SCHOOL ENVIRONMENTAL FACTORS AS CORRELATE OF STUDENTS’ LEARNING OUTCOMES IN PRIVATE SECONDARY SCHOOLS IN ABIA STATE, NIGERIA

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ABSTRACT


This study explored school environmental factors as correlate of students’ learning outcomes in private secondary schools in Abia State, Nigeria. Five research questions and five null hypothesis provided direction to this study. The study adopted a Correlational Research Design. The population of the study comprised all the 14525 (fourteen thousand five hundred and twenty five) Senior Secondary Two School Students in all the private senior secondary schools in Abia State. A sample size of 960 senior secondary school class two (SS2) students was drawn from twelve private secondary schools. Multi-stage sampling technique was use to draw the sample. Instruments for data collection were two questionnaires, School Environmental Factors (SEFQ) and Students Learning Outcome Questionnaire (SLOQ). Two experts in the area of Educational Management and one expert in Measurement and Evaluation in the department of science education validated the instruments. The reliability of the instruments was determined using the test-retest reliability method and it yielded an overall reliability indices of 0.77 and 0.71 respectively. The data collected from the respondents was analysed using both descriptive and inferential statistics. Pearson’s r, R2 (coefficient of determination) was used to analyse the research questions while Linear regression analysis was used to test the null hypotheses. The study revealed that there exist a high positive correlation between school buildings and students’ learning outcome. It also revealed a moderate positive correlation between school location and students’ learning outcome. Analysis of the study also showed that there exist a positive correlation between school facilities and students’ learning outcome and a positive correlation between classroom environment and students’ learning outcomes. The result of the study, showed that there exist a moderate positive correlation between school population and students’ learning outcomes and a perfect positive correlation between teachers’ factor and students’ learning outcomes. Based on the findings of the study the researcher recommended among others that Schools should be properly supervised by the agencies before they can be allowed to start functioning. There should be proper authorization by the government before any school can be approved. Schools operating in environmentally unfriendly areas should be made to relocate to environmentally friendly areas among others.






Table of contentS

 

Title Page                                                                                                                    i

Declaration                                                                                                                  ii

Certification                                                                                                                iii

Dedication                                                                                                                  iv

Acknowledgement                                                                                                      v

Table of Contents                                                                                                       vi

List of Table                                                                                                                viii

Abstracts                                                                                                                     ix

 

Chapter 1: Introduction                                                                                     

1.1       Background to the Study                                                                               1

1.2       Statement of the Problem                                                                               14

1.3       Purpose of the Study                                                                                      15

1.4       Research Questions                                                                                         16

1.5       Hypotheses                                                                                                     16

1.6       Significance of the Study                                                                               17

1.7       Scope of the Study                                                                                         18

 

chapter 2: REVIEW OF RELATED LITERATURE

2.1       Conceptual Framework                                                                                   19

2.1.1    environment                                                                                                   19

2.1.2    School environment                                                                                        20

2.1.3    school building                                                                                               25

2.1.4    School location                                                                                               29

2.1.5    school facilities                                                                                               33

2.1.6    Classroom environment                                                                                  40

2.1.7    School population                                                                                           43

2.1.8    Teachers’ factor                                                                                              44

2.1.9    Learning                                                                                                          50

2.1.10  Learning outcomes                                                                                          51

2.1.11  Conditions affecting learning                                                                                     52

2.2       Theoretical Studies                                                                                         53

2.2.1    Ludwig Von Bertalanffy system theory (1950)                                             53

2.2.2    Albert Bandura’s social learning theory (1977)                                              54

2.3       Empirical Studies                                                                                           56

2.4       Summary of Literature Review                                                                      61                   

CHAPTER 3: METHODOLOGY

3.1       Design of the Study                                                                                        63

3.2       Area of the Study                                                                                           63

3.3       Population of Study                                                                                        64

3.4       Sample and Sampling Techniques                                                                  65

3.5       Instrument for Data Collection                                                                       65

3.6       Validation of the Instrument                                                                          66

3.7       Reliability of the Instrument                                                                           66

3.8       Method of Data Collection                                                                             67

3.9       Method of Data Analysis                                                                               67       

 

Chapter 4: Results AND DISCUSSION

4.1       Results                                                                                                            69

4.2       Summary of Major Findings of the Study                                                      80

4.3       Discussion of  Findings                                                                                  81    

 

