SCHOOL PLANT MANAGEMENT AS CORRELATE OF BOARDING STUDENTS’ ADJUSTMENT IN SECONDARY SCHOOLS IN SOUTH EAST, NIGERIA

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ABSTRACT

The study investigated school plant management as correlate of boarding students’ adjustment in secondary schools in South East, Nigeria. The study used a correlational design. Ten research questions and ten hypotheses guided the study. A sample size of 538 respondents consisting of 456 boarding students, 64 Principals and 18 porters were randomly selected using multi-stage sampling procedure. Two sets of research develpoed questionnaires were used to collect data for the study. The first questionnaire titled: School Plant Management Questionnaire (SPMQ) with 79 items was designed to collect information on school plant management while the second questionnaire titled: Secondary School Boarding Students’ Adjustment Questionnaire (SSBSAQ) with 25 items was designed to collect information on adjustment indices for boarding students. The data generated through the pilot testing of the instrument were analyzed using Cronbach Alpha reliability test to determine the internal consistency of the questionnaire items. Reliability coefficients of .77 and .82 were obtained for school plant management and boarding students’ adjustment questionnaires respectively which indicated that the instrument is highly reliable for the study. Data were analyzed using Pearson Product Moment Correlation to answer research questions and linear regression to test the hypotheses at .05 level of significance. Findings revealed that provision of administrative facilities to a non-significant positive low extent correlate to boarding students’ adjustment in secondary schools, utilization of administrative facilities to a non-significant negative low extent correlate to boarding students’ adjustment in secondary schools, maintenance of administrative facilities to a non-significant negative moderate extent correlate to boarding students’ adjustment in secondary schools, provision of instructional facilities to a non-significant positive low extent correlate to boarding students’ adjustment in secondary schools, utilization of instructional facilities to a non-significant negative high extent correlate to boarding students’ adjustment in secondary schools, maintenance of instructional facilities to a non-significant negative moderate extent correlate to boarding students’ adjustment in secondary schools, provision of boarding facilities to non-significant positive high extent correlates to boarding students’ adjustment in secondary schools, utilization of boarding facilities to a non-significant negative very low extent correlate to students’ adjustment in secondary schools. Some of the recommendations made include; school administrators should strengthen their effort in providing, utilizing and maintaining especially the administrative and instructional facilities to boost boarding students’ adjustment and enhance academic performance in secondary schools, teachers and porters should be encouraged to adequately utilize and maintain the provided instructional and boarding facilities to improve boarding students’ adjustment and academic performance in secondary schools.




TABLE OF CONTENTS


Title                                                                                                                 i

Declaration                                                                                                      ii

Certification                                                                                                    iii

Dedication                                                                                                      iv

Acknowledgements                                                                                        v

Table of Contents                                                                                           vi

List of Tables                                                                                                  xi

Abstract                                                                                                          xii

 

CHAPTER 1: INTRODUCTION                                                              1

1.1              Background to the Study                                                                    1

1.2      Statement of the Problem                                                                    11

1.3       Purpose of the Study                                                                          13

1.4       Research Questions                                                                            14

1.5        Hypotheses                                                                                         15

1.6       Significance of the Study                                                                   15

1.7      Scope of the Study                                                                  18

CHAPTER 2: REVIEW OF RELATED LITERATURE                                  19

 

2.1       Conceptual Framework                                                                                    19

2.1.1    Concept of school plant                                                                      19

 

2.1.2    Administrative facilities                                                                     22

 

2.1.3    Instructional facilities                                                 23

 

2.1.4    Boarding facilities                                                                               25

 

2.1.5    School Plant management                                                                   28

 

2.1.6    Provision of school plant                                                                    31

 

2.1.7    Utilization of school plant                                                                  36

 

2.1.8    Maintenance of school plant                                                               37

2.1.9    Constraints to school plant maintenance                                            42

2.1.10  Concept of adjustment                                                                       47

 

2.1.11  Concept of student adjustment                                                          48

2.1.12    Aspects of student adjustment                                                           50

2.1.13  Secondary education                                                                          50

 

2.2          Theoretical Framework                                                                         52

2.2.1   Implicit theories of peer relationships and adjustments

by Dweckand Leggett (1988)                                                             52

 

2.2.2 System theory by Ludwig Von Bertalanffy (1956)             54

 

2.2.3    Theory of reasoned action by Ajzen (1985)                                       55

 

2.2.4    The chaos theory by Tom Peters (1942)                                             56

 

2.3            Empirical Studies                                                                                56

 

