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THE
INFLUENCE OF SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOLS
STUDENTS
ABSTRACT
The study
examined school environment and the academic achievement of secondary school students’ in Kanke L.G.A.
Factors such as school plant planning, school facilities, class size and school
organization were examined to know their effects on the academic achievement of
secondary school students in Kanke LGA. The study used a descriptive research
designed. The target population is 25,300 students in Government secondary
schools in Kanke LGA. The sample was 40 teachers, 160 students in the four
selected government secondary schools. Two hundred questionnaires was
constructed and distributed to 40 students and 10 teachers each from the four
sample schools. The study subjects were selected using random sampling
technique. Questionnaires were used to collect data on the school environment
and the academic achievement. Four objectives four research questions and four
hypotheses were used in the study. The hypotheses were tested, standard
deviation was used to answer the research questions. Pearson Product Moment
Correlation Coefficient were used to analyze the hypotheses. The study
established that poor school plant planning, poor school facilities,
overpopulation and poor school organization made significant contribution to
the students’ academic achievement. It is hope that the finding of this study
will be useful to teachers, principal and parents to gain more insight into
environmental factors that affects students’ academic achievement and therefore
help improve their academic achievement.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The
relationship between school environment and school academic achievement has
been a perplexing one for educators. Studies have found that the physical
environment, siting of school in rural or urban area, socio-economic status of
the neighborhood, ethic location of the school, overcrowded classrooms built
near market center, libraries, technical workshops, laboratories, school plant
planning, among others are all school environment variables that significantly
affect school academic achievement
(Fullan. M. and Watson, N. 2000).
School
academic achievement in this context refers to the extent to which schools are
able to accomplish their pre-determined objectives. School academic achievement
transcends beyond students passing final examination. It also encompasses
student’s attainment in other domains of learning (the affective and the
psychomotor domains). According to Udoh and Akpa (2004), these other domains,
apart from having influence on the cognitive achievement, also make the
beneficiary of the education system live a fulfilled life and contribute
meaningful to the development of the society.
School
academic achievement research started in the mid-1960 with the Cohen report
(Cohen 1983) in the United State. Since then, there are three distinct but
interrelated branches of school academic achievement research, namely, (a)
school effects research – i.e. scientific properties of school effects, e.g the
size of school effects, (b) schools academic achievement research – i.e process
oriented study of characteristics of schools academic achievement, and (c)school improvement research
– focusing and limiting its test of specific models of effective
schools. It must be noted that most of the school academic achievement research
studies have traditionally come from USA, UK and some continental European
countries, in particular, the Netherlands. Much is yet to be examined on the
effects of school environment factors on school academic achievement in
Nigeria.
Nigeria as a
nation strives to experience real growth and development. This requires a
clearly defined development strategy that allows intensive utilization of
resources which is endowed. These resources are the various school physical
facilities they are indispensable in the educational process. They include the
sitting, the building and physical; equipment, recreation places for the
achievement of educational objectives Tolutope (2011).
School
environment with its attendant features of instructional spaces planning,
administrative places planning, circulation spaces planning, spaces for
conveniences planning, accessories planning, the teachers as well as the
students themselves are essential in the teaching-learning processes. The
extent to which student learning could be enhanced depends on their location in
the locality, within the school compound, the structure of their classroom,
availability of instructional facilities and accessories. It is believed that a
well planned school will gear up expected outcomes education that will
facilitate good social, political and economic emancipation, effective teaching
and learning process and academic achievement of the students.
Relating
this study to international occurrences are the assertions of Fullan M, and
Watson (2000), which reported that safe and orderly classroom environment
(aspect of instructional space), school
facilities (accessories) were significantly related to school academic
achievement which in-turn enhanced
students academic achievement. The two researchers, also quoted Cohen (1983:
139), asserting that a comfortable and caring environment among other
treatments helped to contribute to students’ academic achievement.
The physical
characteristics of the school have a variety of effects on teachers, students,
and the learning process. Poor lighting, noise, high levels of carbon dioxide
in classrooms, and inconsistent temperatures make teaching and learning
difficult. Poor maintenance and ineffective ventilations systems lead to poor
health among students as well as teachers, which leads to poor school academic
achievement and higher absentee rates (Edem 1987). These factors can adversely
affect student behavior and lead to higher level of frustration among teachers,
and poor learning attitude among student.
