The Relationship Between Educational Resources And Students' Academic Performance
[A CASE STUDY OF IN ILORIN WEST LGA, KWARA STATE PUBLIC SECONDARY SCHOOLS]

CHAPTER TWO
Review of Related Literature
                               The purpose of this chapter was to review related literature in order to assist the researcher conceptualize the subject matter and fully appreciated and appraise work already done on educational resources and students’ academic performance. For the purpose of clarity, this chapter was organized and discussed under the following sub-heading.
2.1 Concept of Educational Resources
2.3 Resources Allocation
2.4 Resources Utilization
2.5 Quality and Quantity of teachers.
2.6 physical and Material Resources
2.7 Educational Resources and Students academic performance
2.8 Appraisal of Literature Review
2.2 Concept of Educational Resources
                     Individual have perceived and acknowledge the purpose and function of resources in effective teaching and learning. Owoeye & Yara (2011) emphasized that the availability, relevance and adequacy of educational resource item contribute to academic achievement and that unattractive school buildings crowded classroom, non availability of playing ground and surroundings that have no aesthetic beauty contribute to poor academic performance. Fuller (2001) discovers that students who had used two or more books were almost three times better than those who had no textbooks in school.
                                              Anderson (1999) discover that teachers who regularly monitor and supervise their students’ learning by checking students work and helping individual student to overcome errors and learning difficulties are likely to have student who exhibit higher level of achievement. Oni (1995) discovered that human resources played important role in the teaching-learning situation that any other factor of production and that the quality of education hinges upon the qualities of teachers available. Edward (2001) found that as school’s condition improve from one category. For example, from poor or fair students’ standardized achievement scores rose an average of 5.45 percentage points.
                   The Saginaw school project in Canada is another study that notes the relationship between students’ achievement and building facilities. Guided by the belief that school can influence and control variable that contribute to school learning, the Saginaw public school launched a “grassroots” project involving thirty one schools. A school improvement survey was administered to staff to identify and then solve problems goals listed in each school building plan were attained at a 70 to 100 percent level. Goals related to students’ achievement in reading and mathematics was also encouraging. During the five-year project, students’ achievement in both math and reading rose in the highest achievement category and dropped in the lowest achievement category.
            Claus and Girrbach (1993), learning experiences are richest when the environments (physical resources) around them meets their need through its adequacy and effective utilization. Children learn best when they can actively explore an environment rich in adequate materials.