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PLANNING AND
UTILIZATION OF SCHOOL PLANT AND STUDENTS’ ACADEMIC PERFORMANCE
ABSTRACT
The study
investigated planning and utilization of school plant and students’ academic
performance in selected secondary schools in Lagos State. Three research
questions and five hypotheses were raised and analysed in the study. The study
adopted the cross sectional survey research design which included public,
private and federal schools in Education District IV in Lagos State. Four
hundred and twenty three (423) subjects were randomly selected across the
schools in the district and used as the sample of the study. Questionnaires
were major instruments used to facilitate data collection from the respondents.
The study was limited to junior secondary school (JSS III), senior secondary
school (SS III) classes and teachers of English, Mathematics, Integrated
Science, Social Studies, and Economics in 22 schools in the Education District
IV of Lagos State due to financial constraints. Data collected were analyzed
using the simple percentage and Chi-square method of statistics. However, the
study revealed that a significant relationship exist between adequate provision
of school plant and academic performance of studentsin secondary schools in
Lagos State; adequate provision and functional school physical plants are good
strategies for enhancing a high level of academic performance and rapid
increases in the school enrolments without a corresponding increase in the
provision of educational facilities contributes to poor performance of students
in education. The study therefore recommends among others that material
resources for all subject areas should be sufficiently supplied to all the
secondary schools in Lagos State and Philanthropists, Parent-Teachers
Association should be encouraged to contribute their own quota to the
development of secondary schools in the state.
CHAPTER ONE
INTRODUCTION
1.1
Background of the Study
Education is
regarded as primary responsibility of government to its citizens based on
widely accepted concept of mobilizing for development through education.
It is
therefore not surprising when in the 1970s, the government of Nigeria at the
federal level took over hitherto schools established and managed by missions
outfits in the country. Given the importance of education in the life of a
nation, researchers observe that its management cannot be left in the hands of
those who have no wherewithal and expertise to handle it. Several researchers
are of the opinion that the factors that influence scholastic achievement of
students at school should be seriously looked into, these include a child’s
natural ability, physical environment, available educational facilities,
motivation and socio-economic background. In order to make a positive influence
on the school system, therefore, the government should make available the
necessary educational facilities, which include the buildings with other
physical facilities such as library, laboratories, recreational centres,
instructional materials, funds and provision of teachers and non-teaching
staff. A cursory look at the educational records of students’ performance in
the senior secondary certificate examination reveals a downward trend in
students’ academic performance. Available WAEC records show that between 2010
to 2012, only 38.5% of the total candidates who wrote the West African School
Certificate Examination had five credits passes including English and
mathematics. Year 2013 and 2014 results from WAEC also revealed a drop in
performance in SSCE.
This
deplorable condition when compared to the huge sum spent on education annually
demands an urgent attention aimed at redressing the abnormality.
This
situation informs many research efforts to be preoccupied with factors that are
responsible for the dismal state of education in the country.
Among the
reasons adduced for this mass failure of students in public examinations
include inadequate classrooms to meet the ever increasing number of students as
well as inadequate number of students as well as inadequate and differential
distribution of resources resulting from lack of foresight and adequate
planning.
West Africa
Examination Council (WAEC) explains that the fluctuating trend in the
performance of candidates in various examinations conducted by the West African
Examination Council (WAEC) has been due to lack of adequate teaching and
learning facilities in schools.
Education
sector like the industrial sector require the use of human, material and
financial resources for production to take place. Adeogun (2007) noted that
Human resources in education are the students, teaching staff, non- teaching
staff, bursar, librarian, laboratory attendants, clerks, messengers, mail
runners, gatekeepers, gardeners and cooks as well as educational planners and
administrators.
Material
resources include textbooks, charts, maps, audio-visual and electronic Other
category of material resources consist of paper supplies and writing materials
such as biro, eraser, exercise books, crayon, chalk, drawing books, notebooks,
pencil, ruler, slate, workbooks and so on.
Physical
resources include classrooms, lecture theatres, auditoriums, typing pools,
administrative block, libraries, laboratories, workshops, gymnasia, assembly
halls, special rooms like sickbay, staff quarters, students’ hostels, kitchen,
cafeteria, lavatory and toilet. Financial resources are the monetary inputs
available for and expended on the education system. These include money
allocated to education by the government grants, PTA levy, and donations from
philanthropists and internally generated funds.