2.4       Summary of Reviewed Related Literature                                         64


CHAPTER 3: METHODOLOGY                                                              66

3.1       Design of the Study                                                                            66

 

3.2        Area of the Study                                                                               66

3.3       Population of the Study                                                                      67

3.4       Sample and Sampling Techniques                                                      68

3.5       Instrument for Data Collection                                                          69

3.6       Validation of the Instrument                                                             70

3.7       Reliability of the Instrument                                                               71

 

3.8       Method of Data Collection                                                                 71

3.9       Method of Data Analysis                                                                   72


CHAPTER 4: RESULTS AND DISCUSSION                                        73

4.1       Results                                                                                                73

4.2       Major Findings of the Study                                                              85

4.3       Discussion of Findings of the Study                                                  88


CHAPTER 5: SUMMARY, CONCLUSION AND

RECOMMENDATIONS                                                                             95

5.1       Summary of the Procedure used for the Study                                  95

5.2       Conclusion                                                                                          98

5.3       Educational Implications of the Study                                               99

5.4       Recommendations                                                                              102

5.5       Limitations of the Study                                                                     104

5.6       Suggestions for further Study                                                            104

References

Appendices

 

 

 

 

 

 

 

LIST OF TABLES

                                                                                                            Pages

1:         Correlation matrix of provision of administrative

facilities andboarding students’ adjustment

in secondary schools                                                                           73

 

2:         Correlation matrix of utilization of administrative

facilities and boarding students’ adjustment in

secondary schools                                                                               75

 

3:         Correlation matrix of correlation matrix of maintenance

of administrative facilities and boarding students’

adjustmentin secondary schools                                                         76

 

4:         Correlation matrix of provision of instructional

facilities and boarding  students’ adjustment in

secondary schools                                                                               77

 

5:         Correlation matrix of utilization of instructional

facilities and boarding students’ adjustment in

secondary schools                                                                               79

 

6:         Correlation matrix of maintenance of instructional

facilities andboarding students’ adjustment in

secondary schools                                                                               80

 

7:         Correlation Matrix of provision of boarding facilities

and boarding  students’ adjustment in secondary

schools                                                                                    81

 

8:         Correlation matrix of utilization of boarding facilities

and boarding students’ adjustment in secondary schools                 82

 

9:         Correlation matrix of maintenance of boarding facilities

and boarding students’ adjustment in secondary schools                 83

 

10:       Correlation Matrix of school plant management and

boarding  students’ adjustment in secondary schools            84

 

 

 


 

 

 

CHAPTER 1

INTRODUCTION


1.1       BACKGROUND TO THE STUDY

The achievement of educational goals lies on the adequacy of some vital factors such as school plant, school organizational culture and climate, teachers service conditions, student adjustment, teaching aids, teaching methods, teachers' relationships, school boarding and teachers job description. These factors are expected to be adequately provided and utilized by the educational management staff, principals and teachers in order to promote students' academic performance. In particular, school plant, boarding and students adjustment deserve attention for expected better students academic performance in secondary schools.

 

School plant in this discourse can be defined as the school building including hostel blocks, work way and other vital materials in school compound. It can also be described as teaching and learning environment of secondary schools. Nwokike (2012) defined school plant as the totality of all the educational facilities and equipment within the school environment for the purpose of achieving good quality teaching and learning in the school. Similarly, Nwankwo (2014) defined the school plant as all structures and facilities put on the school ground. It includes the fixed and mobile structures and materials in the school such as the classroom building, laboratories, library and their equipment, recreational facilities, machines and tools. Asiabaka (2008) described school plant as all types of buildings, areas for sports and games, landscape, boarding house, farms and gardens including trees and paths that make up a particular school.

To this end, school plant can be described as an envelope housing the school programme, the physical and infrastructural facilities including trees and pathways created to beautify the school for effective teaching and desired learning.

From the foregoing, school plant can be grouped according to their usage and need in the school thus: instructional spaces, administrative spaces and boarding spaces. These components of school plant will be discussed in line with its provision, utilization and maintenance in secondary schools in South East, Nigeria.

