ABSTRACT
This study explored
the impact of environmental factors on the effective teaching and learning of
physical education and sports in Lagos state secondary schools. The study was guided by research
objectives, questions and hypotheses that included the influence of school
location, school facilities and modern supervision techniques on the effective
teaching and learning of physical education and sports in Lagos state secondary
schools. Literature review covered relevant texts and documents on the research
topic. The researcher adopted the descriptive survey research design. A sample
of 100 teachers was taken from Education District (IV) of Lagos state which was
the area of the research. The researcher used questionnaires for the selected
respondents for data collection. Descriptive statistics of percentage and
inferential statistics of chi-square were used to test the hypotheses at 0.05
level of significance. The results of the study showed that school location
will influence the effective teaching of physical education and sports in
secondary schools; school facilities will influence the effective teaching of
physical education and sports in secondary schools and modern management
techniques will influence the effective teaching of physical education and sports
in secondary schools.
TABLE OF CONTENTS
PAGES
Title page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of Contents vi
CHAPTER
ONE: INTRODUCTION
1.1
Background to the study
1.2 Statement of
the problem
1.3
Purpose of the study
1.4
Research questions
1.5
Research hypotheses
1.6 Significance
of the study
1.7 Scope of Study
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction
2.1 The concept of school environment on
student academic performance
2.2 Concept of academic performance in
physical education and sports
2.3 The
contributions of school managers and administrators towards
academic
performance of students
2.4 The
contributions of parents in the academic progress of students
at
the secondary school
2.5 Socio-economic
background and students’ academic performance
at
secondary school level
2.6 School environmental factors and effective
school administration
2.7 Problems of negative school environment
2.8 Indiscipline
as a social menace that affects academic performance
at the secondary school level
2.9 Effective
school facilities and its influence on performance of
students
at the secondary school level
CHAPTER THREE: RESEARCH METHODOLOGY
3.1
Research
design
3.2
Population
of the study
3.3
Sample
and Sampling technique
3.4
Research
Instrument
3.5
Reliability
of the Instrument
3.6
Validity
of the Instrument
3.7
Procedure
for Data Collection
3.8
Procedure
for Data Analysis
CHAPTER FOUR: DATA ANALYSIS, RESULTS AND
DISCUSSIONS OF FINDINGS
4.1 Presentation of Demographic Data
4.2 Analysis of Research Questions
4.3 Analysis of Data and Testing of Hypotheses
4.4 Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
5.1 Summary
5.2 Conclusion
5.3
Recommendations
5.4
Suggestion for Further Studies
REFERENCES
APPENDIX
CHAPTER
ONE
INTRODUCTION
1.1 Background
to the study
There
is no gainsaying the fact that education is very vital to the pace of social,
political and economic development of any nation. This is why most nations of
the world strive to devote a sizeable proportion of their Gross National Income
to develop the educational sector. In Nigeria, between 7.6% and 9.9% of our
annual expenditure is devoted to education (Durosaro, 2003). The proportion
earmarked in the approved national budget is meant to finance capital and
recurrent expenditure of schools. The physical structures which is capital intensive
takes the larger part of the cost since the physical environment of a school adds a lot of value to the school
(Obong, 2007).
Egim (2003) observed in her
study that the physical environment contributes either negatively or positively
to the effectiveness of teaching and learning in the school. The school
physical environment includes the buildings, classrooms, furniture, equipment,
instructional materials, laboratories, libraries, play grounds, and so on.
Others are walls, machinery, decorative objects, play fields, skating rinks,
swimming pools, audio-visual equipment (Mckay, 1964 in Egim, 2003). Egim (2003)
maintained that in a bid to expand the educational enterprise, educational
planners are more interested in issues such as the number of schools, teachers,
students’ infrastructural facilities like classrooms and school buildings.
Little attention is paid to the quality of the environment (Obong. 2010).