Peretomode
(1995), also had earlier noted what school plant resources are to include
educational facilities and “things of education”. These include school
buildings (classrooms, assembly, halls, libraries, laboratories and workshops),
teaching aids and devices such as modern educational hardware and their
software in the form of magnetic tapes, films and transparencies. Educational
facilities therefore are the material things that facilitate teaching and
learning process in the school.
School
plants consist of school buildings (such as classrooms, administrative blocks,
libraries, laboratories, workshops, lobbies, staffrooms, sickbays, dinning
halls, assembly hall and dormitories) equipment (such as equipment for science,
tools for woodwork, games equipment and office machines) grounds (such as
gardens, playgrounds, orchards and swimming pool) and transportation. Ovwigho
(2004) opined that school plant consists of buildings, playgrounds, sports
fields and outdoor equipment. The school plant according to him can be grouped
into the school areas and the housing areas. The school area is made up of
classrooms, laboratories, workshops and libraries. It is sometimes categorized
into buildings and open space. Such buildings include premises used for
teaching and learning and administration or those premises that are used for
other related purposes. Open space in the school area is made up of
playgrounds, sports fields and parking lots.
The housing
area, on the other hand, consists of the areas where accommodation is provided
for both students and staff members. In some schools, dispensaries or clinics
and stores are also located in the housing area.
National
Policy on Education (2004) pays considerable attention on the importance of the
provision of educational facilities. Governments are also aware of the
important role they play on the teaching-learning activities in the school
system. Without adequate provision of educational facilities or school plant
there would be no adequate education.
A well
designed functional school building with a wide array of teaching aids
therefore provide effective delivery of the students’ curriculum and are
positively related to academic achievement.
School plant
therefore not only include the general and special service rooms, the equipment
but the site, and other facilities which may be needed for a satisfactory
educational programme. Therefore, school plant refers to physical facilities
available in the school and all other associated materials that will facilitate
instructional educational programmes.
The up-surge
of the number of the students entering into secondary schools has resulted in
the increase of secondary school enrolment. This could therefore bring about
infrastructural problems and create need for building of more schools, which
will require better management, and supervision of the school plant. The effect
of availability of school plant and its utilization on the academic performance
of students has generated a great deal of interest and discussion for a very
long time now and this has made people from all nation of the world to show great
concern about the future of their children’s education. A study of the
management of school plant refers to management of space, curriculum time
tabling and school buildings, because of the impact of the facilities on
educational process and programs, the school plant has to be managed
efficiently in order to increase students’ performance in schools.
School plant
brings substantial costs on the school system for their establishment and if
not properly managed and maintained would dilapidate and wear out faster than
their normal life span. Also if not properly utilized the school units would
not derive optimum benefits from their use and this can greatly affect the
students’ performance.
In schools
where there are inadequate school facilities, both teachers and students would
not be able to benefit from the teaching and learning experiences and this
would result in human, material wastage. Children cannot work effectively in an
inefficient building and would not develop regard for cleanliness and tidiness.
School facilities promote the educational programme that the community so
desires as well as teach pupils the meaning of beauty and utilization of space.
Thus, if our
secondary schools are to function effectively their school managers should be
able to manage the school resources effectively. This is because the success of
education system is based on the availability and effective utilization of
resources.
Therefore,
it is the responsibility of the educational system to facilitate learning by
creating the ideal situation for the child to discover things for himself
especially through adequate provision of school plant. This indicates that the
school plant would surely have a great impact on the students. The school
facilities may indicate a great deal of cooperation among the groups in the
school setting while some might not even want to learn at all. This implies
that the school plant will affect the performance of both the teachers and the
students either positively or negatively.
This study
therefore aims at encouraging school administrators to apply modern techniques
in the management of school plants. It also suggests that school administrators
and managers should be constantly trained and retrained on the modern tools of
management.
Thus, the
standard of education will improve greatly if the resources allocated to
education and the available school plants are optimally utilized.
1.2
Statement of Problem
Cursory
Observation reveals that majority of students in public secondary schools in
Lagos State perform below desired outcomes in the Senior Secondary School
Certificate Examination especially when results of previous years are compared.
This observed poor performance motivated this research, which investigated the
observed problem and found the relationship that exists between optimal
utilization and deployment of educational resources (which include animate and
inanimate objects) and students’ academic performance in selected public
secondary schools in Lagos state.
A student’s
academic performance is measured by his or her scholastics achievement. This
scholastics achievement is known through the use of instructional evaluation
and other associated invisible but real influences that affect performance such
as school plant among others.
