INFLUENCE OF SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF STUDENTS OF PUBLIC SECONDARY
SCHOOL IN ENUGU STATE
BY
EZE FIDELIA .N PG/M.ED/05/40416
DEPARTMENT OF EDUCATIONAL FOUNDATION UNIVERSITY OF NIGERIA NSUKKA
OCTOBER, 2010.
i
INFLUENCE OF SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF STUDENTS OF PUBLIC SECONDARY
SCHOOL IN ENUGU STATE
BY
EZE FIDELIA .N PG/M.ED/05/40416
DEPARTMENT OF EDUCATIONAL FOUNDATION UNIVERSITY OF NIGERIA NSUKKA
SUPERVISOR: DR. (MRS) A.I. OBOEGBULEM
OCTOBER, 2010.
ii
APPROVAL PAGE
This project has been read and approved for the department of
Educational Foundations University of Nigeria, Nsukka.
BY
Dr. A.I Oboegbulem Dr. J.C. Omeje _____________ _______________ Supervisor Internal Examiner
Prof G.C Unachukwu Prof. Iyke Ifelumni _________________ __________________ External Examiner Head of Department
Prof. S.A. Ezeudu
_____________________ Dean, Faculty of Education
iii
DEDICATION
This study is dedicated to Almighty God for His divine grace and to
my dear husband and children for their sacrifices, throughout the period.
iv
ACKNOWLEDGEMENTS
The researcher is immensely indebted to God Almighty, who made
it possible for her to initiate and accomplish this work.
The researcher particularly wants to appreciate with special
thanks, the roles of her supervisor Dr. A.I Oboegbulem. Her input at the
planning and execution stages, gave direction to the work, her
academic, moral and leadership qualities was a propelling force and so
were her constructive criticisms.
She special thanks also go to her dear husband and children for
their immeasurable sacrifices as well as bearing with her throughout the
period of this study. She equally appreciates the contributions of Dr. J.C
Omeje, L. Ngwu, Dr. U. Asogwa, Prof. A. Ali, Prof. N Ogbonnaya, Dr. S.
Ugwuoke, Rev.Fr. Dr. G.C Abiogu, Dr. A.O Ovute, Dr. C.U Nkokelonye
her parents and siblings for ensuring the completion of the work.
She loves them dearly, May God remember them, in His love and
mercy.
v
CERTIFICATION
EZE, FIDELIA N. is a postgraduate student in the Department of
Educational Foundations with registration No. PG/M.ED/05/40416 has
satisfactorily completed the requirement for course and research work
for the award of degree of M.ED in Educational Administration and
Planning. The work embodied in this project is original and has not been
submitted in part or full or any other diploma or degree of this or any
other university.
Eze Fidelia N. Dr. A.I Oboegbulem
_____________ ______________ Candidate Supervisor
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ABSTRACT
The 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 coefficient method was employed to ensure the reliability of the instrument. Four research questions and two null hypotheses guided the study; while student t-test statistics was used to test the hypotheses at 0.05 level of significant. A review of empirical studies was carried out to guide the researcher into previous studies in the area and also to provide the researcher with the theoretical base. A 29-item questionnaire was used to get information from the respondents. Based on the data collected and analyzed, the following results were obtained. That staff office, classroom spaces for teaching students and staff common room represented the major areas that to a great extent affect the academic achievement of students in public schools, with regard to buildings. It was also revealed that desks, current books and presence of library assistants constituted the areas of influence to the academic achievement of the students with regard to library services in the public secondary schools. Both the principals and teachers agreed that access to reading materials in the school, lack of facilities, and nearness to school and in sufficient qualified teachers very greatly affect the academic achievement of the students. Inadequate teaching materials were also noted as a major factor affecting the students’ academic achievement. The two groups also shared common views in terms of the great influence of school health services, fencing of school for security and provision of power supply as important variable affecting the academic achievement of the students of public secondary schools. Based on the above, the researcher recommends that schools should be provided with functional libraries, equipped with current reading materials to help enhance both the students’ academic achievement and the teachers’ effectiveness in academic activities in the school.
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TABLE OF CONTENTS Title Page i Approval page ii Dedication iii Acknowledgement iv Certification v Abstract vi Table of Contents vii CHAPTER ONE: INTRODUCTION Background to the Study 1 Statement of the Problem 11 Purpose of the Study 12 Significance of Study 12 Scope of the Study 13 Research Questions 14 Hypotheses 14
CHAPTER TWO: REVIEW OF LITERATURE Conceptual Framework 16 Concept of Environment 17 Concept of Public Secondary schools 19 Historical Development of Public Secondary School 20 Changes in Structure of the Ownership of Public Secondary School 23 School Building 27 Library Services 28 School Location 30 School Facilities 32 Theoretical Framework 34 Skinnerian environmental theory 34 Review of Empirical Studies 36 Summary of Literature Review 40 CHAPTER THREE: RESEARCH METHOD Design of the Study 42 Area of the Study 42 Population for the Study 43 Sample and Sampling Technique 43 Instrument for Data Collection 43 Validation of the Instrument 44 Reliability of the Instrument 44 Method of Data Collection 45 Method of Data Analysis 45
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CHAPTER FOUR: RESULTS Research Question One: 46
Research Question Two: 47
Research Question Three: 49
Research Question Four: 51
Hypothesis one: 52
Hypothesis two: 53
Summary of findings: 54
CHAPTER FIVE: Discussion of Results
Extent school buildings affect academic achievement of Students 56 Extent library services affect academic achievement of students of public secondary school 57 Extent school location affects academic achievement of the students 58 Extent school facilities affect the academic achievement of student in the public schools 59 Conclusion 61
Educational Implications 62
Suggestion for Further Studies 65
Summary of the Study 65
References 68
Appendix I: Questionnaire 72
Appendix I: Letter of Introduction to Respondents 72
Appendix III: Summary of the zones in Enugu State 76
Appendix IV: List of School in Enugu State Education Zones 77
1
CHAPTER ONE
INTRODUCTION
Background to the study
Generally in the whole world, particularly in Nigeria, education has
been considered to be the corner - stone for development. It forms the
basis for literacy, skill acquisition, technological advancement and ability
to harness human and material resources towards the achievement of
societal goal, (FRN, 2004).
Education is very important in any given society. It is a process by
which abilities and capabilities of individual are developed. These
abilities might be physical abilities, emotional abilities, social abilities and
intellectual abilities. It is the actualizing of human potential so that the
individual can become something more than what he was before.
According to Ugwuanyi (2003) education is the process by which society
establishes to assist the young to learn and understand the heritage of
the past, participate productively in the society and contribute
meaningfully for the development of the society. Emeka (2008) citing
Kneller (2000) sees education as a process by which any society
through schools, colleges, universities and other institutions deliberately
transmit knowledge, values and skills from one person to another. As a
result of deregulation in Nigerian education, the system of education has
two main interest groups – public education and private education.
2
Public education is the pillar or backbone of society which opens
the door of equal educational opportunity to all citizens. It is a public
owned property which attracts public attention constantly. According to
Ukeje in Akpa, Udoh and Faghamiye (2005):
Public school is concerned with the acquisition of appropriate skills, abilities and competencies of both mental and physical nature as equipment for the individual to live in this society, and acquisition of a relevant and balanced knowledge of facts about local and world phenomena. (P. 12-13)
Public schools can also be seen as those schools controlled
neither by individuals nor by private interest or agencies but by those
who represent the society as a whole. In other words public schools are
those schools which are supported and controlled by the government of
the state or nation.
