This study examined the learning environmental factors influencing students’ academic
performance in History and Government in public secondary schools in Aldai Constituency, Nandi
County, Kenya. The motivation for the study stemmed from the observed disparities in academic
performance in the subject, despite efforts to standardize curriculum delivery across schools. The
research aimed to identify specific learning environmental factors both within and outside the
school setting that significantly impact learners’ outcomes in History and Government. The study
was guided by four main objectives: to determine the effect of the physical learning environment,
assess the availability and adequacy of teaching and learning resources, evaluate the impact of
distance from home to school, and explore the influence of parental support on academic
performance. A descriptive survey design was employed, targeting 10 public secondary schools
selected through stratified and purposive sampling. Data were collected using structured
questionnaires for students and teachers, observation checklists, and document reviews.
Quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS), while
qualitative responses were thematically summarized.Findings revealed that the physical learning
environment characterized by classroom conditions, noise levels, and seating arrangements
significantly affects students’ engagement and concentration. The availability of instructional
materials such as maps, textbooks, and visual aids also had a positive influence on learners’
understanding of historical content. Furthermore, long distances to school and limited parental
involvement were found to negatively affect students’ motivation, attendance, and study time, all
of which contribute to poor academic Performance.The study concludes that environmental factors
are critical determinants of academic achievement in History and Government. It recommends
improved school infrastructure, equitable resource distribution, localized school placement to
reduce travel time, and enhanced parental engagement in students’ academic affairs. These
findings have implications for policymakers, educators, and community stakeholders seeking to
improve educational outcomes in rural and underserved areas.