Beyond the
direct effects that poor facilities have on students’ ability to learn, the
combination of poor facilities, which create an uncomfortable and uninviting
workplace for teachers, combined with frustrating behavior by students
including poor concentration and hyperactivity, lethargy, or apathy, rates a
stressful set of working conditions for teachers. Because stress and job
dissatisfaction are common pre-cursors to lowered teacher enthusiasm, it is
possible that the aforementationed characteristics of school facilities have an
effect upon the academic achievement of students.
Previous
studies have investigated the relationship of poor school environment including
problems with student-teachers ratio, school facilities, school population,
classroom ventilation, poor lighting in classrooms, and inconsistent
temperatures in the classroom with student health problems, student behavior,
and student achievement (Haffman 1980; Fullan, 2001; Ndagi, 2000). To
complement these studies, the present research examines the aforementioned
areas of school environment factors such as school plant planning itself, class
size, school facilities, and school organization affect the academic
achievement of schools in Nigeria.
1.2 STATEMENT OF THE PROBLEM
Emphasizing
the importance of school environment on school academic achievement started
with Coleman’s Report in the United States. Since then, various researches have
been conducted on school academic achievement. These researches, however, were
centered on the developed countries. With the exception of few works (Adesina
1984; Akinyeni, 1983; no serious attempt has been made to study how school
environment factors serve as determinants of school academic achievement in
Nigeria secondary schools. It is on this basis that the present study seeks to
Junction how environment of the school itself, class size, school facilities,
and school organization are structurally significant to academic achievement of
school.
1.3 PURPOSE OF THE STUDY
The purposes
of this study are:
i. To examine the effects
of school plant planning on the school academic achievement
ii. To examine the impact of
school facilities on the academic achievement
of schools
iii. To explore factors such as
class size that has been perceived to promote or inhibit students learning in
the academic process of students in secondary school.
iv. To investigate the extent to
which school organization affects the academic achievement of the school
1.4 RESEARCH QUESTIONS
i. To what extent does school
plant planning has on academic achievement of school?
ii. To what extent does a school
facility affect school academic achievement?
iii. What effect does class size has on
the academic achievement of students in secondary school?
iv. To what extent does school
organization has on the academic achievement of the school?
1.5 RESEARCH HYPOTHESIS
Ho1 There is no significant difference
between school plant planning and school academic achievement
Ho2 There is no significant difference
between school facilities and school academic achievement
Ho3 There is no significant difference
between class size and academic achievement
of students
Ho4 There is no significance difference
between school organization and school academic achievement
1.6 SIGNIFICANCE OF THE STUDY
It is hoped
that this study will provide information for parents, educators and school
administrators to reflect upon various factors that can aid the school to help
students to achieve their goals. In so doing, they can investigate the
possibility of introducing the recommended factors to their school, which may
sequent lead to enhancing students’ educational outcomes in school. In
addition, the fact that this study is conducted in public schools, it shares
quite a lot of similarities with many other counterparts. In this connection,
this study provides a valuable reference for other schools to reflect upon the
school environment as it affect the academic achievement of student in
secondary school.
1.7 SCOPE OF THE STUDY
This
research work focuses on school environment factors as determinants of school
academic achievement. This research work covers all public secondary school
students in Kanke Local Government Area of Plateau State. However, four public
secondary schools will be used as case study.
The
secondary schools are;
G.S.S
Forgwang – Apmer
G.S.S
Forkhir – Amper
G.S.S
Dungung – Ampang
G.S.S Dawaki
- Kabwir
1.8 LIMITATION OF THE STUDY
Apart from
time-frame and shortage of finance, the major limitation to this research is
the inability of the researcher to cover the whole public secondary school in
Kanke Local Government Area of Plateau State as the scope of the study suggest.
1.9 DEFINITION OF TERMS
Academic
Achievement: Knowledge attained or skills developed in school subjects by test
scores.
Secondary
School: Secondary school (also
“high school”) is a term to describe an educational institution where the final
stage of schooling, known as secondary education and usually compulsory up to a
specified age, takes place. It follows elementary or primary education, and may
be followed by university tertiary (education).
School: A school is an
institution designed for the teaching of students (or “pupils”) under the
direction of teachers
School Plant
Planning: A school’s physical environment includes building and the
surrounding.
School
environment: The Physical and
social features that surround school environment.
Physical
resources: They are natural
resources that are in the school environment which are useful for instructional
facilities development.
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