Private schools are those schools that are not administered by
local, state or national government, which retain the right to select their
student body and are founded in whole or part by charging their students
tuition rather than with public funds. This means that the school
established by the missionaries, individuals and voluntary organizations
belong to this group. According to Hernes (2001) United Nations
Educational, Scientific and Cultural Organization (UNESCO) and the
world Bank, private educational institutions are those that are not
operated by a public authority, but are controlled and managed by a
3
private body or board of governors not selected by a public agency on
selected by public vote. The institution may be run by or operated by non
governmental organizations (NGOS) or business enterprise.
Secondary school is the stage of education following primary
school. It is generally the final stage of compulsory education. Webster
(2009) sees secondary school as a school intermediate between
elementary school and collage usually offering general technical,
vocational or college- preparatory course, while Collins (2003) refers to it
as a school for young people, usually between the ages of eleven and
eighteen. As for the National policy on education (FRN, 2004) it is the
form of education children receive after primary education and before the
tertiary stage.
Environment can be defined as a system within which living
organisms interacts with the physical element while education
environment is a learning place where the learner learn and interact with
learning facilities in order to be socialized and face the challenges in the
society. Agusiegbe (2004) sees environments as consisting of all
elements existing around man and which exert some influence on him.
These include physical, biological and social attributes. Environment can
also be seen as aggregate of all the external condition and influence
affecting the life and development of an organism.
4
In this study, environment includes all the external condition and
influences in the school that affect the academic achievement of the
student such as laboratory equipment, library facilities, qualified
teachers, furniture, school building, good administrative management,
teacher pupil relationship and school location among others.
Environment for the purpose of this work can be divided into two parts-
home environment and school environment.
School environment is the thread that connects the multitude of
activities on the school. In many respects, this thread is almost invisible,
yet everyone experiences its influence. Dudek (2000) opined that it could
be said to be the external influences in the school that can influence
academic achievement of students irrespective of their intelligent
quotient. School environment can also be considered as the second
teacher since space has the power to organize and promote pleasant
relationships between people of different ages, to provide changes, to
promote choices and activities and for its potential for sparking different
types of social and affective learning (Okeke 2001). It has been
generally accepted that environment and heredity can hardly be
separated from education in influencing achievement, hence a child’s life
and ability is influenced by nature and nurture. Heredity provides the
natural disposition while a healthy environment makes available a
window of opportunities to the learner (Ohuche 2001). The
5
environmental variable of the setting helps to a large extent in ensuring
attainability of the goals of such setting. The environmental differences
and the differences in the quality of instruction from one school to
another can create differences in the level of knowledge acquisition of
the students. This shows that the learning facilities children are exposed
to and the socio-economic influence on them can affect their academic
achievement.
School environment includes the school building and the
surrounding grounds such as noise, temperature and lighting as well as
physical, biological or chemical agent, (Chiu 1991). School environment
can then be seen to include material and human resources, a learning
place which consist of the entire interaction. The learning environment
is both the natural and provided setting where teaching and learning
takes place. Maduewesi (1990) referred to teaching and learning
environment as the setting physical and conceptual in which teaching
and learning are carried out as deliberately planned. And to Okobia in
Maduewesi (1990) learning environment means classroom
surroundings, physical facilities in the classroom and teacher – pupil
relationship.
Studies on the relationship between availability of resources and
students academic achievement have revealed that secondary schools
provided with adequate education resources performed significantly
6
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 influenced by the environment people are exposed to
and the facilities provided in such environment lead to experience. As in
the words of Piaget (1964) that active interaction with the environment is
regarded as the most basic requirement for proper intellectual
development.
The physical appearance and general condition of school physical
facilities are the striking basis upon which many parents and friends of
any educational institution make initial judgment about the quality of
what goes on in the school. They are often turned off by dilapidated
school blocks with sinking roofs and broken walls, bushy lawn and over
grown hedges. Also are profane writings on walls, littered lawns and
path ways. Finally, the school physical environment is like a mirror
reflecting the image of a school and through it the public decide whether
or not to associate with the particular school (Mgbodile 2004).
In Nigeria today, schools are closely associated with the
communities. Most communities depend on the neighbourhood school
for the provision of good and appropriate environment for
accommodation, furniture and all form of equipment for certain activities
7
like club or village meetings, wedding reception and church services.
There is need for a well planned and organized educational
environmental enrichment because it fosters good interpersonal
relationship. Moreover, Ajayi and Ashaolu (2005) opined that
environmental enrichment regarding physical facilities is a major factor in
students’ academic achievement. Supporting this Ayodele (2005) and
Ajayi (2007), have shown that school resources aid students academic
achievement.
It is now certain that most of secondary school products cannot
gain admission into federal universities or university of their choice due
to poor performance in the placement examination into these schools.
This poor performance may be attributed to poor learning environment
especially in the following areas: schools building, library services, and
school location and school facilities.
School building: These are tangible structures which serve as
shelter for educational activities. They include among others classroom,
laboratories, workshops, and teacher’s common rooms/offices, reading
rooms, libraries, dormitories and dinning hall. Despite the evidence that
the quality of a school building affect students’ academic achievement,
most public schools, in Enugu state are in poor physical condition. It is in
line with this that Earthman (2004) opined that the building in which
8
students spends a good deal of learning does influence how well they
learn.
(Mgbodile 2004 ) have pointed out that for effective teaching and
learning situation, school building and educational goals, should be
viewed as being interwoven. Apart from protecting the pupils from the
sun, rain, heat and cold, school building represent learning environment
which has great impact on the comfort, safety and performance of the
children.
Library services: The school library is a room or building in a
school where books, magazines, journals, periodicals, cassettes,
computers among others are kept for student’s use. In other words, it is
the central laboratory of the whole school, where all books in all subject
areas, taught in the school and non-book materials are stocked. Dike
(2001) sees school library as a learning laboratory par excellence where
learners find the world of knowledge, interact directly with resources,
acquire information and develop research skill for life long learning.
The objective of the school library is to serve the school’s need
and to make possible the purpose and methods of education which the
school undertakes. The school library enables the students to look to
new ways of learning, and with its resources can play a programme of
work that aims at new ambition’s education result which would be
9
impossible if learning were restricted to the use of direct teaching and
textbook alone.
School location: A school could be located in the urban or rural
area. Rural schools are generally inferior to urban schools as schools in
rural areas lacked human and material resources needed for success at
school. The location of school whether urban or rural affects a child’s
ability to study and perform at the level expected of him. Mkpugbe
(1998) noted that different aspects of school environment (rural and
urban) influences students achievement. She further stated that the
individual student’s academic behaviour is influenced not only by the
motivating forces of his home, scholastic ability, and academic values
but also by the social pressure applied by the participants in the school
setting.
Also differences in location imply differences in the existence of
demographic and socio-economic parameters of the school. As stated
by Imoagene (1988) in Akubue and Ifelunni (2006) that because of urban
involvement, students in urban schools perform better than those in rural
schools in language learning. The reason he gave include the fact that
rural students have limited access to reading materials, inadequate
reading culture and insufficient graduate teachers in rural schools.
Therefore, the location of school has tremendous influence on children’s
academic achievement.
10
School facilities: School facilities refer to inputs which ease the
operation of academic activities. They include desks, chairs,
blackboards, dustbins, teaching aids, typewriters, computers generators,
and calculators and so on. School facilities according to Ehiametalor
(2001) are operational inputs of every instructional programme. They are
material resources that facilitate effective teaching and learning in
schools. The quality and quantity of school facilities enhance the quality
of teaching and learning as well as effective school management
(Ojedele, 2003).
Furthermore, educational facilities are needed to develop cognitive
areas of knowledge, abilities and skills that are necessary for academic
achievement. Moreover, the development of the affective and
psychomotor domain is also facilitated by the presence of necessary and
relevant school facilities.
From the fore going one can see that school environment plays a
crucial role in academic achievement of a child. This problem of poor
performance is more pronounced in ill-equipped schools hence it
becomes necessary to find out the influence of school environment on
the academic achievement of students of public secondary schools in
Enugu State.