Chapter 5: Summary, Conclusion, Recommendations

5.1.      Summary                                                                                                         85

5.2.      Conclusion                                                                                                      86   

5.3       Educational Implications of the Findings                                                       87

5.4       Limitations of the Study                                                                                 88

5.5       Recommendations                                                                                          88

5.6       Suggestions for Futher Studies                                                          89               

REFERENCES                                                                                                                     

APPENDIXES                                                                                                                           

                                 

 

 

 

List of tables

 

 

4.1:      Pearson’s product moment correlation analysis of school buildings                 69

and students’ learning outcomes                                                                   

 

4.2:      Regression analysis of school building and students’ learning                          70

outcomes

 

4.3:      Pearson’s product moment correlation analysis of school location                   71

and students’ learning outcomes

 

4.4:      Regression analysis of school location and students’ learning                          72

outcomes

 

4.5:      Pearson’s product moment correlation analysis of school facilities                   73

and students’ learning outcomes

 

4.6:      Regression analysis of school facilities and students’ learning                         74

outcomes

 

4.7:      Pearson’s product moment correlation analysis of classroom                            75

environment and students’ learning outcomes

 

4.8:      Regression analysis of classroom environment and students’                           76

learning outcomes

 

4.9:      Pearson’s product moment correlation analysis of school                                 77

population and students’ learning outcomes

 

4.10:    Regression analysis of school population and students’ learning                      78

outcomes

 

4.11:    Pearson’s product moment correlation analysis of teachers’ factor                   79

and students’ learning outcomes

 

4.12:    Regression analysis of teachers’ factor and students’ learning                         80

outcomes.

 

 

 


 

 

 

chapter 1

Introduction


1.1       Background To the Study

One of the greatest challenges before educationists and policy makers in Nigeria has been how one can reach the optimal goals of establishing secondary school education and how teachers can optimize their teaching ability considering the high state of insecurity of school environments. Also, of great concern to them are out-dated teaching methods, and poorly made instructional materials which an average student seems to interact with on daily basis. Osaat (2012) in his reaction posits that education transforms the human mind from a raw material state into a finished product whereby an individual can function effectively and efficiently- physically, socially, mentally, emotionally, culturally and technologically. Hence, Ogweno (2015) and Aliyu (2013) in their opinions noted that the success of any educational endeavour, whether science or arts must rest solely on the conduciveness of the school environment.

Different people at several times have perceived the concept of school environment depending on their school of thoughts.  School environment according to Nsa, Offiong, Udoh and Ikot (2014) can be defined as all variables that can affect the teaching and learning which include: science and computer laboratories, library facilities, classroom facilities, workshop facilities, farm buildings and structures. Others include play grounds, teaching methods, instructional materials and the inter-personal relationship which exist between the student and staff. Edem (2014) argues that school environment is a relatively enduring character of a school that is experienced by its participants, of which may affect their actions, and is based on the collective perceptions of behaviour in the school. To Bua (2013), it is an orderly environment in which the school family feels valued and able to pursue the mission of the school from a free point of safety and disruptions.  According to a report cited by Bua (2013), positive school environment exists when all students feel comfortable, wanted, valued, accepted secured and can interact with caring people that they trust. It is however obvious that the positive interaction of these variables have the capability of influencing teaching and learning. Borode, (2010) view that the school itself being a social and learning agent is expected to provide the enabling environment upon which a learner may be formally converted from a raw material state to a finished product of attaining its educational goals. Environment connotes all the entire physical objects, social interactions, and social rules of conduct and academic master plan of a school.

The issue of school environment is multi-dimensional. Environment also refers to as facilities that are available in and around the school of which through adequate interaction can promote effective learning outcomes. The facets of the school environment involve the physical, social and academic dimensions. The physical dimension include: the appearance of school buildings and classrooms, libraries, laboratories, hostels, sporting/games facilities. Others are instructional materials, school size and ratio of student- teacher in the classroom. Also included are the order and organization of classrooms in the school, the position of chalk or whiteboard and the availability of resources to afford safety and comfort (Olutola, 2012; Obi, Johnson and Lawani, 2014).  The social dimension include: the quality of inter-personal relationship between and amongst students, teachers and administrators, equitable and fair treatment of students by teachers and other staff and the extent to which students and staff alike contribute to the decision making process of the school. The academic dimension include: the quality of instruction given to students and the teacher expectations for good achievement from students. In summary, school environment connotes all interacting human and material resources available in the school which a child can see, hear, touch, feel and respond to during and after learning experience (Obi, Johnson and Lawani, 2014). The specific interacting school environmental factors which are capable of influencing positively or negatively on students’ learning outcomes as examined in this study include: School building, school location, school facilities, classroom environment and school population.

