ABSTRACT
The study investigated
planning and utilization of school plant and students’ academic performance in
selected secondary schools in Lagos State. Three research questions and five
hypotheses were raised and analysed in the study. The study adopted the cross
sectional survey research design which included public, private and federal
schools in Education District IV in Lagos State. Four hundred and twenty three
(423) subjects were randomly selected across the schools in the district and
used as the sample of the study. Questionnaires were major instruments used to
facilitate data collection from the respondents. The study was limited to
junior secondary school (JSS III), senior secondary school (SS III) classes and
teachers of English, Mathematics, Integrated Science, Social Studies, and
Economics in 22 schools in the Education District IV of Lagos State due to
financial constraints. Data collected were analyzed using the simple percentage
and Chi-square method of statistics. However, the study revealed that a significant relationship exist between adequate
provision of school plant and academic performance of students in secondary schools in Lagos State; adequate
provision and functional school physical plants are good strategies for
enhancing a high level of academic performance and rapid increases in the
school enrolments without a corresponding increase in the provision of
educational facilities contributes to poor performance of students in
education. The study therefore recommends among others that material resources
for all subject areas should be sufficiently supplied to all the secondary
schools in Lagos State and Philanthropists, Parent-Teachers Association should
be encouraged to contribute their own quota to the development of secondary
schools in the state.
TABLE
OF CONTENT
Page
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of content vi
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of Problem 7
Purpose of Study 7
Research Questions 8
Research Hypotheses 9
Significance of the Study 9
Scope and limitation of the
study 10
Definition of terms 10
CHAPTER TWO: LITERATURE
REVIEW
Introduction
12
School Plant As Key Factor 16
Rationale School Plant
Planning 18
Planning School Plant 19
Principles and Steps to
follow in Planning School Plant 23
The 6-3-3-4 System of
Education and School Plant Planning 24
Optimal Utilisation of
School Plant 25
The Global Utilization Rate
(GUR) 27
Availability and
Utilization 28
Utilization, Availability
and Students’ Academic Performance 29
Educational Administration
System in Lagos State 31
CHAPTER THREE: METHODOLOGY
Research Design 37
Population 37
Sample and Sampling
Techniques 38
Research Instruments 39
Administration of Research
Instruments 40
Validity of instruments 40
Reliability of
Instruments 40
Method of Data Analysis 40
CHAPTER FOUR: DATA ANALYSIS
AND INTERPRETATION
Introduction 41
Frequency Distribution 41
Analysis of Research Questions 43
Test of Hypotheses 47
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
Summary 54
Discussion of Findings 55
Conclusion 57
Recommendations 59
REFERENCES 64
APPENDICES
CHAPTER
ONE
INTRODUCTION
1.1 Background of the Study
Education is regarded as
primary responsibility of government to its citizens based on widely accepted
concept of mobilizing for development through education.
It is therefore not
surprising when in the 1970s, the government of Nigeria at the federal level
took over hitherto schools established and managed by missions outfits in the
country. Given the importance of education in the life of a nation, researchers
observe that its management cannot be left in the hands of those who have no
wherewithal and expertise to handle it. Several researchers are of the opinion
that the factors that influence scholastic achievement of students at school
should be seriously looked into, these include a child’s natural ability,
physical environment, available educational facilities, motivation and
socio-economic background. In order to make a positive influence on the school
system, therefore, the government should make available the necessary
educational facilities, which include the buildings with other physical facilities
such as library, laboratories, recreational centres, instructional materials,
funds and provision of teachers and non-teaching staff. A cursory look at the
educational records of students’ performance in the senior secondary
certificate examination reveals a downward trend in students’ academic
performance. Available WAEC records show that between 2010 to 2012, only 38.5%
of the total candidates who wrote the West African School Certificate
Examination had five credits passes including English and mathematics. Year 2013
and 2014 results from WAEC also revealed a drop in performance in SSCE.
This deplorable condition
when compared to the huge sum spent on education annually demands an urgent
attention aimed at redressing the abnormality.
This situation informs many
research efforts to be preoccupied with factors that are responsible for the
dismal state of education in the country.
Among the reasons adduced
for this mass failure of students in public examinations include inadequate
classrooms to meet the ever increasing number of students as well as inadequate
number of students as well as inadequate and differential distribution of
resources resulting from lack of foresight and adequate planning.
West Africa Examination
Council (WAEC) explains that the fluctuating trend in the performance of
candidates in various examinations conducted by the West African Examination
Council (WAEC) has been due to lack of adequate teaching and learning
facilities in schools.
Education sector like the industrial sector require the
use of human, material and financial resources for production to take place.
Adeogun (2007) noted that Human resources in education are the students,
teaching staff, non- teaching staff, bursar, librarian, laboratory attendants,
clerks, messengers, mail runners, gatekeepers, gardeners and cooks as well as
educational planners and administrators.