11
Statement of the problem
The problem under study has to do with an unsatisfactory
condition of the educational system being operated in Nigeria. The
establishment of government schools/community schools has resulted in
a situation where by some school were favoured in terms of the
provision of rich environment than others. It has been very difficult if not
impossible for government to standardize the school environment. Thus
the environment varies from school to school.
Some schools have adequate school buildings, good library and
suitable textbooks, good administrative management, professionally
qualified teachers, good laboratory equipments as well as good location.
While in some schools little or none of these exist. It is because of this
that Chike-Okoli (1997) in line with Ikediashi (2002) have pointed out that
poor teaching experience, inadequate or poor physical infrastructure,
unsatisfactory building design are likely to cause some physical
discomfort for the students and are therefore bound to influence their
academic achievement. The problem of this study put in a question form
is: What is the influence of school facilities and equipment on the
academic achievement of students of public secondary schools in Enugu
State?
12
Purpose of the study
The main purpose of the study is to determine the influence of
school environment on the academic achievement of students of public
secondary school in Enugu State.
Specifically the study intends to:
1. Investigate the extent the quality of the physical school
environment with regard to school buildings affect the academic
achievements of students of public secondary school in Enugu
State.
2. Determine the extent the library services affects academic
achievement of students of public secondary schools in Enugu
State.
3. Find out the extent school location affect student’s academic
achievement of public secondary schools.
4. Ascertain the extents the school facilities affect students
academic achievement of public secondary schools.
Significance of the study
The findings from this study will be of immense benefits to the
government, principals, teachers, parents as well as student
researchers.
The findings will help the government or the policy makers in
formulating effective planning and implementation policies and
programmes for improved school academic activities. It will also provide
policy makers with intelligent forecast and analysis of future needs of the
schools in the areas of building and facilities.
13
It will provide the school principals the opportunity to improve in
school supervision so as to ensure both quality teaching and learning in
the schools. It will enable them appreciate the contribution of school
facilities and equipment on students academic achievement. The
findings will enable the teachers to appreciate the need for proper
instructional delivery. It will help the teacher to improve both in teaching
effectiveness and increased productivity in the schools.
It will help the parents in determining the choice of the type of
school for their children. This is because, their wards will enjoy good
school learning environment that will lead to quality school products.
Finally, it will be of benefit to the student researchers as it will provide a
valid working document or literature in investigating other areas not
covered by this study. Thus, it will serve as a point of reference to future
researchers in the field.
Scope of the study
The study is delimited to the influence of school environment on
the students’ achievement of public secondary schools in Enugu State.
The content area covers school building, library services, school location
and school facilities.
14
Research questions
The following research questions will guide the study:
1. To what extent do the qualities of the physical school
environment with regard to school building affect the academic
achievements of students of public secondary schools?
2. To what extent do the library services affect the academic
achievements of students of public secondary schools?
3. How does school location affect academic achievements of
students of public secondary schools?
4. To what extent do the school facilities affect students’ academic
achievements of public secondary schools?
Hypotheses
Two null hypotheses were formulated to guide the study and will
be tested at 0.05 level of significant.
HO1: There is no significant difference between the mean ratings of
teachers in urban and those in rural school on the extent school building
affect the achievements of students of public secondary schools.
HO2: Male and female teachers do not differ significantly in their mean
ratings with regard to the extent school facilities affect students’
academic achievement.
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CHAPTER TWO
REVIEW OF LITERATURE
The review of the related literature for this study was carried out
under the following subheadings: conceptual framework, theoretical
framework, review of empirical studies and summary of literature review.
Conceptual framework:
Concept of environment
Concept of school environment
Concept of public secondary schools
Historical development of public secondary school in Nigeria
Changes in structure of the ownership of Public Secondary Schools
School Buildings
Library services
School Location
School Facilities
Theoretical framework
Theories of environment
Skinnerian Theory
Bandura social learning theory
Review of Empirical Studies
Summary of Literature Review
16
Conceptual framework
Concept of environment
An environment is the natural surrounding of an organism and it
can be land, air or water (Asogwa 2008). According to Onyehalu in
Okeke (2001), environment is of three parts namely: physical, social and
abstract. Physical environment is objects or materials found in the home,
school or community. It also includes people like parents, peers and
children. The social environment is the social life, societies, clubs among
others. While abstract environment is the reactions, feedbacks
responses received on interaction with others.
Environment is the physical world inhabited by man, or the realm
of nature untainted by man (human action), or the cultural milieu – the
physical environment as modified by human action, (Ofomata 2004). It
could also be seen as things, around the child that he might perceive or
that might have some effect on him. It can be view as all system of air,
land, water and life that surround man. In other words environment is the
sum total of all the external conditions which may act upon an organism
or community to influence its development or existence. For example the
surrounding air, light, moisture, temperature, wind, soil and other
organisms. As for Monkhouse, in Ofomata (2004), it is the whole sum of
the surrounding external conditions within which an organism, a
community or an object exists.
17
Concept of school environment
School environment consist of both material and non-material
resources in the school. It includes the teachers, peers, cohesiveness,
the subjects, method of teaching. A healthy and attractive school
environment makes for conducive learning and promotes students pride
in their schools and their interest to stay in school (Mgbodile 2004).
Belanger (1996) writing on the importance of learning environment
stated that people’s educational life histories are influenced not only by
provision of learning opportunities, but also by the quality of the
environment where they live or learn. Continuing he stated that learning
is more than education provision and that the community in which
learners live have a profound impact on their aspiration to learn, their
curiosity and their desire to develop their own competency.
Graff (1987) in Nwizu (2003) warned that the environment in which
the learner acquires knowledge has a great influence on the cognitive
achievement of the learner. It has also been generally agreed that the
quality of learning is markedly influenced by environmental and
organizational factors. Okafor (1992), opined that learning is an intimate
transaction between the learner and his environment. This transaction
takes place in a specific context. The child learning in a conducive
environment transcends the school parameter. It encompasses the
entire community and nation.
18
School environments – wall, ground, lights, and mechanical
system can serve as active contributors to the students’ learning
process. (Keep, 2002). He says that learning opportunities can be
integrated into the structure of the school making it an active space
rather than passive spaces, housing a disarray of things.
Clark (2002) citing Bruner (1966) on the importance of learning
environment strongly stated that:
Growth depends upon internalizing events into a storage system” that corresponds to the environment, it is this system that makes possible the child’s increasing ability to go beyond the information encounter on a single occasion. He does this by making predictions and extrapolations from his stored model of the world. (P. 45)
Quisenberry, Eddowesi and Robinson (1991), for individuals to be
self-motivating and self imitating, the environment or the setting must be
amenable and responsive to human interaction. If the settings do not
allow for permeability and malleability, then individual initiative in the
learning process is stifled. As Piaget (1964) sited by Okeke (2001)
defined intelligence as an accumulation of knowledge which is as a
result of the child’s exploration of, and experimentation with the
environment and his ability to assimilate and accommodate the
environment. He continue by saying that active interaction with the
environment is regarded as the most basic requirement for proper
19
intellectual development. Omengboji (2005) emphasized that material
environment is a major determinant of goal attainment in school.
Concept of public secondary schools
Public school is the heart of the nation’s life in democracy. It
remains the only hope, the only institution empowered by the
government to make available to everyone in the country. They are the
only industry that demonstrates commitment to equality by providing
equal educational opportunity to the community. As Minow (1990) noted
that inculcation of the civic values of tolerance, equality, liberty and
democracy is best provided by the public schools, the school intended to
afford children from all works of life equal opportunities and shared
experiences.
The concepts of public schools are restricted to those schools that
are publicity founded, which excludes schools that are operated by
churches and private fee-charging independent schools. Public
education is intrinsically related to government schools, (Okafor 2006).