School buildings are civic landmarks that reflect a community or school values. People usually attach importance to school buildings which their interpretation and meaning of such building could give them either negative or positive impression about the school system. Just as every person is unique, every school building is also unique as well. Asiyai, (2010) opined that each school building has a character with its unique physical features, which comprise a variety of formal characteristics and physical expression reflecting users’ values. school building for the benefit of this study, means any structure for use as a classroom including a school facility such as laboratory, library, school eating facility or facility used for the preparation of food in the school. Some of the challenges of school building in Nigeria that can affect students learning include;  deposits on school building roofs as a result of gas flaring and excessive global heat warming and is responsible for the rusting and dilapidation of school infrastructural facilities in oil producing areas. Erosion menace in the Eastern part of the country and other parts including Abia State has affected facilities in schools such that many of the school buildings have caved in; schools in flood prone areas have also resulted in a situation where lots of school facilities are lost to the flood, access road blocked, roof blown off and children made to learn under despicable conditions.

School location refers to the particular place in relation to other areas in the physical environment (rural or urban), where the school is sited.  Quirk, (2008) opined that location is a particular place in relation to other areas. It could be an urban or a rural area. In Nigeria, rural life is uniform, homogenous and less complex than that of urban centers, with cultural diversity, which often is suspected to affect students’ learning outcomes. This is because urban centers are better favored with respect to distribution of social amenities such as pipe borne water, electricity, healthcare facilities while the rural areas are less favored. This is also true in the distribution of educational facilities and teachers. These prevailing conditions imply that learning opportunities in Nigerian schools differ from school to school. It would appear therefore that students in Nigerian urban schools have more educational opportunities than their counterparts in rural schools have. Ezike, (2011) stated that urban areas are those with high population density, high variety and beauty while rural areas are those with low population and subsistence mode of life.

Similarly, Akpan (2008) indicated that schools in urban areas have electricity, water supply, more teachers, more learning facilities and infrastructure. In the same way, Adebule and Aborisade (2013) in their studies on the influence of study interest and school location on the attitude of secondary school students towards Mathematics in Abia State, Nigeria concluded that students that resided in urban centres especially where there are higher institutions like polytechnics or universities are likely to have inclination for higher education than those in the rural setting. Moreover, students in urban setting could have more access to libraries, laboratories, etc. than those in rural setting.

While some studies have shown positive influence, others have shown negative influence of school location on the students’ learning outcomes or achievement. Nwogu (2010) found that location was significant in learning aspects of mathematics and basic science that involve angles, with rural students exhibiting more learning difficulties than their urban counterparts do. Agbaje, and Awodun, (2014) investigated the influence of school location on the performance of mathematics and basic science students in rural and urban schools at the SSC examination and found that mathematics and basic science students in urban schools performed better with superior grades, than their rural counterparts while failure rate was higher in the rural schools. Some studies showed no difference in academic achievement of students because of location. Others showed that rural students performed better on practical skills in mathematics and basic science than their urban counterparts did. Studies showed that there is no difference in performance of students because of location. Location here is in terms of whether the place of study or school is sited in rural or urban community.

School facilities are permanent and semi-permanent structures, such as machinery, laboratory equipment, the blackboard, teachers’ tools and other equipment as well as consumables. School facilities refer, to all provision, which include physical materials or equipment within the environment of the school, which help to facilitate effective teaching –learning process and educational goals. One can also see school facilities as non-human and non-financial resources, which include all movable and immovable materials, which are used for teaching, learning and other school activities. Hence, Mcgowen (2007) opined that school facilities are instruments that rate facility conditions on such factors as educational adequacy, environment for education, space flexibility, and cosmetic condition. According to Asiyai (2012), school facilities include the entire school plant which school administrators, teachers and students harness, allocate, and utilize for the smooth and efficient management of any educational institution. When combined with other resources in adequate quality and quantities, school facilities constitutes vital inputs for achieving desired educational goals.