Material resources include textbooks, charts, maps,
audio-visual and electronic Other category of material resources consist of
paper supplies and writing materials such as biro, eraser, exercise books,
crayon, chalk, drawing books, notebooks, pencil, ruler, slate, workbooks and so
on.
Physical resources include classrooms, lecture theatres,
auditoriums, typing pools, administrative block, libraries, laboratories,
workshops, gymnasia, assembly halls, special rooms like sickbay, staff
quarters, students’ hostels, kitchen, cafeteria, lavatory and toilet. Financial
resources are the monetary inputs available for and expended on the education
system. These include money allocated to education by the government grants,
PTA levy, and donations from philanthropists and internally generated funds.
Peretomode (1995), also had
earlier noted what school plant resources are to include educational facilities
and “things of education”. These include school buildings (classrooms,
assembly, halls, libraries, laboratories and workshops), teaching aids and
devices such as modern educational hardware and their software in the form of
magnetic tapes, films and transparencies. Educational facilities therefore are
the material things that facilitate teaching and learning process in the
school.
School plants consist of
school buildings (such as classrooms, administrative blocks, libraries,
laboratories, workshops, lobbies, staffrooms, sickbays, dinning halls, assembly
hall and dormitories) equipment (such as equipment for science, tools for
woodwork, games equipment and office machines) grounds (such as gardens,
playgrounds, orchards and swimming pool) and transportation. Ovwigho (2004)
opined that school plant consists of buildings, playgrounds, sports fields and
outdoor equipment. The school plant according to him can be grouped into the
school areas and the housing areas. The school area is made up of classrooms,
laboratories, workshops and libraries. It is sometimes categorized into
buildings and open space. Such buildings include premises used for teaching and
learning and administration or those premises that are used for other related
purposes. Open space in the school area is made up of playgrounds, sports
fields and parking lots.
The housing area, on the
other hand, consists of the areas where accommodation is provided for both
students and staff members. In some schools, dispensaries or clinics and stores
are also located in the housing area.
National Policy on Education
(2004) pays considerable attention on the importance of the provision of
educational facilities. Governments are also aware of the important role they
play on the teaching-learning activities in the school system. Without adequate
provision of educational facilities or school plant there would be no adequate
education.
A well designed functional
school building with a wide array of teaching aids therefore provide effective
delivery of the students’ curriculum and are positively related to academic
achievement.
School plant therefore not
only include the general and special service rooms, the equipment but the site,
and other facilities which may be needed for a satisfactory educational
programme. Therefore, school plant refers to physical facilities available in
the school and all other associated materials that will facilitate
instructional educational programmes.
The up-surge of the number
of the students entering into secondary schools has resulted in the increase of
secondary school enrolment. This could therefore bring about infrastructural
problems and create need for building of more schools, which will require
better management, and supervision of the school plant. The effect of
availability of school plant and its utilization on the academic performance of
students has generated a great deal of interest and discussion for a very long
time now and this has made people from all nation of the world to show great
concern about the future of their children’s education. A study of the
management of school plant refers to management of space, curriculum time
tabling and school buildings, because of the impact of the facilities on
educational process and programs, the school plant has to be managed efficiently
in order to increase students’ performance in schools.
School plant brings
substantial costs on the school system for their establishment and if not
properly managed and maintained would dilapidate and wear out faster than their
normal life span. Also if not properly utilized the school units would not
derive optimum benefits from their use and this can greatly affect the
students’ performance.
In schools where there are
inadequate school facilities, both teachers and students would not be able to benefit
from the teaching and learning experiences and this would result in human,
material wastage. Children cannot work effectively in an inefficient building
and would not develop regard for cleanliness and tidiness. School facilities
promote the educational programme that the community so desires as well as
teach pupils the meaning of beauty and utilization of space.
Thus, if our secondary
schools are to function effectively their school managers should be able to
manage the school resources effectively. This is because the success of
education system is based on the availability and effective utilization of
resources.
Therefore, it is the
responsibility of the educational system to facilitate learning by creating the
ideal situation for the child to discover things for himself especially through
adequate provision of school plant. This indicates that the school plant would
surely have a great impact on the students. The school facilities may indicate
a great deal of cooperation among the groups in the school setting while some
might not even want to learn at all. This implies that the school plant will
affect the performance of both the teachers and the students either positively
or negatively.
This study therefore aims
at encouraging school administrators to apply modern techniques in the
management of school plants. It also suggests that school administrators and
managers should be constantly trained and retrained on the modern tools of
management.
Thus, the standard of
education will improve greatly if the resources allocated to education and the
available school plants are optimally utilized.
1.2 Statement of Problem
Cursory Observation reveals that majority of students in
public secondary schools in Lagos State perform below desired outcomes in the
Senior Secondary School Certificate Examination especially when results of
previous years are compared. This observed poor performance motivated this
research, which investigated the observed problem and found the relationship
that exists between optimal utilization and deployment of educational resources
(which include animate and inanimate objects) and students’ academic
performance in selected public secondary schools in Lagos state.
