Influence Of School Environment On Academic Achievement Of Students Of Public Secondary School
[A CASE STUDY OF ENUGU STATE]

CHAPTER TWO REVIEW OF LITERATURE
The review of the related literature for this study was carried out under the following subheadings: conceptual framework, theoretical framework, review of empirical studies and summary of literature review. Conceptual framework:
Concept of environment Concept of school environment
Concept of public secondary schools
Historical development of public secondary school in Nigeria Changes in structure of the ownership of Public Secondary Schools School Buildings
Library services School Location School Facilities
Theoretical framework Theories of environment Skinnerian Theory
Bandura social learning theory Review of Empirical Studies Summary of Literature Review
Conceptual framework Concept of environment
An environment is the natural surrounding of an organism and it can be land, air or water (Asogwa 2008). According to Onyehalu in Okeke (2001), environment is of three parts namely: physical, social and abstract. Physical environment is objects or materials found in the home, school or community. It also includes people like parents, peers and children. The social environment is the social life, societies, clubs among others. While abstract environment is the reactions, feedbacks responses received on interaction with others.
Environment is the physical world inhabited by man, or the realm of nature untainted by man (human action), or the cultural milieu – the physical environment as modified by human action, (Ofomata 2004). It could also be seen as things, around the child that he might perceive or that might have some effect on him. It can be view as all system of air, land, water and life that surround man. In other words environment is the sum total of all the external conditions which may act upon an organism or community to influence its development or existence. For example the surrounding air, light, moisture, temperature, wind, soil and other organisms. As for Monkhouse, in Ofomata (2004), it is the whole sum of the surrounding external conditions within which an organism, a community or an object exists.
Concept of school environment
School environment consist of both material and non-material resources in the school. It includes the teachers, peers, cohesiveness, the subjects, method of teaching. A healthy and attractive school environment makes for conducive learning and promotes students pride in their schools and their interest to stay in school (Mgbodile 2004). Belanger (1996) writing on the importance of learning environment stated that people’s educational life histories are influenced not only by provision of learning opportunities, but also by the quality of the environment where they live or learn. Continuing he stated that learning is more than education provision and that the community in which learners live have a profound impact on their aspiration to learn, their curiosity and their desire to develop their own competency.
Graff (1987) in Nwizu (2003) warned that the environment in which the learner acquires knowledge has a great influence on the cognitive achievement of the learner. It has also been generally agreed that the quality of learning is markedly influenced by environmental and organizational factors. Okafor (1992), opined that learning is an intimate transaction between the learner and his environment. This transaction takes place in a specific context. The child learning in a conducive environment transcends the school parameter. It encompasses the entire community and nation.
School environments – wall, ground, lights, and mechanical system can serve as active contributors to the students’ learning process. (Keep, 2002). He says that learning opportunities can be integrated into the structure of the school making it an active space rather than passive spaces, housing a disarray of things.
Clark (2002) citing Bruner (1966) on the importance of learning environment strongly stated that:
Growth depends upon internalizing events into a storage system” that corresponds to the environment, it is this system that makes possible the child’s increasing ability to go beyond the information encounter on a single occasion. He does this by making predictions and extrapolations from his stored model of the world. (P. 45)
Quisenberry, Eddowesi and Robinson (1991), for individuals to be self-motivating and self imitating, the environment or the setting must be amenable and responsive to human interaction. If the settings do not allow for permeability and malleability, then individual initiative in the learning process is stifled. As Piaget (1964) sited by Okeke (2001) defined intelligence as an accumulation of knowledge which is as a result of the child’s exploration of, and experimentation with the environment and his ability to assimilate and accommodate the environment. He continue by saying that active interaction with the environment is regarded as the most basic requirement for proper intellectual development. Omengboji (2005) emphasized that material environment is a major determinant of goal attainment in school.