale and class attendance, class participation, and academic performance scale were used for data collection. The instrument was validated using factor analysis to assess the dimensionality of the items as well as obtain factors using component analysis and varimax rotation. To assess principal the mode fitness and acceptability, the confirmatory factor analysis (CFA) was carried out using the maximum likelihood estimation method, and the factor loadings from exploratory factor analysis and CFA were not too different. The collected data were analyzed using the simple and multilinear regression techniques. The results showed that relatively, persistent, severe flooding and classroom temperature variation contributes significantly to class participation, class attendance, and academic performance among students. Similarly, the variables; severe flood, drought and classroom temperature when compositely examined contributes to the variation in class attendance, class participation and academic performance among students. Implications and recommendations of the study were stated.