The causes
of poor performance in our public secondary schools have been blamed on several
factors. Critics have apportioned blames on teachers, society, parents, school
inspectorate and the government respectively about learners’ inability to
perform outstandingly well. However, issues that bother on inadequate and most
times insufficient school plant have the major blame in students’ academic
performance as the sociologist are quick to observe that the environment makes
the man.
School plant
optimization is therefore so important and contribute significantly to students
achievement so much so that it cannot be neglected in the development of the
education sector. As rightly observed by Oni (2005), the availability and
adequacy in quantity and quality of the physical/material facilities make
possible a school’s smooth operation and enhance effective teaching-learning
activity thereby resulting in achieving higher educational attainments by the
students.
1.3 Purpose
of Study
The main
purpose of the study was to examine the planning and utilization of school
plant and student academic performance in Education District Iv of Lagos State
1. To examine the availability
of plant facilities in the sampled schools in education district IV in Lagos
State.
2. To determine whether
utilization of school plant affect student academic performance.
3. To examine the impact of
school location on academic performance of students.
4. To examine the impact of
school plant adequately provided and optimally utilized in schools.
5. To determine whether school
plant remodeling have any impact on students’ academic performance in core
subjects?
1.4 Research Questions
1. What physical facilities are available in
the sampled schools in education district IV in Lagos State?
2. How does the utilization of school plant
affect student academic performance?
3. Does the school location affect academic
performance of students?
4. Are the school plant adequately provided and
optimally utilized in schools?
5. Would school plant remodeling impact on
students’ academic performance in core subjects?
1.5 Research Hypotheses
1. There is no significant
relationship between school location and academic performance of students.
2. There is no significant
relationship between teachers’ utilization of school plants and academic
performance of students.
3. There is no significant
difference in the optimization of school plant in private and state schools.
4. There is no significant
difference between adequate provision of school plant and academic performance
of students.
5 There is no significant relationship
between principals’ perception of the utilization of school plant and academic
performance of students in English, mathematics and science subjects.
1.6 Significance of the Study
The findings
of this study will go a long way in enhancing the standard of education and
motivate educational managers, school plant planners and administrators in the
management of educational system to bring about regular maintenance,
reconstruction, where necessary of school plants and deliberate addition of school
plants to make for conducive atmosphere of learning and giving of instruction
by teachers for the benefit of the students and the society at large and
thereby determine adequacy or inadequacy and utilization of school plant on
students’ academic performance.
This study is therefore provides an appraisal
of the utilization of the school plant in some secondary schools in Lagos State
and how this is related to students’ performance in core subjects upon which
standard evaluation is often made by external examining bodies.
1.7 Scope
and Limitations of the Study
The study
was limited to 21 (twenty one) secondary schools within the Education District
IV randomly selected for the administration of research instruments for the
study. Time and funds were major constraints. The administration of the
questionnaires and contact with respondents to verify responses in the
administered questionnaires was limited as at the time of administration as a
result of redeployment and movement of staffers of the district and the
Ministry of Education in general.
1.8
Definition of Terms
WAEC: West
African Examination Council is the external examination body with the
responsibility to conduct terminal secondary school certificate examination in
Nigeria and in some other parts of West Africa. It’s major examinations include
Senior Secondary School Certificate Examination (SSCE), General Certificate in
Education (GCE) mainly for private candidates, that is students who are not in
regular school setting but desirous to obtain a qualifying certificate to
proceed to other level of education attainment.
PTA:
Parent-Teacher Association is the body of set up by schools to foster
interaction between parents, guardian and teachers with the primary aim of
obtaining cooperation of all concerned and also get the desired support to
improve the school infrastructure and intervene in scholarship when and where
necessary in order to give the students desired and conducive atmosphere for
learning.
JSS: Junior
Secondary School: post primary period designated by the revised National Policy
on Education as junior secondary which accommodates pupils from ages 10 to 11
for a three-year session after which the student transits to Senior secondary
school but with option to pursue vocational studies if he/she is not endowed
intellectually to pursue rigorous academic pursuit.
SSS: Senior
Secondary School, a post junior secondary school period lasting three years
which terminates with SSCE and prepares the student for a tertiary academic
pursuit.
School Plant
refers to all identifiable materials in a school setting that aid learning;
such would include physical structures like classrooms, assembly hall,
laboratories, play field, dormitories, offices, conveniences, cafeteria,
library as well all teaching and learning materials and the personnel (academic
and non-academic staff).
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