Maintaining a sound and healthy environment has always been
a challenge to man (Akintola, 2008). For example, the different inputs from
anthropogenic activities include energy generating heat, uncontrolled sound
turning into noise, and other land-using agencies that causes degradation of
the physical environment. Various human activities that require planning and
coordination demands comprehensive and deliberate efforts to keep the physical
environment fit for the total man to function well. Hence, the management of
built environment is determinant to the quality of man at any given time. Where
this is undermined, there is bound to be poor physical conditions and the
consequence is poor human output. Of particular interest to this study is the
school environment.
The physical outlook of the
school environment is very important in contributing to a healthy academic
exercise. It forms the fulcrum on which other activities revolve. This is
because it creates an atmosphere through the mind for studies(Akinsolu,2004).
The duties of teaching and learning, if effectiveness is the goal, is a great
one; one of such is the school location. Where a school is located can
determine to a large extent the stability of the student’s mind for academic
readiness.
A school located along
air-traffic route, roadside (especially without a fence), in the neighbourhood
of industrial activities, markets, and so on will be academically encumbered
because such environments will interfere with the students’ learning process.
It will generate noise enough to badly affect the study adventure. As indicated
by the National Teachers’ Institute (NTI, 2008; Mckay, 1964 in Egim, 2003),
these are capable of affecting the quality of learning environment. Equally
crucial is the greening of the school environment. Sanitation Connection
(2001/2002) maintains that a school management that provides sanitation and
planting of flowers, trees and maintaining lawns, well cleared grasses, etc.
improves quality of life and study environment. Aesthetics of a school
environment is another aspect of managing a school environment. Regular
painting and maintaining the quality of buildings, channelling of sewage,
well-planned landscape and trimming of flowers, clearing of grasses, proper
disposal of refuse, sweeping and removing cub webs among others, provides a
relaxed atmosphere for the moulding of minds. All
the issues above constitute school environmental management strategies that
could make a school a place to live and not to leave.
In spite of this
all-important top burner matter, very little have been done in managing school
environments for fruitful academic venture. It becomes necessary to conduct a
study on the environmental factors that affect effective teaching and learning
How a school environment is managed in aesthetics, recreation, waste,
drainage pattern, and other physical outlook of the environment has a telling
effect on the quality of learning. It is opined that regular grass clearing,
sweeping of the school compound and painting, landscaping and planting of
flowers, good drainage, refuse disposal, provision of fields, playgrounds and
sporting facilities are strategies adopted to ensure effective teaching and
learning(Akinsolu, 2004). In this study however, the focus is on the effective
teaching of Physical Education and Sports at the secondary school level.
1.2
Statement of the problem
Over
the years, the researcher had noticed that there has been a public outcry on
the poor quality of education and
continual decline in the standards of education in the country especially at
the secondary school level. A
careful examination of the environmental factor revealed some of the problems
bedeviling the system, and which have been hindering effective administration
of any school in Nigeria (Ogunbiyi, 2004; Nwakpa,2008).
Education
stakeholders have blamed the quality assurance agents (school supervisors and
inspectors of education) for the falling standard due to dilapidated school
buildings and structures. The complaint is that infrastructures and facilities
are fast decaying and depreciated and that the quality of inspection is below
expectation. A lot of problems have been identified to be affecting the state
of education, mostly at the secondary school level. The rate at which the
standard of education deteriorate cannot be overemphasized. Some of these
problems could be traced to inadequate finance that is required to provide for
basic school facilities, school plant planning, buildings and structures,
libraries building and other social amenities, sports and training
facilities(Emeratom,2004).
Good quality education as well as having standardized
school in place depends heavily on the provision of adequate educational
facilities. This was why Emeratom (2004) insisted that educational curriculum
cannot be sound and well operated with poor and badly managed school
facilities. By school facilities, he meant a physical resource that pushes up
effective teaching and learning. These include blocks of classrooms,
laboratories, workshops, libraries, equipment, consumables, electricity, water,
visual and audio-visual aids, tables, chairs, playground, storage space and
toilets. The shortage or lack of any of these provokes research interest since
result of education depends on their availability.