 

Instructional spaces simply mean spaces where teaching activities are carried out. Ajayi and Yusuf in Abdulkareem (2017) defined instructional space as areas or buildings in the school mapped out for teaching and learning activities. Odufowokan (2008) submits that such spaces "are mainly for instructional activities such as teaching, moral instructions, experimental classes, seminars and workshops. Nwagwu (2008) maintained that such spaces in school plant are mainly for teaching and they include; classrooms, auditorium, gymnasium, library, workshops, laboratory, arts room, home economics rooms, multipurpose rooms/halls, music area and any other space where students receive instruction. He further opined that most of the instructional spaces in secondary schools in South East are not in good condition. Majority of the halls in secondary schools in Nigeria are in dilapidated nature ranging from leaking roof, cracked walls, potholes and

 

unprotected doors and window frames (Anih, 2016). Odufowokan (2008) argued that some public secondary schools in Nigeria do not have laboratory, studio, and auditorium for moral instructions and other essential gatherings.

This implies that school plant in secondary schools in Nigeria face inadequate provision and lack maintenance culture which in turn affect its utilization. It is pertinent to note that administrative space is another important aspect of school plant that requires eminent attention in terms of management.

 

Administrative spaces in this context refers to spaces occupied by principals, teachers and other non-teaching staff. Nnadi citing Ehiametalor (2017) defined administrative spaces as the offices in secondary schools that are occupied by Principals, Vice principals, Dean of studies, Subject Masters, Bursars, Counsellors, Health clinics and Non-teaching staff. Onwurah as cited in Bamidele (2014) revealed that most secondary school staffrooms in Nigeria are in poor state of inadequate facilities for effective teaching and learning that will enhance students' academic performance. In a contrary view, Ogene (2015) argued that secondary school principals in Nigeria have conducive offices that are well equipped. The actualization of the goals and objectives of school plant require planned provision, maximum utilization and appropriate management of the facilities in order to improve the quality of the product of the school. Another vital school plant aspect that requires effective management is boarding houses.


Boarding houses in this context can be described as buildings in a school where students live and sleep. Luc, Clement and Marc (2017) defined boarding school as an intensive form of education in which students live at school and only visit home during mid-term break or holidays. Inyang (2002) described boarding school as a school which some or all of the students live in, during the school term. A person who stays at a boarding school is called a "boarder". Boarding students therefore refer to the set of students who stay at the school for the length of the term except on emergency cases where they travel home with permission or during public holidays (Ogene, 2014). In his own view Okorodudu (2010) enunciated the importance of boarding school to include; developing of child behaviour, learning continuing beyond the classroom, discovering self-reliance, boarding graduates lead exceptional lives, learn how to tolerate and it is a once in a lifetime opportunity.

Boarding students in secondary schools as stated by Omengboji (2015) can be characterized with: regulated time for activities, proximity to source of information, proximity to classes, relatively secure, adequate supply of food as at when due, stable water and power supply.

In support of the above view, Cookson and Persel (2008) opined that boarding school provides for the students a sense of discipline and thus, prepare them for leadership positions. They maintained that boarders benefit from smaller classes, spend longer hours in study room, report much lower level of classroom disruption, and praise the engagement of their teachers. Boarding houses are also called hostels and dormitories. In the most basic terms, a boarding school is an accommodation provided by the school where students reside. The students actually live on campus in dormitories or resident houses with adults from the school who serve as

caretakers (dormitory parents/ porters as they are typically called). The dormitories are supervised by these members of the school's staff, who are usually teachers or coaches, in addition to being dormitory parents. Students at a boarding school take their meals in a dining hall. Room and board are included in boarding school tuition.

 

Hostels as school plant are very vital for the success of educational endeavour and students' adjustment in school. When available and skillfully used, they make learning more meaningful and also regulate students' behaviour. School plant provides experiences which stimulate self-activities on the part of the learner and these help to concretize the ideas and save the teacher from talk and chalk method. It is also essential for effective teaching and learning of every subject.

 

It should be noted that, for school plant to be functional, they require proper planning, usage and maintenance for greater efficiency by the school administrators and the Secondary Education Management Board (SEMB). For this reason, there has been a global concern for management of school plant in secondary schools by school administrators, parents and teachers. Bamidele (2014) pointed out that one of the most important functions of secondary school administration in Nigeria is efficient management of school plant. In other -words, the achievement of set goals and objectives depends on the ability of the school manager to make use of and maintain the physical facilities in the school. The attainment of an effective teaching and learning is closely related to the management of school plants (Allen 2015). In agreement, Ajayi and Yusuf in Abdulkareem (2017) asserted that the observed poor academic performance and student' adjustment in secondary schools in South East, Nigeria may not be unconnected with seemingly poor school plant management in the schools.

 

Management as defined by Okafor (2013) is the interactional process involving planning.-organizing, coordinating and controlling or leading in order to use available resources to achieve a desired outcome in the fastest and most efficient way. Modebelu and Duvie (2013) also viewed management as the process and the art of getting things done with and through people in an organization. Management can be described as the process of providing, utilizing and maintaining both manpower and facilities in an organization. But the management in question here is school plant management.

