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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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School location
The influence of school location on the achievement of students of public secondary schools has been the concern of many educationists. Bello in Ezeh (2008) opined that school locations are known to influence the students learning through quality of teaching staff, class size and availability of infrastructure. The choice and location of school site have been an indispensable aspect of any effective school planning. This is so because it is the site that can influence the type of the school to be built and the quality and quantity of the buildings.
A child’s environment that is rural or urban exerts considerable influence on his intellectual development, Okonkwo (1997) pointed out that schools in rural areas is likely to face the problem of poor academic achievement due to the inequality in provision of human and material resources required for positive educational achievement. This in turn will perpetuate inequality of access to education provision of adequate number and quality of teachers, contents and methods of teaching.
An urban child has an edge over the rural ones in terms of “life chances†such as better education and the socialization pattern Ajeh (1990). There are three social classes that exist-higher, middle and lower social classes. The urban, higher and middle classes through improved “life chances are exposed to better environment with access to libraries, adequate space, continuation classes and mass media. The rural children are hardly exposed to those facilities because they are mainly from lower social class. As a result, children from this background have low academic achievement. Uche in Okeke (2003) contends that in terms of facilities and structures, urban schools are worse because of very high enrollment figures. In urban schools, the facilities are grossly inadequate making it necessary to run a sort of shift system especially in primary schools. This has been strongly condemned as it does not make for effective teaching and learning.
Stressing the urban/rural inequality, Okon and Anderson in Ajeh (1991) noted that because of lack of social amenities in remote rural area, teacher sent there do not like to stay even if they agree to work, they prefer to live in towns and shuttle to such areas. Ezema (1996) quoting Mood,(1985) said that the teacher is one of the most important factor in the child’s environment that influences his academic performance. Some experts in the field have agreed that rural secondary schools are poorly staffed, with few professionally qualified teaching personnel. This poor staffing of rural secondary schools must have accounted for better performance of urban secondary schools.
Broomhall and Johnson (1994) concludes that rural students performs less than that of urban student on standardized test of educational achievement. This may be due to educational expenditure which are smaller in rural areas.
School facilities
School facilities are the corner stones of education system. They are essential ingredients in the effort to realize effective teaching and learning outcome. Hinum (1999) asserts that the quality of facilities has impact not only on educational outcomes but on the well being of students and teachers. Adeboyeje (1994) and Ayodele (2004) have pointed out that the availability of adequate chairs, desks and other facilities are necessary for the accomplishment of any educational goals and objectives. They revealed that effective management of school facilities brings about development of educational programmes and facilitates educational process. It also results to boosting of the morale of teachers and students and enhances the usefulness in the determination of the worth of a school. In the same vain, Hinum (1999) also report that there is a significance relationship between students achievement and the condition of the built environment.
The report of primary education in Nigeria by FGN/UNICEF/UNESCO/UNDP (2000) shows that chalkboard and chalk were the only materials reported as being adequately available in the schools. The introduction of Universal Basic Education (UBE) has increased enrolment in primary school from 17.9 million in 1999 to 19.2 million in 2000 and 19.4 million in 2001, (FME, 2003). This increase translates to demand for more places at secondary schools resulting to overstretching of the existing physical facilities.
Investment in education entails the provision of the necessary infrastructure and facilities that could lead the system to the desired goals and objectives, (Umoru-Onuka 2004). Adegboyega (2002) observed that little attention is paid to education in terms of funding and this money is spent on recurrent expenditure leading to the deterioration of the existing facilities. The general conditions of infrastructure as well as instructional materials in some public secondary schools are poor, (Oredein, 2000). These prevailing condition would definitely show negative influence on the instructional quality which may translate to poor academic performance.
Adequate infrastructures are quite essential for conducive and productive learning. There is an indication that the public secondary school in Enugu State cannot function successfully without adequate provision of facilities. This is because students need desks and chairs, teaching staff needs offices and instructional materials if learning must be effective.
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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---