In other words it can be seen as the education provided through the
media of government. Cooper (1990), states that public schools refer to
those schools in which government have centralized control,
standardized attendance and admissions, set curriculum and
programmes, mandatory teacher certification, and the goal of
standardized outcomes of school in the interest of equity.
20
Public schools are those schools which are owned, managed,
controlled, financed and supervised by the state government through the
state ministry of education and post primary school management Board.
In public school government give permanent financial support as well as
supervision and inspection (Okafor 2006)
Historical development of public secondary schools
The western type of education was introduced in Nigeria in 1842
by the missionaries who came to Nigeria. At the early stage, schools
were under the control of the missionaries without any clear code or
guidelines guiding educational practices in the country. It was more or
less a competition to win converts among various religious
denominations. As Ejiogu in Akpa, Udoh and Fagbamiye (2005) rightly
put it that the competition among the Christian missions led to the
establishment of mushroom and enviable schools and colleges.
The activities of these missions led to the geographical disparity in
the establishment of schools. While some areas were not adequately
served, some had too many schools. Besides, the missions were not
really interested in the value of education; they only saw it as an
instrument for evangelization. The teaching-learning process was
characterized by indoctrination of the native in order to propagate
European civilization. Ejiogu also states that the mission also promoted
21
disunity among communities. Each mission regarded its own doctrine as
superior to those of other denominations.
Nwankwo (1981) also observed that there was no uniformity in
educational policies of the missionaries. The only thing that was
common to all of them was the recognition of the place of education in
evangelism. This led to lack of clarity in the educational policy of the
country at that time. Nwankwo further points to the incoherent content of
education under missionary control. The subjects in the curriculum
varied from one mission to the other. Most of the teachers were
unqualified to teach. Also they were not enough to serve the existing
schools. This prompted the missions to embark on teacher training
which was also done haphazardly. They also declare public holiday at
will. Moreover the uncooperative attitude of the missions partly led to the
failure of the Universal Primary Education (UPE) scheme introduced in
the then Eastern Region in 1957 (Nwankwo 1981).
By 1882 the first education ordinance which provided the general
rules and guidelines for the conduct of annual examination for the pupils
as well as requirement and condition for the award of leading certificate
to the teachers was promulgated. It laid the solid foundation for
government involvement in the control of education.
Government involvement in education at this time was restricted to
supervision, inspection and assistance by way of grants in aid and over
22
all control for quality and efficiency. Several education ordinances were
passed with the purpose of reducing the growth and establishment of
unassisted schools. This situation of school ownership and control
remained for many years until middle of 1970’s when the various
government (state and Federal) in the country decided to take over the
school. As Ikegbunam (1997) argued that no responsible government in
modern times would allow the education of its people to be controlled by
individuals and groups that might not be sufficiently committed to the
philosophy and aspiration of the country.
In 1970, the East central state which was carved out of the former
Eastern region, promulgated a decree – the public Education Edict which
provided for the transfer to the state all rights to school property and
management of such schools. The effect of this action was to terminate
the age-long missionary voluntary agency participation in education,
(Olagboye, 2000). The decree was in the tradition of the educational
reform acts of 1964 and 1967. The Federal military government already
had served notice that “Nigeria cannot afford to leave education to the
whims and caprices of individual choice.
23
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.
24
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
25
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 schools”.
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 hand”.
26
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.
27
School building
The quality of school building plays a vital role in students
academic achievement. Lewis (2000) tried to identify the independent
effects of school building quality in a study of text scores and found out
that good facilities had a major impact on learning. Edward, (1992)
observed that disciplinary incidents increased in schools with better
buildings. This may be caused by the strict discipline standards in these
schools among other factors. Earthman (1995) supported this when he
pointed out that schools with lesser quality of building had fewer
disciplinary incidents than schools that are rated higher on the structural
components.
School buildings that can adequately provide a good learning
environment are essential for student success. Old building does not
have such features as control of thermal environment, adequate lighting,
good roof and adequate space that are necessary for a good learning
(NCES, 2000). This may be because they are not functioning due to
poor maintenance. Older building do not have the main attribute of
modern building that are associated with a positive physical environment
conducive to student learning, (Earthman & Lemaster, 1996).
Students’ achievement lags in a shabby or inadequate school
building – those with no science labs, inadequate ventilation and faulty
28
heating systems, (Stricherz 2000). Clark (2002) quoting Sommer (1969)
on his discussion on a school building designed for learning states that:
If the recitation and reproduction of lessons is considered the chief aim of teaching, the traditional equipment of the classroom is perhaps sufficient but if teaching is guiding children to do their own thinking, purposing, planning, executing, and appraising, as recent educational philosophy maintains, then the classroom becomes a workshop, a library, a museum, in short, a learning laboratory. (p. 102)
The structure of the building has also been viewed as an important factor
in school environment which can influence the health, happiness and
academic achievement of students.
Library services
The library is at the heart of the education enterprise. Library as a
platform for sharing knowledge is aimed at rejuvenating Nigerian schools
through the provision of current books and journals, (FRN, 2004). It is a
store house of resources and as such provides many more opportunities
to the learner to acquire the knowledge, which facilitates to achieve
greater academic performance. It contributes to the total development of
the students and enlarges their knowledge. Edoka (2000) sees library
as a resource centre where a collection of books, periodicals, book
materials are housed for use by teachers and researchers for learning,
study, research, recreational activities and personal interest.
29
It has been observed that there is a strong relationship between
school libraries and academic performance. Keith (2000) reports that
schools with well equipped library performs higher than schools where
libraries are less developed. Libraries provide instructional materials to
enrich the curriculum and give unlimited opportunities for students’
learning, (Aguolu 2002). An effective school library gives foundation for
self education necessary for facing challenges of higher education.
The role of the library is also reflected in the National policy on
Education (FRN, 2004) which states that libraries constitute one of the
most important educational services, proprietors of schools shall provide
functional libraries in accordance with the established standard. They
shall also provide for training of librarians and library assistants for this
service.
The quality of school library services makes difference in academic
achievement, (Library Research Service, 2000). It promotes the growth
of knowledge. A well equipped library is a store house of knowledge. If
properly organized and utilized, it encourages students’ interest in
reading and learning, hence it is said that library is the centre for
balanced diet for a learner. Libraries exist only because of books and
people’s desire to read them. It is in line with this that the National
Centre for Education Statistics, (2000) reports that the more students
read, the higher they will score on almost any measure in any discipline.
30
Mazi (2006), citing Obi contended that the number of books in the
library would mean nothing if the books are not used, are out of date,
unattractive or inappropriate. Library Research Service, (2000), libraries
don’t make difference in learning if they are merely ware houses of
outdated stuff, place to drop students when teachers have their planning
periods or when staffed only by paraprofessional or clerical staff
members.
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
31
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
32
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
33
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
34
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.
Theoretical framework
Skinnerian environmental theory
This section is based on the fact that environment is vital for the
achievement of educational goal. This becomes necessary since the
study is on the influence of school environment on the student
achievement of public secondary schools in Enugu State.
The origin of environmental theories can be traced to a known
psychologist named John Locke (1917). He is the father of the learning
tradition. He postulated that experience and learning are basic and very
essential to understanding of human behaviour. The environmental
approaches conceive human behaviour as something that is acquired
through the process of interaction with the environment, rather than
inherited. According to this model, behavioral development is controlled
by and is a function of the physical and psycho-social environment,
labara in Ngwoke (1997). Children’s development is believed to be
shaped by the pattern of reinforcement it receives from the environment.
Skinner (1948) contributed in shaping the views expressed by
environmental approach. It includes the work of such people as
35
Thorndike Toleman, Guthrie and Hull. These writers have these basic
assumptions about the process of learning.
