ABSTRACT
The
study critically investigates poor provision and utilization of school
facilities in Secondary School in Mushin Local Government Area as it relates to
students academic performance. The study population comprises of all public
Senior Secondary School Students and the teachers in Mushin Local Government
Area of Lagos State. Validated
instrument was a self developed questionnaire (IQPUSFSAP) for teachers &
students on the provision and utilization of school facilities. The data collected was analyzed using
frequency counts and percentage, the formulated hypotheses were tested using
the t-test statistical tools at 0.05 level of significance. It has been established that a significant
relationship exist between the provision and utilization of school facilities
and student’s academic performance.
TABLE OF CONTENT
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Table of content v
List of the table viii
Abstract ix
CHAPTER
ONE
INTRODUCTION
Background of study
Statement of the problem
Purpose of study
Research questions
Research hypotheses
Significance of study
Limitation
Definition of terms
CHAPTER
TWO: LITERATURE REVIEW
Introduction
Provision of school facilities
Libraries and academics achievement
School Building and academic achievement
Laboratory and academic performance
Textbooks and academic performance
Summary of literature review
CHAPTER
THREE: RESEARCH METHODOLOGY
Introduction
Research Design
Population of the study
Sample and sampling procedure
Research instruments
Validity and research instruments
Reliability of the research instruments
Method of data analysis
Method of administration
CHAPTER
FOUR: DATA ANALYSIS AND PRESENTATION OF RESULT
Introduction
Students’ Demographic data
Gender distribution of the students
Distribution of students by age
Analysis of Teachers’ Bio data
Gender distribution of the teachers
Distribution of the teachers by marital
status
Educational qualifications of teachers
Analysis of research questions
Hypotheses testing
Summary of findings
CHAPTER
FIVE: SUMMARY, CONCLUSION
IMPLICATIONS AND RECOMMENDATIONS
Summary
Discussion of findings
Conclusion
Implications
Recommendations
References
Appendix
LIST OF TABLES
Students’
Demographic data
Gender
distribution of the students
Distribution
of students by age
Analysis
of Teachers’ Bio data
Gender
distribution of the teachers
Distribution
of the teachers by marital status
Educational
qualifications of teachers
Analysis
of research questions
Hypotheses testing
CHAPTER ONE
INTRODUCTION
1.1
Background
to the Study
School facilities have been observed as a potent factor to
quantitative education. The importance to teaching and learning on the
provision and utilization of adequate instructional facilities for education
cannot be over-emphasized. The dictum that “teaching is inseparable from
learning but learning is not separable from teaching” is that teachers do the
teaching to make the students learn, but students can learn without the
teachers. According Farant(1991 and Farombi 1998) learning can occur through
one’s interaction with one’s environment. Environment here refers to facilities
that are available to facilitate students learning outcome. It includes books,
audio-visual, software and hardware of educational technology; size of
classroom, sitting position and arrangement, availability of tables, chairs,
chalkboards, shelves on which instruments for practical are arranged
According to Oni (1992), facilities
constitute a strategic factor in organizational functioning. This is so because
they determine to a very large extent the smooth functioning of any social
organization or system including education. He further stated that their
availability, adequacy and relevance influence efficiency and high
productivity. In his words, Farombi (1998) opines that the wealth of a nation
or society could determine the quality of education in that land; emphasizing
that a society that is wealthy will establish good schools with quality
teachers, learning infrastructures, students learn with ease thus bringing
about good academic achievement. Writing on the role of facilities in teaching,
Anameze (2001) submitted that no effective science education programme can
exist without equipment for teaching. This is because facilities enable the
learner to develop problem-solving skills and scientific attitudes. In their
contribution, Alliyu(1993) reiterated that when facilities are provided to meet
relative needs of a school system, students will not only have access to the
reference materials mentioned by the teacher, but individual students will also
learn at their own paces. The net effect of this is increased overall academic
performance of the entire students.
In his study on resource concentration,
utilization and management as correlates of students’ learning outcomes, Farombi (1998) found that the classroom
learning environment in some schools was poor. He cited examples of schools
without chalkboard, absence of ceiling, some roofing sheets not in place,
windows and doors removed among others, a situation which the researcher
regarded as hazardous to healthy living of the learners. According to Nigerian
Tribune on Thursday 25 November, 1999, in a caption; “Mass Failure will
Continue until…” the chairman of the National Committee of WAEC, Dr. U.B. Ahmed
opined that the classroom is the origin of failure… a close look at the public
schools and what goes on there shows that nothing good can come out of most
schools as they do not have facilities, adequate and appropriate human
resources to prepare candidates for WASCE.
The above statement indicates that the
problem of candidates’ mass failure in WAEC’s organized examination will
continue until the situation of the nation’s public schools change for the
better. Writing on how to improve
primary education in developing countries, World Bank publication (1990).
Aliyu,K.(1993) linked performance of students to the provision of adequate
facilities while referring to a survey of 51 primary schools in Botswana that
students performed significantly better on academic tests when they had
adequate classrooms, desks and books. Earlier, Fagbamiye (1999) attesting to
why students’ performance standard fall observed 559 cases from 13 secondary
schools in Lagos State using age, type of school (day or boarding, mixed or
single sex), teachers’ qualifications and teaching experience as well as intake
quality using students’ entrance examination achievement. His findings revealed
that schools which are equipped had good records of achievement and attracted
more students. He concluded that good quality schools in terms
of facilities and younger students’
intake perform better in WASCE.
Commenting on why high academic attainment
is not in vogue in Nigeria. Madumere (2007) identified poor and inadequate
physical facilities, obsolete teaching techniques… overcrowded classrooms among
others, as factors.