Classroom environment encompasses a broad range of educational concepts, including the physical setting, the psychological environment created through social contexts, and numerous instructional components related to teacher characteristics and behaviors. Classroom environment is the environment the teacher creates in the classroom that will maximize instructional time, help students feel secured and supported and motivate them to learn and succeed. It includes the choice of the teacher on rules and expectations, reward and discipline system, class procedure, seating arrangement. It is how consistent students are held accountable for what the teacher is able to achieve. Classroom learning environment according to Malik and Rizvi, (2018) is a dynamical social system which includes not only teachers' behaviour and teacher - student interaction but student - student as well.

Classroom learning environment carries a variety of meanings; it generally refers to the total climate, structures, processes, ethos within class-rooms which are integral elements affecting student's learning. A classroom setting has two major components, namely, physical component and human component. Physical component comprises all the physical objects present in the classroom e.g. black board, furniture, lightings, projector, books, computers etc., whereas the human component comprises of individuals i.e., teachers and students in the classroom. It generally involves the nature of interaction of teachers with students and student-student as well. This pattern of interaction generates a particular atmosphere which may be called as learning condition/situation/environment. This aspect is also called the psycho-social environment of the classroom.

Generally, population refers to the total number of people inhabiting in a specified geographical area, be it a village, town, district, country or the world as a whole; or belonging to any particular race, religion, sex, class, caste, group, community, and so on. School population therefore is the total number of people especially students found in the school. School population is referred to as the number of students in the school in relation to the student-teacher ratio.  School population for the purpose of this study can also be referred to as the caliber of students found in such school. That is whether the school is a mixed school (boys and girls) or single school (boys only or girls only) or special school (inclusive school or special need school). Inclusive school here can be defined as the education of children or learners of diverse groups, including the differently challenged, physically and mentally disadvantaged/ disabled, learning together in the same classroom while special need school is the term most commonly used to describe the methodology and practice of school who admits students with special needs, such as learning difficulties, mental health issues, specific disabilities (physical or developmental).

The primary purpose of the teaching/learning process is to bring about in the learner desirable change in behavior through critical thinking. This process does not take place in a vacuum but rather in an environment structured to facilitate learning. Learning is a product of experience. An individual may learn by teaching himself through the method of trial and error, he may also learn by being taught by another person. Nnachi in Kenkwo (2014) defines learning as a relatively permanent change in behavioural potentiality which occurs as a result of reinforced practice. Learning therefore becomes a continuous process which can take place through observation. Kenkwo (2014) rightly viewed learning to occur as a result of interaction between two organisms and the environment. From the above view of Nnachi, it seems that any interaction at the process of learning must take place in a given environment, as such, one therefore wonders if there is any correlation between the environment and students’ learning outcomes.

Learning outcomes are statements of what students will learn in a class or in a class session. The statements are focused on student learning (what will students learn today). Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning. It is a formal statement of what students are expected to learn in a course. Expected learning outcomes refer to specific knowledge, practical skills, areas of professional development, attitudes, and higher-order thinking skills among others. Learning outcomes could be manifested in different ways.

Learning could be of psycho-motor type, affective type or cognitive type. These types of learning are interrelated and overlap each other. However, they have their differences. This is why an individual maybe good in arts and the other in science. While yet the other may be good in technical works and so on. Students’ learning outcomes in the context of this study refers to the achievement of students after completion of secondary school system in cognitive, affective and psychomotor domains. It appears that the secondary school where students’ learning outcomes are poor, appears to manifest a poor students learning outcomes in both internal and external examinations.

A number of studies have been carried out on factors that could affect students learning outcomes. For instance, Nnachi in Kenkwo, (2014) argued that the conditions affecting learning outcomes of students include availability of nutritive materials, good health, atmospheric condition, economic level of the individual, degree of exposure, nature of home, availability of learning resources, the type of teacher, the nature of the environment, people’s attitude towards learning, the nature of the nervous system among others. Similarly, a study conducted by Obi (2010) revealed that there is a significant relationship between the use of school library and students’ learning outcomes and poor student’s achievement is correlated with shabby school buildings, poor or absence of science laboratory, library, technical workshop, inadequate ventilation etc. Kennedy in Ajayi and Yusuf (2010) argued that school buildings and classroom design affect learning outcomes and advocated that planners should look at students’ developmental needs and curriculum in order to make proper planning and re-designing and expanding classroom to fit those needs and requirements. Bankole in Ajayi and Yusuf (2010) stated that it is the duty of not only the government but also the immediate catchment area of the school to provide good, adequate and effective school plants.

the translation and implementation of educational policies, curriculum content and the instructional material package lies solely in the hands of a good teacher and lack of experience in handling equipment/ implements or with the procedure of conducting practical in developing countries was among the constraining factors in the conduct of teachers’ activities. Aliyu, (2013) observed that the quality teacher therefore, is one of the most crucial variables in the teaching and learning process as he or she determines the kind of experience students are exposed to in the classroom. It is on this premise that teacher qualification, teacher experience and the type of training given to a teacher during his or her training experience, is constantly discussed to know how it can help to effectively determine the success of a student learning outcomes. 

