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Influence Of School Environment On Academic Achievement Of Students Of Public Secondary School
[A CASE STUDY OF ENUGU STATE]
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Changes in the structure of ownership of public secondary schools
Since the then civilian administration took over the school from the private owners in 1979, the total enrolment in the school has increased tremendously more than what the government has budgeted for. These rapid expansion and increased enrolment into schools at all levels of education were accompanied by massive procument of teaching equipment and learning aids increased teachers’ employment and increased demand for classroom.
It therefore, becomes obvious that government alone cannot provide all the necessary facilities and resources needed in the public schools. Where they are provided, they are either inadequate or sub- standard. Akpa, Udoh and Fagbamiye (2005), observed that in most rural and some urban centres, some of the building are dilapidated, desks and benches are inadequate. There are no standard libraries and science laboratories. Nnoli (2003) identified the following as problems of public schools: Inadequate scientific material, inadequate and outdated library books, inadequate resources for recurrent expenditure, inadequate capital resources which led to suspension and or non- completion of capital project leading to overcrowded and rundown facilities, inadequate staffing and training, poor motivation and low staff morale.
The report of secondary Education in Nigeria of 2002/2003 (SEIN) highlighted the following areas as a challenge to quality education which calls for private participation: Unqualified teachers, inadequate funding, gross over enrolment, poor school environment. The SEIN report (2003) has it that in Lagos state most of the public schools are short of seats for students, the school building/classrooms are highly dilapidated and learners study under stuff and rowdy atmosphere. This situation is not only peculiar to Lagos alone, but to many other states. Sobowale (2000) in his submission at the return of schools to their former owners gave the following as the benefit of the return. It will reduce the number of schools that government will have to cater for, healthy competition will be returned to educational system, philanthropists and public spirited individuals could be better encouraged to endow education in the state.
The Anglican Communion (2000) in their submission in the memorandum for the return of schools to the private owners observed that moral education has disappeared in the public schools. The attendant results are lack of discipline among students, lack of commitment and dedicated to duties. The mission also added that the standard of education and positive competition in academic and moral were destroyed as a result of the government control of education.
The impressive desire of government to be in total control of education could not be sustained for a very long time due to inadequate
resources as noted by Emenyonu (1994) and due to many years of neglect as observed by Ibiam (2004). Oduleye (2000) opined that the government too were aware of the poor standard of performance of students in external examination and therefore founded “model schoolsâ€. In these schools fees were paid, facilities were in sufficient quantity and quality and parents levied themselves to provide a more conducive learning environment for their children. Macgregor (2000), Agugbuem (2002), Sobowale (2000), all agreed to the decline of the quality of public education.
Education is a capital intensive enterprise in which the expected return or results remains exclusive, if ever growing needs and demands of citizen are not matched with the appropriate resources in fracture and environment (FME, 2004). Because of this reason, education has to be deregulated in order to meet up the expected returns or results. The world Declaration on Education for All (EFA) brings about the need to deregulate education. The supply of human, financial and organizational requirement that is needed for the realization of Education for all is very enormous that government alone cannot handle. This is in line with Nnoli (2003) who states that “new and realized partnership at all levels will be necessary Samuel (2003) also supported this when he stated that “gradual deregulation will enable the government to bring in additional resources which at present go to individual handâ€.
Due to the complex nature of education the government has to involve all stake holders to put heads together in order to meet the educational needs of the people. Education is the responsibility of all. Government cannot carry the burden alone. As Ohakwe (1999) opined that it will be misleading to assert that government has all that it takes to fund education in Nigeria. He believes that the provision of education require the participation of all and sundry. Increasing population resulting in increasing demands for education has combined to make it difficult for government alone to continue to carry the burden of education. This led to the policy statement in the National Policy on Education (FRN, 2004) which states that:
Government’s ultimate goal is to make education free at all levels. The financing of education is a joint responsibility of the federal, state and local governments and the private sector. In this connection, government welcomes and encourages the participation of local communities, individuals and other organizations. (P. 61)
The document had the effect of stimulating an all round private participation in education. This is by allowing those who are willing, able and ready to supplement government effort in providing education for the people based on the required minimum standard. Thus private participation has contributed and continues to contribute greatly to the development of education in this country.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACTThe 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 ... Continue reading---
APPENDIX A - [ Total Page(s): 1 ]APPENDIX IDepartment of Educational FoundationsUniversity of Nigeria, Nsukka.20th March, 2010.Dear Sir/Madam,Influence of school environment on academic achievement of students of public secondary school in Enugu State.I am a postgraduate student of the above institution, conducting a research on the above topic: This is to seek for your permission to enable me distribute my questionnaire (copy attached) to your teachers for completion, to enable me carry out this research successfully.Thanks fo ... Continue reading---
TABLE OF CONTENTS - [ Total Page(s): 1 ]TABLE OF CONTENTSTitle Page Approval page Dedication Acknowledgement Certification Abstract Table of Contents CHAPTER ONE: INTRODUCTIONBackground to the Study Statement of the Problem Purpose of the Study Significance of Study Scope of the Study Research Questions Hypotheses CHAPTER TWO: REVIEW OF LITERATUREConceptual Framework Concept of Environment Concept of Public Secondary schools Historical Development of Public Secondary School Changes in Structure of the Ownership of Public ... Continue reading---
CHAPTER ONE - [ Total Page(s): 4 ]Studies on the relationship between availability of resources and students academic achievement have revealed that secondary schools provided with adequate education resources performed significantly 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 ... Continue reading---
CLUSTER - [ Total Page(s): 2 ] ... Continue reading---
CHAPTER THREE - [ Total Page(s): 2 ]Validation of the instrumentThe instrument was subjected to face validation by three experts from the field of Education Administration and Planning, in the Department of Educational Foundations and one in Measurement and Evaluation, of the faculty of Education, University of Nigeria, Nsukka. The experts were requested to look at the adequacy of the items in line with the purpose research questions as well as the rating scale. Corrections were affected in some of the items and on the response op ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 6 ]Conclusion: The conclusion is drawn that Principals and Teachers do not differ significantly in their mean ratings with regard to the extent school environment affects students academic achievement.Summary of Findings1. The result identified office for teachers, reading room for students and classroom space for teaching as the major areas that to a great extent affect the academic achievement of students with regard to buildings in the public secondary schools.2. It also identified p ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 3 ]The mean responses of the principals and teachers were individually identified and subjected to t-test analysis. The findings from the analysis revealed that respondents agreed on the extent school buildings affect the academic achievements of the students of public secondary schools. The findings revealed that staff offices, classroom accommodations and library are the major areas affecting academic achievement of the students.Furthermore, the responses made by principals were separated from th ... Continue reading---
REFRENCES - [ Total Page(s): 2 ]REFERENCESAdegboyega, A.A. (2002). Trends in Public Financing of Federal Inventors in Nigeria a Case Study of University of Ibadan in Adedeji, S. O. (ed) African Journal of Educational Planning and Policy Studies 3, No. 1 pp 95-108.Agugbuem, E.O. (2002). Taking the Distance out of the Distance Education; the Complementary Roles of Information Nigeria Education Review 7 (1) 171 – 179.Akpa, G.O. Udoh, S.U, and Fagbamiye E.O. (2005). Deregulating the Provision and Management of Education in ... Continue reading---