These are: Learning is manifested by a change in behaviour, and the
environment shapes behaviour. Therefore learning is the acquisition of
new behaviour through conditioning.
It has been observed that sometimes children develop new
behaviour by observing other people’s behaviour and by observing the
reinforcing or punishing experience of others. Albert Bandura’s social
learning theory emphasizes the importance of observational learning
which occurs when the behaviour is influenced by watching the
behaviour of a model. It is the consequences of the mode’s behaviour
that determines the behaviour of the observer. The common objects in
our environment which children usually adopt as models include stars in
the class, school teacher. Bandura listed four processes involved in
observational learning, intentional, retention, production and motivational
processes. He emphasized that social learning is interactional in nature.
He stressed that human learning involves the interaction of the person,
the person’s behaviour and the environment. It is note worthy that a
child’s progress in the school is influenced by the attitude he develops
towards not only the subjects he is to learn but also the school and the
school milieu, hence his attitude will depend on the sort of experience he
has had. Based on the underlining principles and assumptions guiding
36
the above discussed theories, the current study is therefore, being
anchored on the Bandura’s social learning theory.
Review of empirical studies
Okafor (2003) undertook a survey study to evaluate school plant in
terms of adequacy, usage and maintenance in secondary schools in
Idemili North Local Government Education Area. The descriptive survey
research method was utilized with the questionnaires as the instrument
for data collection. The population of the study comprised all the
principals and the teachers in post primary insititutions in Idemili
Education zone. Two hundred and fifty teachers formed the sample of
the study. There was 90% return rate of the questionnaires. The
statistical technique used in the analysis of the data was the t-test and
mean score.
The findings of this study include the following. It was the opinions
of the principals and teachers that they supply physical plant facilities in
the post primary schools in Idemili North, Anambra State which include
science laboratories, classroom, furniture, staffroom, facilities, library
facilities and laboratory equipment.
The principals and teachers posited that students should not be
charged for the cost of repairing of school plant. The post primary school
management Board should employ store officers and other workers to
be in charge of school plant including the maintenance, repairing and
37
distributing. Both the principals and teachers were of the opinions that
community in which the school is located should refurbish the school
plant.
Ebeledike (1990) investigated environment correlation of student in
secondary school chemistry in Ahaocha Anambra State. The study
specifically is to find out professional qualified and experience chemistry
teachers, good laboratory equipment and good administration
management influence on student performance. Random sampling
technique was used for the selection of 200 respondents. Hypotheses
were tested with the Pearson product moment correction coefficient at
0.05 level of significant. Data were analyzed using means and frequency
distribution.
The researcher found out that the performance of student depend
on professional qualified and experience teachers and there is
relationship between students’ performance in chemistry and good
laboratory equipment.
Ezen (1995) conducted a study on relationship between availability
of technical equipment and performance of student in introductory
technology in Afikpo Education zone. The study was conducted to find
out how effectively teachers of introductory technology in Afikpo
education zone are using technical equipment provided in lesson to
students, to enable them improve their performance, to compare the
38
performance of students taught with technical equipment and those
taught without technical equipment and to find out the opinion of
teachers and students on whether the introduction of practical test in
junior school certificate examination will enhance students performance.
260 student and 20 teachers were randomly selected for the study from
the 25 secondary school. The data collected were analyzed using
frequency table, means, percentages, standard deviation, t-score and
Pearson product moment correlation coefficient.
The major findings of the study, are that technical equipment
provided are presently not been effectively utilized to develop the skill of
the student and that the teaching of introductory technology is generally
theoretical.
Akabogu (2001) investigated on the effect of location of school on
secondary school students’ achievement in reading comprehension. The
study specifically is to find out whether urban or rural school effect
performance of students in secondary schools. Two hundred and sixty
(260) senior secondary class 2 (SS2) students in Enugu education zone
of Enugu State were used for the study. The data collected were
analysed using mean and standard deviation. While analysis of co-
variance (ANCOVA) was used to test the null hypothesis at 0.05 Apha
level of significance.
39
Akabogu found out that location of school has significance impact
on achievement in reading comprehension.
Ezudu (2001) studied Girls science classroom environment as
correlates to academic performance of girls in science. He developed
two research questions and a null hypothesis for the study.
Questionnaire was used for the collection of data. The respondents were
allowed to respond to the questionnaire items on four points likert scale.
The population of the study was 200 students randomly drawn from two
secondary schools sampled from, the total population of all female
students in JSS II in Oji-River Local Government Area of Enugu State.
The data collected were analyzed using descriptive and inferential
statistics. The research questions were answered using Pearson product
moment co-efficient while t-test was used in testing the hypothesis at
0.05 level of significant.
From the review of the empirical studies, It is revealed that studies
have been carried out on the issue of correlation in the achievement of
few subjects and the students performance. The review revealed that
such few works centered on academic achievement of students in
relation to classroom environment. It appears none has concentrated on
the general influence of the school environment on the academic
achievement of students of public secondary schools in the state. It is
40
against this background that the present study is being carried out to fill
the gap.
Summary of literature review
The review of literature is based on the following headings:
conceptual framework, theoretical framework and review of empirical
studies. It is evident that environment is a vital tool in effective and
efficient operation of educational programme. Good school environment
contribute immensely to higher level of educational performance.
Regardless of where a school is located, a rich school environment is
comfortable and secure from danger; radiate a sense of well being and
send a caring message. Thus good school environment is the key to a
high performance of education institution. It also discusses the effect of
building, library services school location and school facilities with regard
to quality. The theoretical framework deals with the theories of
environment which includes learning models and social learning
approach.
The researcher reviewed five empirical studies on school
environment and related areas. The findings revealed that school plants,
physical facilities are supplied by the government. The performance of
students depends on professional qualified and experienced teachers.
41
It also revealed that there is low relationship between the girls’
classroom environment and their academic performance. These
problems are identified outside the present area of study. It is this gap
that arouses the researcher’s interest to undertake a study on the
influence of school environment on academic achievement of public
secondary school in Enugu State.
42
CHAPTER THREE
RESEARCH METHOD
This chapter presents the procedure to be used in this study under
following the sub-headings: research design, area of the study,
population of the study, sample and sampling techniques, instrument for
data collection, validation of the instrument, reliability of the instrument,
method of data collection and method of data analysis.
Research design
The design for this study is descriptive survey. It is to provide the
opinion of the respondents on the influence of environment on the
academic achievement of public secondary schools in Enugu state.
Nworgu (2006) defines descriptive survey design as those studies that
aim at collecting data and describing them in a systematic way, the
features of a given population. The design is considered appropriate
because it will enable the researcher to identify the characteristic of the
population objectively.
Area of the study
This study was carried out in the six Education zones of Enugu
State comprising seventeen Local Government Areas as at the time of
study with an estimated population of about 3,257,298 people.
(Population Census Commission, Enugu State, 2007).
43
The six education zones include Agbani comprising Enugu South,
Nkanu East and Nkanu West Local Government Areas, Awgu zone
comprising Awgu, Aninri and Oji River Local Government Areas. Enugu
zone comprises Enugu East, Enugu North and Isi-Uzo Local
Government Areas. Obollo Afor zone comprises Igboeze North, Igboeze
South and Udenu Local Government Areas. Nsukka zone comprises
Nsukka, Igbo-Etiti, Uzo-Uwani local Government Areas and Udi zone
comprising of Ezeagu and Udi Local Government Areas. Enugu State is
chosen for the study because it has a lot of public secondary schools.
Population for the study
The population for the study comprised 287 principals and 6438
teachers across the six education zone the state. Source (PPSMB 2010)
Sample and sampling technique
The sample size of the study was 600 respondents. Simple
random sampling technique was used in selecting 150 principals of
public secondary schools in the state and 450 teachers from the six
education zones across the state. The figures from the 100 simple
randomly selected schools in the six zones are shown below.