In another related development, Government observed that the use of out-dated teaching methods in education seems to account for the low interest and learning outcomes of students. Teaching method according to Isukpa (2014) and Kabugi (2013) refers to the overall plan designed by the teacher for the orderly presentation of a subject matter during a learning experience. Therefore, the ability of a teacher to use effective method of teaching will not only stimulate interest of students but greatly motivate students’ high academic achievement level.

Western education was introduced in Nigeria by private agencies. Adebowale in Donald and Odeleye (2018) pointed out that

Its first introduction was in the south coast of Nigeria when the Portuguese merchants who established trading posts at Lagos, Benin, and Brass invited their Catholic home mission to establish schools for the sons of Obas, chiefs and influential citizens in the palaces of the Obas of the above-mentioned towns. This first attempt at introducing western education in Nigeria did not reach the interior and it was later abandoned because of inter-tribal wars and the trans-Atlantic slave trade. The period of this first attempt was between 1515 and 1552. The second attempt and successful introduction of western education was in September 1842. 

According to Olawuyi in Donald and Odeleye (2018), the Wesleyan Methodist Society was the first Christian mission to arrive in Badagry, Lagos, followed by the Church Missionary Society (CMS), the Baptist and then, the Roman Catholic. No sooner they (the missions) arrived than they embarked upon the opening of primary schools for general education of the converts. Thus, from this humble beginning, the Christian missions pioneered the establishment of schools which gradually spread from the coasts in Lagos, Badagry and Calabar to the interior.

Ownership of educational institutions in Nigeria is between the public and private sectors. The ownership of schools in Nigeria, which could be viewed as the controlling force in terms of the administration of the school, could be divided into two broad ownership structures, which are public ownership and private ownership. Schools that are established and run by governments are called public schools. The public schools here refer to schools controlled by the government at the three tiers-federal, state and local government. private schools on the other hand are individual, or group of persons, organizations or mission bodies coming together to establish and run an educational institution at any level of the educational system namely, nursery, primary, secondary, universities, colleges of education and polytechnics among others.

Schools that are established and run by governments are called public schools while those established by individuals, organizations and mission bodies are referred to as private schools. Consequently, private schools are those schools that are supported by private organization or individuals rather than by the state. They are independent schools that are supported wholly by the payment of fees and are not administered by local, state or federal governments. These schools have the right to select their students and they do not rely on mandatory taxation through public or government for funding. Private participation in education could be substantiated as a result of breakdown of the public school ownership structure and void in the educational sector due to falling level of infrastructure and facilities, the neglect of government of the missionaries’ schools after independence and the low morale of public schools teachers caused by lack of structural welfare from the government with non-payment of salaries.

The history of private ownership in educational administration in Nigeria could be traced to the period when western education was introduced to the country in the 19th century (Odeleye and Oyelami, 2012). The reasons for private participation in the establishment of school at whatever levels of the educational system in Nigeria are not farfetched. Initially, private schools were established as part of the missionary society’s plan to develop locally educated elites that could help promote the Christian faith. The intention was to use education as a basis for facilitating the proselytization of the gospel of Jesus Christ. However it is no longer the case in this era. In fact, not even some of the missions’ schools have this again as a driving force, talk less of some private individuals and organizations. Most mission schools around us today have become so expensive, financially discriminatory and far from seeing provisions of education as a social service that it ought to be to the people. Today, to own a private school in Nigeria is a very lucrative business (Toscany Academy, 2012). This is a trend that runs through almost all the private institutions particularly in Abia state and other private bodies that establish schools in Nigeria may be to memorialize their departed loved ones or immortalize their names, or as service to humanity, or as investment, social security against retirement and as means to provide employment to job seekers among others. No matter what the driving force may be, if the federal, states and local governments had not failed in their primary responsibility of providing qualitative education to the citizenry, the private sector wouldn’t have taken the advantage.

