Relational and Ecological Pathways to Student Engagement: Ghanaian Senior High School Classrooms' Perspective

Abstract This study investigated the impact of the classroom environment on learner engagement among Senior High School students in the Central Region of Ghana, focusing on physical, psychological, and social factors. A cross-sectional survey design was employed with a stratified random sample of 504 students. Data were collected using a structured questionnaire and analyzed through descriptive statistics, Pearson correlation, and multiple linear regression. The findings revealed that the physical classroom environment had no significant effect on learner engagement (R² = .002, p > .05). In contrast, psychological factors emerged as the strongest predictor, accounting for 71% of the variance in engagement (R² = .710, p < .001), while social factors contributed moderately (R² = .251, p < .001). The combined regression model explained 96.5% of the variance in learner engagement, with psychological and social factors exerting significant positive influences, while the physical environment remained non-significant. The results highlight the centrality of psychological drivers such as motivation, self-efficacy, and interest, as well as the importance of supportive teacher-student and peer relationships. The study recommends that educators and policymakers prioritize interventions targeting psychological and social dimensions of the learning environment to enhance student engagement, while maintaining adequate physical conditions.