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INFLUENCE OF
SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF STUDENTS
ABSTRACT
The study
was carried out to investigate the influence of school
environment
on academic achievement of students in Enugu State
public
secondary schools. The design of the study is descriptive while
the
population comprised principals and teachers in the education zone.
The sample
size for the study was 600 respondents while a researchers’
self
developed questionnaire formed the instrument for data collection.
Three
experts validated the instrument and a cronbach Alpha reliability
coefficient
method was employed to ensure the reliability of the
instrument.
Four research questions and two null hypotheses guided the
study; while
student t-test statistics was used to test the hypotheses at
0.05 level
of significant. A review of empirical studies was carried out to
guide the
researcher into previous studies in the area and also to
provide the
researcher with the theoretical base. A 29-item questionnaire
was used to
get information from the respondents. Based on the data
collected
and analyzed, the following results were obtained. That staff
office,
classroom spaces for teaching students and staff common room
represented
the major areas that to a great extent affect the academic
achievement
of students in public schools, with regard to buildings. It
was also
revealed that desks, current books and presence of library
assistants
constituted the areas of influence to the academic
achievement
of the students with regard to library services in the public
secondary
schools. Both the principals and teachers agreed that access
to reading
materials in the school, lack of facilities, and nearness to
school and
in sufficient qualified teachers very greatly affect the
academic
achievement of the students. Inadequate teaching materials
were also
noted as a major factor affecting the students’ academic
achievement.
The two groups also shared common views in terms of the
great
influence of school health services, fencing of school for security
and
provision of power supply as important variable affecting the
academic achievement
of the students of public secondary schools.
Based on the
above, the researcher recommends that schools should be
provided
with functional libraries, equipped with current reading
materials to
help enhance both the students’ academic achievement and
the
teachers’ effectiveness in academic activities in the school.
CHAPTER ONE
INTRODUCTION
Background
to the study
Generally in
the whole world, particularly in Nigeria, education has
been
considered to be the corner - stone for development. It forms the
basis for
literacy, skill acquisition, technological advancement and ability
to harness
human and material resources towards the achievement of
societal
goal, (FRN, 2004).
Education is
very important in any given society. It is a process by
which abilities
and capabilities of individual are developed. These
abilities
might be physical abilities, emotional abilities, social abilities and
intellectual
abilities. It is the actualizing of human potential so that the
individual
can become something more than what he was before.
According to
Ugwuanyi (2003) education is the process by which society
establishes
to assist the young to learn and understand the heritage of
the past,
participate productively in the society and contribute
meaningfully
for the development of the society. Emeka (2008) citing
Kneller
(2000) sees education as a process by which any society
through
schools, colleges, universities and other institutions deliberately
transmit
knowledge, values and skills from one person to another. As a
result of
deregulation in Nigerian education, the system of education has
two main
interest groups – public education and private education.
2
Public
education is the pillar or backbone of society which opens
the door of
equal educational opportunity to all citizens. It is a public
owned
property which attracts public attention constantly. According to
Ukeje in
Akpa, Udoh and Faghamiye (2005):
Public
school is concerned with the acquisition of
appropriate
skills, abilities and competencies of both
mental and
physical nature as equipment for the
individual
to live in this society, and acquisition of a
relevant and
balanced knowledge of facts about local
and world
phenomena. (P. 12-13)
Public
schools can also be seen as those schools controlled
neither by
individuals nor by private interest or agencies but by those
who
represent the society as a whole. In other words public schools are
those schools
which are supported and controlled by the government of
the state or
nation.
Private
schools are those schools that are not administered by
local, state
or national government, which retain the right to select their
student body
and are founded in whole or part by charging their students
tuition
rather than with public funds. This means that the school
established
by the missionaries, individuals and voluntary organizations
belong to
this group. According to Hernes (2001) United Nations
Educational,
Scientific and Cultural Organization (UNESCO) and the
world Bank,
private educational institutions are those that are not
operated by
a public authority, but are controlled and managed by a
3
private body
or board of governors not selected by a public agency on
selected by
public vote. The institution may be run by or operated by non
governmental
organizations (NGOS) or business enterprise.
Secondary
school is the stage of education following primary
school. It
is generally the final stage of compulsory education. Webster
(2009) sees
secondary school as a school intermediate between
elementary
school and collage usually offering general technical,
vocational
or college- preparatory course, while Collins (2003) refers to it
as a school
for young people, usually between the ages of eleven and
eighteen. As
for the National policy on education (FRN, 2004) it is the
form of
education children receive after primary education and before the
tertiary
stage.
