Influence of Classroom Climate on Student Engagement in Public Secondary Schools in Plateau State

This study explores the influence of classroom climate on student engagement in public secondary schools in Plateau State, North Central Nigeria. Student engagement, encompassing behavioural, emotional, and cognitive dimensions, is a critical predictor of academic outcomes, and the quality of the classroom climate shapes the extent to which students invest in learning. The study adopts a descriptive survey design, recruiting 320 SS1 and SS2 students from six public secondary schools in Jos North and Jos South Local Government Areas. The Classroom Environment Scale and the Student Engagement Instrument were adapted for the Nigerian context. Data were analysed using multiple regression and Pearson correlation. Results indicate that teacher support, peer cohesion, and task orientation within the classroom climate significantly predict all three dimensions of student engagement. A positive classroom climate characterised by mutual respect and collaborative learning was most strongly associated with cognitive engagement. Disorder and lack of clarity in instructional delivery were identified as climate factors most detrimental to engagement. These findings are interpreted within the framework of self-determination theory, which links environmental support for autonomy and competence to deeper student involvement in learning. The Plateau State Ministry of Education is encouraged to include classroom climate assessment as part of school quality assurance processes. Teacher professional development should address interpersonal communication skills and strategies for building inclusive, supportive learning environments. Keywords: classroom climate, student engagement, secondary school, Plateau State, self-determination theory.