Qualitative education is too important to be compromised. Issues that affect the performance of education are issues of concern to families, communities, local, state and federal governments. Governments at all the levels in Nigeria are seen to be helplessly watching public structures and institutions collapsing and some in a dangerous state of coma with little or no hope of being revived. The public are fast losing confidence in government. Nothing seems to be working or moving forward. Security is fast running out of the control of government, poor, epileptic and very low voltage supply of electricity even now that is privatized, government hospitals are glorified monuments, health centers are without drugs leaving the health officers that are managing such centers and who are on government pay roll to use the centers as private clinics for commercialization of drugs. Pipe-borne water in most local government headquarters have now become stories of the past. The remains of rusted and broken pipes now only serve as reminders of those good old days. Many roads-intra and inter local governments, states and other countries-have become death traps to users. Nothing, absolutely nothing of public statuses seems to work again in Nigeria.

The educational institutions seem to be the worst hit. The standards and qualities of education seem to have fallen so dangerously that remaining indifference to government’s ineptitude to revitalization of this sector would mean waiting endlessly. Because of the prominence, education occupies in the development of individual, families and nation as a whole, it became very important to seek for alternative means of educating and training the children who are the future hope of the society. This is where private education came in. however, the genuine intention of establishing private schools in Nigeria as well as in Abia state has not been met.  The original intention of genuine private practitioners in education was to intervene and redeem the collapsing public institutions however, today; the revise seems to be the case (Omede, 2015). In fact, one of the driving forces of most private schools today is for economic benefit and this has continually undermined quality and infrastructural provisions in the educational sectors in Nigeria generally and Abia state in particular.

The entrance of private practitioners in education in Nigeria is a good one. They rejuvenated confidence of Nigerians about the decadence that is prevalent with the public institutions particularly, the public educational sector that had suffered protracted industrial actions and dearth of infrastructures. The private owners of schools have helped tremendously by running stable academic calendars, monitor and supervise academic proceedings for quality delivery and so on.

However, as commendable as are the emergence of private education in Nigeria as well as in Abia state and the roles that private educational institutions play, they are surrounded with some unhealthy practices such as charging of exorbitant fees, proliferations of schools,  illegal and substandard schools and employment of unqualified and inadequate personnel among others. These unhealthy practices and many more practised in the private schools of today especially in Abia state where one can easily rent a two bedroom apartment and start using it as school has deterred many parents from sending their children to most of these private schools.

From the observation of the researcher who has been a teacher in some of the private schools in Abia State and also has colleagues working in most private schools in Abia state, most private school in Abia state now compromise a lot of things to stay in business. Hence, private school practice, which emerged as a corrective measure to the public school, has now become a business enterprise and so, they do anything to stay in business. For instance, most private schools will rather employ unqualified personnel as long as the person is willing to accept anything that was giving to him/her as salary. Also as mentioned earlier, most private schools do not take into consideration the stipulated environmental or structural requirement before starting their private school. In fact a tour on most private schools in Abia state will leave one with little doubt to the fact that many of these schools need to be closed down.

Students’ learning outcomes is an important issue that occupies the centrality of educational endeavour. However, with a lot of challenges and compromise going on in the private secondary schools in Abia state, one wonders if the students’ learning outcomes will not also be affected. Hence this study seeks to determine the correlation between school environmental factors and students learning outcomes in private secondary schools in Abia State Nigeria.


1.2  Statement of the Problem

A positive school environment is a learning environment in which the students feel safe, engaged, connected and supported in their classrooms and schools. It is the environment whereby students are greatly impacted by the learning environment and teachers play and important role in controlling the setting. Positive school environment is important for students and for teachers because everything in the school settings sends impressions to the students and can affect the way students learn and how well students receive instruction. Hence students tend to learn better when they view their environment to be positive and supportive. Positive students learning outcomes is at the center of educational goals and objectives at any levels.

The problems of poor student learning outcomes which is exhibited in poor academic performance of students, examination malpractices, poor performance of students in internal and external examination, unemployable secondary school leavers among others, have been consistent in the Nigerian secondary school system. The source of these problems has generated a whole lot of controversy over the years among educational stakeholders and researchers.

since private schools are now more focused on making money instead of providing quality education, issues like indiscipline, substandard and dilapidated buildings, poor attitude of teachers to teaching, examination malpractices, poor teachers’ job performance, poor academic performance and lack of dedication among teachers, substandard building and dilapidated infrastructures, half-baked and unqualified teachers and other problems spring up.  Hence, private Schools in Abia State do not attract much patronage like it used to.