In another vein, Adeboyeje (2000) identified
the characteristics of teaching-learning efficiency were noted to include the
following conditions:
·
Where the teachers create learning
environments where students are active participants as individuals and as
members of collaborative groups;
·
Where teachers encourage students to accept
responsibility for their own learning and accommodates and diverse learning
needs of all students;
·
Where teacher motivate students and nurture
their desire to learn in a safe, healthy and supportive environment which
develops compassion and mutual respect;
·
Where teachers cultivate cross-cultural
understanding and the value of diversity;
·
Where they display effective and efficient
classroom management which includes classroom routines that promote comfort,
order and appropriate student behaviours;
·
Where teachers provide students with equal
access to technology, space, tools and time;
·
Where they effectively allocate time to
students for engaging in hands-on experiences, discuss and process content and
make meaningful connections; and
·
Where teachers design lessons that excite
students to participate in activities in which they understand, make mistakes
and are empowered as natural part of learning.
Based on the
foregoing, the problem of this study is to reveal the environmental factors
affecting the effectiveness of teaching and learning of physical education and
sports at the secondary school level in Lagos State.
1.3 Purpose
of the study
The main purpose of this study was to examine the impact of
environment on effective school administration in Kosofe Local Government Area
of Lagos state.
Purposes of study
include the following: To determine whether school climate will influence
effective school administration in public schools.
1. To ascertain whether school location will
influence effective teaching and learning of physical education and sports.
2. To ascertain whether school facilities will
influence effective teaching and learning of physical education and sports .
3.
To
ascertain whether application of modern management techniques (supervision)
will influence effective teaching and learning.
1.4 Research
questions
The
following research questions were formulated and answered during the course of
this study:
1. Will
school climate influence effective teaching and learning of physical education
and sports?
2. Will school location influence effective teaching
and learning of physical education and sports?
3. Will school facilities influence effective
teaching and learning of physical education and sports?
1.5 Research
hypotheses
The following
research questions were postulated to guide this study
Ho1:
School climate will not influence effective school administration in
public schools.
Ho2: School location will not influence effective school
administration in public schools.
Ho3: School facilities will not influence effective school
administration in public schools.
1.6
Significance of the study
This
study may be of benefit to various school administrators, ministries of
education and other affiliated government agencies.
The
outcome of study may facilitate school resource manager towards effective
school administration in public schools.
The
study may help to ensure that school location is considered first in order to
influence effective school administration in public schools.
The
research study outcome may ascertain provision of school facilities towards
effective school administration in public schools.
The
research study outcome may help to utilize all types of modern management
techniques like: school supervision, management by objectives, decision making,
and other management tools that will influence effective school administration
in public schools.
The
study may help various school administrators to understand the benefit of
effective school environmental factors at various levels of education. It may
enable school administrators to know the best management techniques to adopt in
order to have sound school effectiveness.
It may
also enhance school administrators to understand their position on their job
towards effective routine supervision of teachers, non-teaching staff, and
students’ academic performances.
The
Ministry of Education may also benefit from this study through proper planning
and implementation of good policies to various school management.
1.7 Scope of Study
The scope of this study is on impact of environment factors
on effective teaching and learning of physical education in Lagos state,
delimited to secondary schools Lagos Education District(IV).
1.8
Definition
of terms
The
following terms have been defined as they were used during the course of this study:
i.
School:
this is an environment where students are taught. A typical example is a
secondary school.
ii.
Performance:
this is an obligation or responsibility required from a staff by the superior
officer.
iii.
Quality:
this is the degree of conformity or the process of complying with the required
standards.
iv.
Supervise:
this is to be in charge of a group within and outside academic monitoring team
and be responsible for making sure that they do their work properly.
v.
Quality
control: this is the practice of maintaining the standard
requires in order to be efficient.
vi.
School
supervision: it is a process of evidence gathering in
order to provide assessment on how well a school is performing.
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