Throwing more light on school
facilities and moral guiding provision, Fabunmi (1997) asserted that school
facilities when provided will aid teaching learning programme and consequently
improve academic achievement of students while the models guiding their
provision to schools could take any form as rational bureaucratic and or
political model. Whichever model is adopted, according to him, there is always
a common feature of differing allocation of facilities to schools. In his
words, Ojoawo (1990), however, noted that certain schools are favored in the
allocation of facilities at the expense of others. Writing on poor performance
of students in public examinations, London (1990) states that in many
developing nations, certain physical facilities are none existent, and that
those instances where amenities are available many are of sub standard quality.
What is even more alarming is the correlation, which these observers claim to
exist between quality of facilities and academic performance. Lamenting on the
glowing inadequacies of school facilities in our education industry. Adegboye (2000)
opines that everywhere you look, primary, secondary, special, technical,
tertiary, there is abundant evidence of crippling inertia, criminal neglect and
a pervasive decay in values and standard.
Other scholars (Wilcockson, 1994; Lawal
1995; Ajayi –Dopemu, (2008) have variously identified the significance of
facilities in teaching and learning spheres. We can say that absence or poor
(and or deteriorating) quality of educational facilities can influence academic
performance. Gamoran (1992), however, holding a contrary view noted that
facilities… teachers’ salaries, books in the library and the presence of
science laboratory, had little impact on variation in student’s achievement
once students background variables had been taken into account.
This statement connotes that before
such student could perform well in higher educational level, he must have been
groomed or cushioned by availability of resources in his elementary days upon
which he now uses as spring board. According to Hallak (1990), facilities form
one of the potent
factors that contribute to academic
achievement in the school system. They include the school buildings, classroom,
accommodation, libraries, laboratories, furniture, recreational equipment,
apparatus and other instructional materials. He went further to say that their
availability, relevance and adequacy contribute to academic achievement. He
however, quickly added that unattractive school buildings and overcrowded
classrooms among others contribute to poor academic attainment. Describing where
these facilities should be located, he ascribed that educational facilities
should be located in appropriate places, while the needs of the users should be
put into consideration. In another development. Aliyu (1993) found that there
was no significant difference between students in secondary schools with and
without adequate instructional facilities. However, he submitted that
instructional facilities were indispensible to academic achievement of students
in English Language, Mathematics, Biology and Geography while students could
perform well in other subjects without adequacy of sophisticated instructional
materials. He concluded that the effect of instructional facilities on
students’ academic achievement is more felt in pure and social sciences.
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 facilities. This indicates that
the school facilities 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 facilities 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 facilities. 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 facilities are optimally utilized.
1.2
Statement of the Problem
Cursory
observation reveals that majority of students in public secondary schools in
Mushin Local Government area of Lagos State perform below desired outcomes in
the Senior School Certificate Examination especially when results of previous
years are compared. (Ossai, 2004). This observed poor performance motivated
this research.
A student’s
academic performance is measured by his or her scholastics achievement. This
scholastic achievement is known through the use of instructional evaluation and
other associated invisible but real influences that influence performance such
as school facilities 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 about learners’ inability to perform outstandingly
well, (Ojoawo, 1990). However, issues that bother on inadequate and most times
insufficient school facilities have the major blame in students’ academic
performance as the sociologists are quick to observe that the environment makes
the man. Akinkugbe( 1994).
School
facilities optimization is therefore so important and contribute significantly
to students achievement so much that it cannot be neglected in the development
of the education sector. As rightly observed by Oni (1992), 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.
Therefore this research is to
investigate the extent to which the provision utilization of school Facility
such as school building, laboratory library, ICT has influenced student
academic performance in Senior Secondary in Mushin Local government Area.
Area of Lagos State which could be attributed to poor provision and
utilization of school facilities.
1.3 Purpose of Study
1. Examine the significant relationship between
the provision and utilization of school facilities such as school building and
class size and student’s academic performance in Senior Secondary School in
Mushin Local government Area.
2. Assess the extent to which the use of the laboratory as affected
student’s academic performance their examination.
3. Examine the significant relationship between the provision and
utilization of instructional materials and Students academic performance.
1.4
Research
Questions
1. Is there any significant relationship
between the provision and utilization of school facilities such as school
building and student’s academic performance in Senior Secondary School in
Mushin Local government Area?
2
Is there any
significant relationship between the provision and utilization of instructional
materials such as map, chart, white board, projector and film on Students
academic performance?
1.5 Research
Hypotheses
1.
There is no
significant relationship between the provision and utilization of school
facilities such as school building and student’s academic performance.
3
There is no
significant relationship between the provision and utilization of instructional
materials such as map, chart, white board, projector and film on Students
academic performance.
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
facilities’ planners and administrators in the management of educational system
to bring about regular maintenance, reconstruction, where necessary.
This study will therefore provides an appraisal of
the utilization of the school facilities in some secondary schools in Lagos
State and how this is related to Students’ academic performance in SSCE upon
which standard evaluation is often made by external examining bodies.
1.7
Limitation
This study will be limited to five secondary school
in Mushin Local government area of Lagos state.
Finance, time and other logistics may be major constraints.
1.8 Definition of term
Laboratory: This is a room or building equipped for
scientific experimentation; laboratory is also a equipped room for scientific
research, or teaching or for the manufacture of drugs or chemicals.
Library: This is a room containing collection
of books, periodicals and sometimes films and recorded music for people to read
or borrow. It is also a collection of
sources, resources, and services and the structure in which it is housed.
Facilities: These are equipment, infrastructures and
machines as well as any physical structure.
Provision: This means building new Facilities or
building physical structure like classroom and playground.
Instruction
Facilities: These are classrooms, laboratories,
workshops and library.
Utilization: It refers to the extent of the operation or
use of available facilities provided for the studies.
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