In fact, recently, the Abia state governor has ordered the immediate shutdown of all private primary and secondary schools that operate in residential building, warehouses, church halls, village or town halls. The order was announced through the honorable commissioner for education in the state, it’s stated that the decision was taken as an attempt to ensure that the Abia child is properly educated in the right environment and by the right teachers and to achieve the right academic outcome. Hence, with the emphasis placed on school environment by the Abia State government and the premium placed on the importance of students’ learning outcomes, one wonder if school environmental factors have any correlation with students learning outcomes. The problem of this study put in a question form is: what is the correlation between school environmental factors and students’ learning outcomes in Abia State private secondary schools.


1.3  Purpose of the Study

The purpose of this study is to determine the correlation between school environmental factors and students’ learning outcomes in Abia State private secondary schools. Specifically, the study sought to:

1.            Determine the relationship between school buildings and students’ learning outcomes in Abia State private secondary schools.

2.            determine the relationship between school location and students’ learning outcomes.

3.            ascertain the relationship between school facilities and students learning outcomes.

4.            find the relationship between classroom environment and students’ learning outcomes.

5.            determine the relationship between school population and students’ learning outcomes.

6.            Ascertain the relationship between teachers’ factor and students’ learning outcomes.


1.4       Research Questions

The following research questions guided the study:

1.            What is the relationship between school buildings and students’ learning outcomes?

2.            What is the relationship between school location and students’ learning outcomes?

3.            What is the relationship between school facilities and students learning outcomes?

4.            What is the relationship between classroom environment and students’ learning outcomes?

5.            What is the relationship between school population and students’ learning outcomes?

6.            What is the relationship between teachers’ factor and students’ learning outcomes.


1.5       Hypotheses

The following null hypotheses were tested at 0.05 levels of significance to guide the study:

Ho­1:     There is no significant relationship between School building and students’ learning outcomes in Abia State private secondary schools.

Ho­2:     There is no significant relationship between school location and students’ learning outcomes in Abia State private secondary schools.

Ho­3:     There is no significant relationship between school facilities and students learning outcomes in Abia State private secondary schools.

Ho­4:     There is no significant relationship between classroom environment and students’ learning outcomes in Abia State private secondary schools.

Ho­5:     There is no significant relationship between school population and students’ learning outcomes in Abia State private secondary schools.

Ho6:     There is no significant relationship between teachers’ factor and students’ learning outcomes in Abia State private secondary schools.


1.6       Significance of the Study

The study may be beneficial to students, teachers, curriculum planners, administrators, researchers and textbook authors when published. To students, the study could help to improve their understanding of Education, and thus, adjust adequately to learning in the midst of school environmental factors. It would be helpful in developing their affective domain of knowledge in secondary school; which in turn would enable them to perform better in both internal and external examinations.

The findings of the study could help teachers in having greater insight into the meaning of teaching, application and its problems in the face of school environmental factors and as such develop steps on improving students’ learning outcomes.  The study would assist the teachers in implementing the full objectives of Education as stated in the curriculum by Federal Government, as it would help produce experts who will boost the nation’s economic growth.

Curriculum planners or designers could find the study useful as they would understand specific problems that affect the implementation of educational objectives in private secondary schools in Abia State. More still, several individuals occupying administrative positions in schools lack knowledge of management processes and some who possess the knowledge fail to put them into practical use in the management of the schools. Hence the findings could expose the educational administrators to the importance of safe environment in teaching and learning.

The findings of the study and research design used could form reference sources and materials for researchers; especially those who specialize in all areas of education. It will serve as literature source for researchers on school environment factors and students learning outcomes. Finally, textbook authors and the larger society would benefit from the study as they would update their knowledge on the techniques of adjustments to teaching and learning by proffering ways of maintaining and sustaining standard school environment that is fit for learning.

 

1.7       Scope of the Study

This research is focused on school environmental factors as correlates of students learning outcomes in private secondary schools in Abia State Nigeria.

The study is delimited to all Senior Secondary Class Two (SS2) students in private owned secondary schools in Abia State made up of 17 local governments. The study specifically examined school environmental factors such as: school buildings, school location, school facilities, classroom environment, school population and teachers factors as correlate of students’ learning outcomes. 

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