A student’s academic performance is measured by his or
her scholastics achievement. This scholastics achievement is known through the
use of instructional evaluation and other associated invisible but real
influences that affect performance such as school plant among others.
The causes of poor performance in our public secondary
schools have been blamed on several factors. Critics have apportioned blames on
teachers, society, parents, school inspectorate and the government respectively
about learners’ inability to perform outstandingly well. However, issues that
bother on inadequate and most times insufficient school plant have the major
blame in students’ academic performance as the sociologist are quick to observe
that the environment makes the man.
School plant optimization is therefore so important and
contribute significantly to students achievement so much so that it cannot be
neglected in the development of the education sector. As rightly observed by
Oni (2005), the availability and adequacy in quantity and quality of the
physical/material facilities make possible a school’s smooth operation and
enhance effective teaching-learning activity thereby resulting in achieving
higher educational attainments by the students.
1.3 Purpose of Study
The main purpose of the study was to examine the planning
and utilization of school plant and student academic performance in Education
District Iv of Lagos State
1.
To examine the availability of plant
facilities in the sampled schools in education district IV in Lagos State.
2.
To determine whether utilization of school
plant affect student academic performance.
3.
To examine the impact of school location on academic
performance of students.
4.
To examine the impact of school plant
adequately provided and optimally utilized in schools.
5.
To determine whether school plant remodeling
have any impact on students’ academic performance in core subjects?
1.4 Research Questions
1. What
physical facilities are available in the sampled schools in education district
IV in Lagos State?
2. How
does the utilization of school plant affect student academic performance?
3. Does
the school location affect academic performance of students?
4. Are
the school plant adequately provided and optimally utilized in schools?
5. Would
school plant remodeling impact on students’ academic performance in core
subjects?
1.5 Research Hypotheses
1.
There is no significant relationship between
school location and academic performance of students.
2.
There is no significant relationship between
teachers’ utilization of school plants and academic performance of students.
3.
There is no significant difference in the
optimization of school plant in private and state schools.
4.
There is no significant difference between
adequate provision of school plant and academic performance of students.
5 There
is no significant relationship between principals’ perception of the
utilization of school plant and academic performance of students in English,
mathematics and science subjects.
1.6 Significance
of the Study
The findings of this study
will go a long way in enhancing the standard of education and motivate
educational managers, school plant planners and administrators in the
management of educational system to bring about regular maintenance,
reconstruction, where necessary of school plants and deliberate addition of
school plants to make for conducive atmosphere of learning and giving of
instruction by teachers for the benefit of the students and the society at
large and thereby determine adequacy or inadequacy and utilization of school
plant on students’ academic performance.
This study is therefore provides an appraisal
of the utilization of the school plant in some secondary schools in Lagos State
and how this is related to students’ performance in core subjects upon which
standard evaluation is often made by external examining bodies.
1.7 Scope and Limitations of the Study
The study was limited to 21
(twenty one) secondary schools within the Education District IV randomly
selected for the administration of research instruments for the study. Time and
funds were major constraints. The administration of the questionnaires and contact
with respondents to verify responses in the administered questionnaires was
limited as at the time of administration as a result of redeployment and
movement of staffers of the district and the Ministry of Education in general.
1.8 Definition
of Terms
WAEC: West
African Examination Council is the external examination body with the
responsibility to conduct terminal secondary school certificate examination in
Nigeria and in some other parts of West Africa. It’s major examinations include
Senior Secondary School Certificate Examination (SSCE), General Certificate in
Education (GCE) mainly for private candidates, that is students who are not in
regular school setting but desirous to obtain a qualifying certificate to
proceed to other level of education attainment.
PTA:
Parent-Teacher Association is the body of set up by schools to foster
interaction between parents, guardian and teachers with the primary aim of
obtaining cooperation of all concerned and also get the desired support to
improve the school infrastructure and intervene in scholarship when and where
necessary in order to give the students desired and conducive atmosphere for
learning.
JSS:
Junior Secondary School: post primary period designated by the revised National
Policy on Education as junior secondary which accommodates pupils from ages 10
to 11 for a three-year session after which the student transits to Senior
secondary school but with option to pursue vocational studies if he/she is not
endowed intellectually to pursue rigorous academic pursuit.
SSS:
Senior Secondary School, a post junior secondary school period lasting three
years which terminates with SSCE and prepares the student for a tertiary
academic pursuit.
School Plant refers to all
identifiable materials in a school setting that aid learning; such would
include physical structures like classrooms, assembly hall, laboratories, play
field, dormitories, offices, conveniences, cafeteria, library as well all
teaching and learning materials and the personnel (academic and non-academic
staff).
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