Environment
can be defined as a system within which living
organisms
interacts with the physical element while education
environment
is a learning place where the learner learn and interact with
learning facilities
in order to be socialized and face the challenges in the
society.
Agusiegbe (2004) sees environments as consisting of all
elements
existing around man and which exert some influence on him.
These
include physical, biological and social attributes. Environment can
also be seen
as aggregate of all the external condition and influence
affecting
the life and development of an organism.
4
In this
study, environment includes all the external condition and
influences
in the school that affect the academic achievement of the
student such
as laboratory equipment, library facilities, qualified
teachers,
furniture, school building, good administrative management,
teacher
pupil relationship and school location among others.
Environment
for the purpose of this work can be divided into two partshome
environment
and school environment.
School
environment is the thread that connects the multitude of
activities
on the school. In many respects, this thread is almost invisible,
yet everyone
experiences its influence. Dudek (2000) opined that it could
be said to
be the external influences in the school that can influence
academic
achievement of students irrespective of their intelligent
quotient.
School environment can also be considered as the second
teacher
since space has the power to organize and promote pleasant
relationships
between people of different ages, to provide changes, to
promote
choices and activities and for its potential for sparking different
types of
social and affective learning (Okeke 2001). It has been
generally
accepted that environment and heredity can hardly be
separated
from education in influencing achievement, hence a child’s life
and ability
is influenced by nature and nurture. Heredity provides the
natural
disposition while a healthy environment makes available a
window of
opportunities to the learner (Ohuche 2001). The
5
environmental
variable of the setting helps to a large extent in ensuring
attainability
of the goals of such setting. The environmental differences
and the
differences in the quality of instruction from one school to
another can
create differences in the level of knowledge acquisition of
the
students. This shows that the learning facilities children are exposed
to and the
socio-economic influence on them can affect their academic
achievement.
School
environment includes the school building and the
surrounding
grounds such as noise, temperature and lighting as well as
physical,
biological or chemical agent, (Chiu 1991). School environment
can then be
seen to include material and human resources, a learning
place which
consist of the entire interaction. The learning environment
is both the
natural and provided setting where teaching and learning
takes place.
Maduewesi (1990) referred to teaching and learning
environment
as the setting physical and conceptual in which teaching
and learning
are carried out as deliberately planned. And to Okobia in
Maduewesi
(1990) learning environment means classroom
surroundings,
physical facilities in the classroom and teacher – pupil
relationship.
Studies on
the relationship between availability of resources and
students
academic achievement have revealed that secondary schools
provided
with adequate education resources performed significantly
6
better than
those provided with inadequate resources (Balogun, 1995).
Environment
is a very important factor in achievement of goal of any
educational
programme. People acquire most of their knowledge through
the
interaction with facilities provided in the environment for learning.
Also
learning is influenced by the environment people are exposed to
and the
facilities provided in such environment lead to experience. As in
the words of
Piaget (1964) that active interaction with the environment is
regarded as
the most basic requirement for proper intellectual
development.
The physical
appearance and general condition of school physical
facilities
are the striking basis upon which many parents and friends of
any
educational institution make initial judgment about the quality of
what goes on
in the school. They are often turned off by dilapidated
school
blocks with sinking roofs and broken walls, bushy lawn and over
grown
hedges. Also are profane writings on walls, littered lawns and
path ways.
Finally, the school physical environment is like a mirror
reflecting
the image of a school and through it the public decide whether
or not to
associate with the particular school (Mgbodile 2004).
In Nigeria
today, schools are closely associated with the
communities.
Most communities depend on the neighbourhood school
for the
provision of good and appropriate environment for
accommodation,
furniture and all form of equipment for certain activities
7
like club or
village meetings, wedding reception and church services.
There is
need for a well planned and organized educational
environmental
enrichment because it fosters good interpersonal
relationship.
Moreover, Ajayi and Ashaolu (2005) opined that
environmental
enrichment regarding physical facilities is a major factor in
students’
academic achievement. Supporting this Ayodele (2005) and
Ajayi
(2007), have shown that school resources aid students academic
achievement.
It is now
certain that most of secondary school products cannot
gain
admission into federal universities or university of their choice due
to poor
performance in the placement examination into these schools.
This poor
performance may be attributed to poor learning environment
especially
in the following areas: schools building, library services, and
school
location and school facilities.
School
building: These are tangible structures which serve as
shelter for
educational activities. They include among others classroom,
laboratories,
workshops, and teacher’s common rooms/offices, reading
rooms,
libraries, dormitories and dinning hall. Despite the evidence that
the quality
of a school building affect students’ academic achievement,
most public
schools, in Enugu state are in poor physical condition.
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