CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Learning facilities, which include the
classrooms, libraries, technical workshops, laboratories, quality teachers,
etc., are variables that affect students’ academic achievement (Ajayi, 2001 and
Oluchukwu, (2000). Hence, learning facilities remains an important factor that
should be studied and well managed to enhance students’ academic performance.
The issue of poor academic performance of students in Nigeria has been of much
concern to the government, parents, teachers and even student themselves. The
quality of education not only depends on the teachers as reflected in the
performance of their duties, but also in the effective coordination of the
learning facilities (Ajao 2001).
The extent to which student learning could
be enhanced depends on their location 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 of
education that will facilitate good social, political and economic emancipation,
effective teaching and learning process and academic performance of the
students.
Relating this study to international
occurrences are the assertions of Williams and Turner (2008), which reported
that safe and orderly classroom facilities (aspect of instructional space),
School facilities (accessories) were significantly related to students’
academic performance in schools. The researchers, also quoted Glassman (1994),
asserting that a comfortable and caring environment among other treatments helped
to contribute to students` academic performance.
Again, 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 ventilation systems lead to poor health among
students as well as teachers, which leads to poor performance and higher
absentee rates Frazier, (2002). These factors can adversely affect student
behavior and lead to higher levels 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 uncomfortable and uninviting workplace for teachers,
combined with frustrating behavior by students including poor concentration,
creates 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 aforementioned characteristics of school facilities have an
effect upon the academic performance of students.
However, previous studies have
investigated the relationship of poor learning facilities including problems
with student-teacher ratio, school location, school population, classroom
ventilation, poor lighting in classrooms, and inconsistent temperatures in the
classroom with student health problems, student behavior, and student achievement
Crandell, (2000). To complement these studies, the present research will
examine the aforementioned areas of school learning facilities as it affect
students’ performance in Akampa Local
Government Area.
1.2 Statement of the
Problem
An overwhelming number of poor and minority students are being
educated in deteriorating school facilities not conducive to increasing student
motivation and/or academic achievement.
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