Instrument for data collection
The instrument for data collection was questionnaire titled
“Influence of Environment on the Academic Achievement of Public
Secondary Schools. Questionnaire” (IEAAPSSQ). The instrument was
44
developed by the researcher. It consisted of 29 items structured in the
following order of Very Great Extent (VGE) 3.49-4, Great Extent (GE)
2.50 – 3.49, Low Extent (LE) 1.50 – 2.49, and Very Low Extent (VLE)
0.50 – 1.49.
Part A of the questionnaire provides information on demographic
data of the respondents while part B centered on the request for the
respondents to complete the questionnaire meant to answer the
research questions posed for the study.
Validation of the instrument
The 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
options. The instrument was considered valid by the experts for the
study.
Reliability of the instrument
To ascertain the reliability of the instrument, a trial test was carried
out. The instrument was administered to ten principals and ten teachers
from Awka Education zone of Anambra State, outside the study area.
45
Cronbach Alpha coefficients of 0.93, 0.90, 0,85 and 0.90 were obtained
for clusters A.B.C and D respectively. The overall reliability estimate
obtained for instrument was 0.90. This confirmed that the instrument was
reliable for the study.
Method of data collection
Direct method was used to administer and collect the instrument
by the researcher and her four trained research assistants. They helped
in the administration and collection of the questionnaire after completion
by the respondents. The reason is to ensure a high return rate of the
instrument.
Method of data analysis
Mean and standard deviation were used to answer the four
research questions posed for the study. The mean range which
determined the acceptance level is 2.50 to 3.49 and above, using real
number limits as shown below. While t-tests statistic was used in testing
the two null hypotheses formulated at 0.05 level of significant
VGE = 3.49 - 4
GE = 2.50 – 3.49
LE = 1.50 – 2.49
VLE = 0 – 0.49
46
CHAPTER FOUR
RESULTS
This chapter presents the analysis and results of data collected.
The presentation is based on the four research questions and two null
hypotheses postulated to guide the study.
Research question one: To what extent do the school buildings affect
the academic achievements of students of public secondary schools?
Table 1: Mean ratings of principals and teachers with regard to the
extent school buildings affect academic achievement of students in
public secondary schools.
S/N Items Principals 150
Teachers 450
Overall
mean
Overall
SD
1 2
3 4
5
6
The extent school buildings affect the academic achievement of students. Offices for staff
Reading rooms for students Dinning hall for students Classroom spaces for teaching students Common room for teachers Hall for Exams
X
3.17 3.07 2.86
3.38 2.81 2.81
X
3.20 3.18 2.88
3.44 3.34 2.89
X
3.185
3.125
2.87 3.41 3.295
2.85
SD
0.73 0.79 0.75
0.77 0.74 0.70
Decision
GE GE GE
GE GE GE
47
Table 1 shows the opinions of respondents on the extent school
buildings affect the academic achievement of students in public
secondary schools. From the table, the mean scores of the respondents
– 3.185, 3.125, 2.87, 3.41, 3.295 and 2.85 with their corresponding
standard deviation for items 1,2,3,4,5 and 6 respectively. These are
seen to be within the criterion mean of 2.50 - 3.49 for acceptance level.
The result from the table indicated that both respondents agreed
on the extent items 1-6, affect the academic achievement of students in
public secondary school. The result revealed that reading room for
students; classroom spaces for teaching and common room for teachers
with mean scores of 3.185, 3.125, 3.41 to a very great extent affect the
students academic achievements in public schools.
Research questions two: To what extent do library services affect the
academic achievement of students in public secondary school?
Table 2: The mean ratings of the respondents with regard to the extent
library services affect the academic achievement of students in public
secondary schools
48
S/N ITEMS Principals 150
Teachers 450
Overall
mean
Overall
SD
The extent library service affects students. X
X
X
SD Decision
7
8
9
10
11
12
Provision of seat for use in the library. Current materials/books for students in the library Books for lending to students/teachers Physical presence of library assistants to help and guide. Working hours during which library is open for use. Extension of working workers
3.18
3.23
3.10
2.83
2.93
2.84
3.22
3.19
3.16
2.91
2.80
2.83
3.20
3.21
3.13
2.87
2.865
2.835
0.86
0.65
0.94
0.93
0.84
0.69
GE
GE
GE
GE
GE
GE
Table 2 presents the views of the respondents with regard to the extent
library services affect the academic achievement of students in the
public secondary schools. The result in the table revealed that all the
items 7-12, represented the views of the respondents with regard to how
they affect the academic achievement of students.
The mean scores of the respondents – 3.20, 3.21, 3.13, 2.87,
2.865, 2.835 with their corresponding standard deviations respectively,
indicated that the items to a great extent affect the students achievement
in the schools. The result also shows that items 7,8 and 9 represented
49
the major areas that to great extent affect, the academic achievement of
the students in the school as regards library services. These include lack
of seats, lack of current materials and books for lending the students.
Research question three
How does school location affect the academic achievement of students
in public secondary schools?
Table 3: Mean ratings of the respondents with regards to how school
location affects the academic achievement of students in public
secondary schools?
S/N
Items Principals 150
Teachers 450
Overall
mean
Overall
SD
How school location affects students academic achievement
X
X
X
SD Decision
13 14
15
16
Nearness to your home/village Lack of facilities near to the school Lack of where to buy school (student) needs near the school. Limited access to reading materials near or around the school.
2.88
2.92
2.84
3.10
2.95
2.83
2.84
3.19
2.915
2.875
2.84
3.145
0.58
0.84
0.69
0.94
GE
GE
GE
GE
50
17
18
19
Inadequate fund to procure materials for school shop/store. Teachers’ inability to have access to materials for teaching. Insufficient qualified teachers due to the isolated nature of the school.
2.80
3.18
3.23
2.83
3.22
3.16
2.815
3.20
3.195
0.88
0.86
0.65
GE
GE
GE
The table presents the opinion of the respondents with regard to
how school location affects the academic achievement of students in
public secondary schools. The result from the table indicated that the
mean scores of the respondents with their corresponding standard
deviations show that items 13-19 listed to a great extent affect the
academic achievement of the students. The mean scores of the
respondents- 3.145, 3,20, 3.195 respectively indicated that such items to
a Great Extent constituted the major areas the school location affects the
academic achievement of the students in public secondary schools.
51
Research questions four: To what extent do the school facilities affect
students’ academic achievements of public secondary school?
S/N How facilities affect students academic achievement
Principals 150
Teachers 450
Overall
mean
Overall
SD
Items X
X
X
SD Decision
20 21 22 23 24
Desk, chairs Teaching aids Electric generators for hostels/classrooms Blackboard for classroom/laboratories Calculator/specimens/laboratory equipment.
3.03 2.93 2.76 2.72 2.76
3.13 2.95 2.80 2.89 2.95
3.08 2.94
2.78
2.805
2.855
0.96 0.80 0.77
0.82
0.82
GE GE GE
GE GE
25 26 27 28 29
Typewriters for office use Sport facilities School health facilities (school nurse) Fencing of the school/security Electricity
2.88 2.93 3.14 3.07 3.12
2.85 2.76 3.20 3.08 3.21
2.865
2.845
3.17
3.075
3.165
0.76 0.80 0.86 0.97 0.86
GE
GE
GE
GE
GE
Table 4: Mean ratings of the respondents with regard to the extent the
school facilities affect the academic achievement of students in public
secondary schools.
52
The table presents the opinions of the respondents with regard to
the extent school facilities affect the academic achievement of the
students. The table revealed that all the provided items: 20-29,
represented the opinions of the respondents on the extent school
facilities affect the students’ academic achievement. The mean scores of
the respondents 3.08, 2.94, 2.78, 2.805, 2.855, 2.865, 2.845, 3.17,
3.075, 3.165 with their standard deviations respectively indicated the
items affect the students’ academic achievements in the public
secondary schools to some extent. The result showed the respondents
agree that the items 20-29 to a great extent affect the academic
achievement of the students in public secondary schools. The mean
scores of the respondents 3.08, 3.17, 3.075 and 3.165 showed that the
items Very Great effect on the academic achievement of the students.
Hypothesis one (HO1)
There is no significant difference in the mean ratings of principals
and teachers with regard to the extent school environment affects the
academic achievement of students of public secondary schools.
Student t-test analysis of the difference between the mean ratings
of principals and teachers was computed and the result is shown below.
53
Table 5: Summary of t-test analysis for hypothesis one (HO1)
Total number of respondents N=600 S/N Group N
X
SD Degree
of freedom
Level of significant
Calculated t value
Table of t value
Decision
1 Principal 150 3.20 0.176 598 0.05 0.76 1.96 Accepted
2 Teachers 450 3.01 0.182
The table presents the t-test analysis of the difference between the
mean ratings of principal and teachers. From the table, it is indicated that
the calculated t-value is 0.76 at 598 degree of freedom and 0.05 level of
significant since the calculated t-value of 0.76 is less than the table t-
value of 1.96, the first null hypothesis (HO1) of the study is accepted.
Conclusion: The researcher draws the conclusion that there is no
significant different in the mean ratings of principal and teachers on the
extent school environments affect the academic achievement of students
of public secondary schools.
Hypothesis two (HO2)
Principals and teachers do not differ significantly in their mean
ratings with regard to the extent school environment affect students’
academic achievement.
54
Table 6: Summary of t-test analysis for hypothesis two (HO2)
Total number of respondents N= 600 S/N Group N
X
SD Degree
of freedom
Level of significant
Calculated t value
Table of t value
Decision
1 Principal 150 3.20 0.168 598 0.05 0.446 1.97 Accepted
2 Teachers 450 3.15 0.195
The table presents the t-test analysis of the difference between the
mean ratings of principals and teachers’ with regard to the extent school
environment affect the academic achievements of students of public
secondary schools.
From the table, it is indicated that the calculated t-value is 0.446 at
598 degree of freedom and 0.05 level of significant, while the table t-
value is 1.97. Since the calculated t-value of 0.446 is less than the table
t-value of 1.97, the second null hypothesis of the study is accepted.
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 Findings
1. 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.
55
2. It also identified provision of seat and current materials as well as
books for lending and the presence of the library assistant as the
areas affecting the academic achievement of students with regard
to library services in the public secondary schools
3. The findings indicated that limited access to reading materials and
nearness to the school affects the academic achievement of the
students.
4. It also revealed that teachers’ inability to have access to materials
for teaching and insufficient qualified teachers due to school
location as the major areas that greatly affect the academic
achievement of students of public secondary schools, with regard
to school location.
5. It identified desks and chairs as well as health facilities as
important areas affecting the academic achievement of students.
6. The findings also revealed that fencing of the school for security
influences the academic achievement of students in the public
schools.
7. The findings revealed that electricity is a major factor with regard
to facilities that affect the academic achievement of students in
public secondary schools.
56
CHAPTER FIVE
Discussion of Results
This chapter presents the results of the study based on the data
analysis made in chapter four. The results are examined, interpreted and
inferences made. The discussion focused on the research questions and
the hypotheses postulated to guide the study. Other areas covered in the
discussion include findings, conclusion, and implications of the study,
recommendation and suggestions.
Extent school buildings affect academic achievement of students
The result of this research question revealed that the respondents
agreed that offices for the teachers, enough reading rooms for students,
more classroom accommodations as well as staff common room are the
major areas that affect students’ academic achievements in the school
with regard to buildings. The identified areas above ranked high in the
opinion of the respondents.
The above views are in agreement with the view of Okafor (2003),
Lew (2000), and Akpa et al (2005) that school buildings, classroom
accommodation for teaching and learning, promote the academic
achievement of students in the school. The result also indicated that
adequate examination hall in the school affects the students academic
performance.
57
The finding above underscores the importance of the provision of
staff offices, adequate classroom accommodation as well as reading
spaces in the school, so as to enhance students’ academic
achievement. This will also promote effective teaching and leaning as
teachers’ performance will also be enhanced.
Extent library services affect academic achievement of students of
public secondary school.
The result of this research questions identified provision of seat for
use in the library, enough current reading materials, as well as books for
lending as the major areas of the library services that to a great extent
affect the academic achievement of students. It was the opinion of the
principals and teachers that the above areas be given adequate
attention for increased students’ academic performances in the schools.
The two groups also agreed that there is the need for the physical
presence of trained library assistants in the school, to help guide and
direct the students in the libraries. The issue of current books and
provision of seats in the library ranked very high in the opinions of the
respondents.
The above findings are in line with the opinion of Keith (2000),
Aguolu (2002) and Mazi (2006) that the provision of enough reading
materials in the school library with good seats and tables help to improve
the quality of the academic achievement of students in the school. This
58
is also in line with the library research service (2002) that a number of
books in the library are nothing if the books are outdated or not current in
the fields. The researcher is therefore of the opinion that such identified
areas above be addressed by the relevant stakeholders to improve
library services in the school.
Extent school location affects academic achievement of the
students
The findings from this research question revealed that nearness to
home, lack of facilities, and inadequate fund to procure books for the
school to great extent affect academic achievement of students in the
schools. However, in the opinion of the respondents, limited access to
reading materials, and teachers inability to have access to current
material for teaching, as well as insufficient qualified teachers ranked
very high as the major areas affecting academic achievement of the
students in schools. This agrees with the opinion of Okonkwo (1997)
Akabogu (2001) and Bello (2008) that school location influences the
academic achievement of the students.
This however, differs with the findings of Okonkwo (1997) that
school location has more effects on the academic achievements of the
students in the rural areas. The result also is in line with the view of
Akabogu that school location has significant influence in the academic
achievement of the students. The researcher supports the view that
59
students are to be made to attend schools that are located very close to
their places of residence. Hence, there is the need to ensure that
students are given access to admission to schools based on nearness to
their places of residence. This will not only promote student participation
in the school activities but reduce cost of transportation to parents.
Extent school facilities affect the academic achievement of student
in the public schools
The result of this research question indicated that principals and
teachers agreed that inadequate desks, chairs, teaching aids,
generators, laboratory equipment, typewriters, sports facilities, school
health services and fencing affect the academic achievement of
students, to a very great extent.
However, the opinion of the respondents indicated that the
following variables desks, chairs, fencing of the school/security, school
health facilities and electricity have great effect on the academic
achievement of students. The findings agreed with the opinion of Okafor
(2003) Ezen (1995) and Ibiain (2004), that adequate provision of
facilities in the school promotes the academic achievement of the
students and also ensures the effective teachers performance in
teaching and learning activities.
It is the opinion of this researcher that the stakeholders in the
education industry should emphasize the need for adequate provision of
60
teaching and learning facilities in the schools. This not only encourages
students’ academic achievement, but goes a long way in enhancing
teachers’ productivity as well as health school academic environment.
The respondents are also in agreement that adequate security in the
schools will promote the academic achievements of the students. This is
because with peace and security, the school environment will be
conducive for effective teaching and learning.
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 those made by the teachers. The two groups of data were
subjected to t-test analysis. The result revealed that teachers shared
common opinion on the extent facilities affect the academic achievement
of the students in public schools.
Based on the above results, the two tested hypotheses for the
study were accepted. The researcher draws the conclusion that there is
no significant difference between the mean ratings of respondents with
61
regards to the extent both buildings and facilities affect the academic
achievement of student of public secondary schools.
Conclusion
From the result obtained and the investigation into the influence of
school environment on academic achievement of students of public
secondary schools in Enugu State, the researcher came up with the
following conclusion:-
1. Inadequate offices for staff, classroom accommodation for
teaching students as well as common room for teachers to a great
extent affect the academic achievement of students with regard to
building in the schools.
2. The findings also identified seats/desks, current reading material,
current books for lending and the presence of library assistants in
the schools as critical areas that to a great extent affect the
academic achievement of students of public schools with regard to
library services.
3. The result indicated that limited access to both the students and
teachers to reading material has great the affect academic
achievement of students.
4. The findings also revealed that fencing of the school for security
will to a great extent help to promote the academic achievement of
students.
62
5. It also revealed that teaching aids, provision of generators and
school health services affect academic achievement of the
students.
6. It also identified electricity as an important factor affecting
academic achievement of students of public secondary schools.
Educational Implications
The quality of school building plays vital role in students’ academic
achievement. Since this is so, it is imperative that the government and
other stakeholders in the education industry should give adequate
priority to solid and adequate school structures in the system. They are
to ensure not only their provision, but ensure that school buildings are
regularly maintained to promote durability and usage. All this will help in
promoting student academic achievement and enhancing the
productivity level of the teachers.
The importance of good library in the education sector cannot be
overemphasized. The library remains the heart of the education
enterprise. As a storehouse for knowledge, effort should be made to
equip the libraries with current materials so as to provide learners more
opportunities to acquire knowledge that helps to facilitate high academic
achievement. Qualified library assistants should also be posted to
schools to ensure proper guidance and direction to students for effective
use of the library facilities.
63
Access to school is one of the areas that influence the
achievement of students of public secondary schools. Thus the site and
choice of school locations should guide parents and guardians in
seeking admission for their wards. This will not only ensure the influence
of the child’s environment but will reduce cost especially transportation
burden on parents. Hence, policy makers should ensure proper access
to school location to students in their areas.
The place of electricity in the schools cannot be overstressed.
Efforts should be made to supply schools with electricity and where this
is not possible, generators could be supplied. This will help to promote
teaching and learning activities which will in turn enhance the academic
performance of the students. To also ensure safety of life and property in
the school system, schools are to be fenced and security men employed
to ensure free flow of academic activities in the school.
It therefore, becomes obvious that the government alone cannot
provide all the needed resources and facilities in the public schools. The
implications is that all the stakeholders should close ranks and ensure
that schools are well staffed, equipped and maintained to ensure
effective teaching and learning. This in turn will promote the academic
achievement of the students and improve teachers’ productivity in the
system.
64
From the results of the study, the following Recommendations are
made
1. Adequate classroom buildings to be provided in the public schools
to help promote effective teaching for students improved academic
achievement.
2. Government and communities to ensure that students have access
to the schools nearest to their areas of residence.
3. Efforts should be made by stakeholders to provide schools with
functional libraries, well equipped with current reading reference
materials.
4. Qualified library assistants to be posted to schools to aid the
students on the proper use of the library service
5. Enough security to be provided through fencing of schools to
ensure peaceful school academic environment
6. As may be applicable, schools without power supply to be
provided with generating sets to help promotes effective learning in
the schools.
7. Office accommodations to be provided for teachers to enable them
have appropriate space and time for their lesson note preparations
and other related academic activities.
65
8. Current teaching or instructional materials to be made available to
schools to help teacher’s performance for the best academic
achievement of the students in the schools.
Suggestions for further studies
Based on the findings, the following suggestions are made for
further studies
1. A study on the impact of school plant on students academic
achievement in Enugu Zone
2. A comparative study of the influence of school environment in
Enugu and Ebonyi State on students’ academic achievements.
Summary of the study
The 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
coefficient method was employed to ensure the reliability of the
instrument.
Four research questions and two null hypotheses guided the
study; while student t-test statistics was used to test the hypotheses at
66
0.05 level of significant. A review of empirical studies was carried out to
guide the researcher into previous studies in the area and also to
provide the researcher with the theoretical base.
A 29-item questionnaire was used to get information from the
respondents. Based on the data collected and analyzed, the following
results were obtained.
That staff office, classroom spaces for teaching students and staff
common room represented the major areas that to a great extent affect
the academic achievement of students in public schools, with regard to
buildings.
It was also revealed that desks, current books and presence of
library assistants constituted the areas of influence to the academic
achievement of the students with regard to library services in the public
secondary schools.
Both the principals and teachers agreed that access to reading
materials in the school, lack of facilities, and nearness to school and in
sufficient qualified teachers very greatly affect the academic
achievement of the students. Inadequate teaching materials were also
noted as a major factor affecting the students’ academic achievement.
The two groups also shared common views in terms of the great
influence of school health services, fencing of school for security and
67
provision of power supply as important variable affecting the academic
achievement of the students of public secondary schools.
Based on the above, the researcher recommends that schools
should be provided with functional libraries, equipped with current
reading materials to help enhance both the students’ academic
achievement and the teachers’ effectiveness in academic activities in the
school.
Also recommended is that school are to be fenced and power
supply provided in the schools by the stakeholders to promote
effectiveness and efficiency among the staff and the students in the
system.
68
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CLUSTER A
S/N SCHOOL BUILDING VGE GE LE VLE
The extent the quality of physical and academic school environment with regard to school building affect the academic achievement of students.
1 Offices for staff
2 Reading rooms for students
3 Dinning hall for students
4 Classroom spaces for teaching students
5 Common room for teachers
6 Hall for Exams
CLUSTERS B
S/N SCHOOL Library Services VGE GE LE VLE
The extent the library service affects the
academic achievement of students.
7 Provision of seat for use in the library.
8 Current materials/books for students in the
library
9 Books for lending to students/teachers
10 Physical presence of library assistants to help
and guide.
11 Working hours during which library is open for
use.
12 Extension of working workers
73
CLUSTER C
S/N SCHOOL LOCATION VGE GE LE VLE
The extent school location affects the academic achievement of students in public secondary school.
13 Nearness to your home/village
14 Lack of facilities near to the school
15 Lack of where to buy school (student) needs near the school.
16 Limited access to reading materials near or around the school.
17 Inadequate fund to procure materials for school shop/store.
18 Teachers inability to have access to materials for teaching.
19 Insufficient qualified teachers due to the isolated nature of the school.
CLUSTER D
S/N SCHOOL FACILITIES VGE GE LE VLE
The extent school facilities affect academic achievement of students.
20 Desk, chairs
21 Teaching aids
22 Electric generators for hostels/classrooms
23 Blackboard for classroom/laboratories
24 Calculator/specimens/laboratory equipment.
25 Typewriters for office use
26 Sport facilities
27 School health facilities (school nurse)
28 Fencing of the school/security
29 Electricity
74
APPENDIX I
Department of Educational Foundations
University 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 for your anticipated co-operation.
I am, Yours sincerely, EZE, FIDELIA N. Reg. No: PG/M.ED/05/40416
75
QUESTIONNAIRE ON INFLUENCE OF SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF STUDENTS OF PUBLIC
SECONDARY SCHOOLS IN ENUGU STATE Section A: Personal Data
Instruction: Fill in the correct information by ticking (√) in the
space for each item, where applicable
1) Principal ( )
2) Teacher ( )
SECTION B: information on school environment The possible responses per items are indicated as:
76
Summary of the zones in Enugu State
S/No Zones Schools Principals Teachers
1 Agbani 46 25 75
2 Awgu 56 25 75
3 Enugu 35 25 75
4 Nsukka 59 25 75
5 Obollo Afor 45 25 75
6 Udi 51 25 75
Total 6 287 150 450