 

School plant management in particular as defined by Anih (2016) is the provision, utilization and maintenance of all facilities in the school required for effective teaching and learning. Also, Chinweuba (2018) defined school plant management as the process of providing, utilizing and maintaining facilities, buildings and work ways in a particular school for the excellent performance of both the teachers and students. School plant management entails the making and carrying out a series of decisions by individuals and groups in building school plant according to the school need. For effective management of school plant in secondary schools, the school administrator needs to ensure that the school plant is adequately provided, utilized and maintained for the actualization of the educational goals. Indeed, some vital indices of management include provision, utilization and maintenance.

 

Provision of school plant deals with availability and adequacy of administrative, instructional and boarding facilities. Adeboyeje (2007) described provision of school plant as the procurement and purchase of the necessary facilities required in school. Ogazi (2014) explained provision of school plant to mean the process of ensuring that all the facilities and materials needed for the achievement of educational objectives are put in place for efficiency and effectiveness. Unachukwu and Okorji (2014) opined that provision of school plant entails procurement planning, estimation or market survey, purchase and installation of the facilities. Supporting the above view, Abubakar (2017) said that provision can be described alternatively as improvisation of facilities that are costly for the school to purchase. Ogene (2015) submitted that provision of school plant are mostly done by government, community, donors and grants from agencies. He maintained that most school buildings in South South, Nigeria were built by non-governmental agencies. Nnadi (2017) averred that poor provision of school plant is as a result of political interest and bad leadership. If all the facilities required in school are provided, the next step in managing it is proper utilization.

 

Utilization of school plant is the means by which school plant ranging from administrative, instructional and boarding facilities are used for the achievement of educational goals and good student adjustment. Odor (2015) defined utilization of school plant as proper and constant use of school facilities in teaching and learning activities. Ololube (2015) described utilization of school plant as proper usage of all the facilities in school for knowledge and skill acquisition and for the development of the society. He further added that utilization of school plant includes drawing of time-table for classes on how to use the materials, appointment of prefects that monitor the usages, appointing a professional with adequate technical knowledge of the facility. To this end, provision and utilization of school plant call for carefulness in ensuring that quality facilities are provided for maximum utilization so that maintenance of the plant will be easy.

 

Maintenance of school plant is one of the vital management components that deals with the safety of the facilities used in teaching and learning. Obisike (2015) described maintenance of school plant as ensuring that all facilities used in school are kept in good condition for the next usage. Ajayi (2009) described school plant maintenance as all the activities embarked upon with a view to sustaining initial use value of the school plant. Also, Oluchukwu (2010) described maintenance of school plant as the process   of cleaning,   repairing   and   storage   of facilities used in teaching and learning activities. He also opined that school plant maintenance include; corrective, regular, emergency, shut-down, preventive and periodic maintenance. These definitions portray school plant management as the hallmark of effective and efficient output in school activities. The importance of school plant management cannot be underscored especially in secondary schools in South East.

*

Relating school plant management to secondary schools in south East, Nigeria, provision of school facilities especially instructional and boarding facilities seem not to be adequate. Again, most of the administrative, instructional and boarding facilities are in a state of disrepair and deplorable conditions which however seem to affect student adjustment.

Adjustment simply means modification of things or events. Nnachi (2010) defined adjustment as changing from one bad opinion or behaviour to a good one. Also, Yoloye (2007) defined adjustment as adaptation to new and good changes in an organization. The term adjustment refers to a continual process by which a person varies his behaviour to produce a more harmonious relationship between himself and the environment. Yoloye maintained that

adjustment in a very strict sense denotes the result of equilibrium, which may be affected by either accommodation or adaptation. Adjustment play a vital role in the life of the child since how he gets along in his /her physical or social environment depends on adjustment. In the context of this study, adjustment is regarded as desired behaviour expected of students to exhibit in school. It is the life style students exhibit during teaching, learning and boarding life.

 

The term student adjustment according to this study relates directly to personality formation of a student at school. Student adjustment therefore "is a behavioural pattern that enables a student to get along with his/her personal, academic, social and emotional demands of the school setting. Adeyemo (2015) defined student adjustment as a person's interaction with his or her environment and covers academic achievement, personal growth and accomplishments outside the classroom such as in art, music, creativity and leadership. According to him an adjusted student is one who obtains adequate grades, passes his or her courses and eventually graduates.


Different researchers have defined student' adjustment in several ways. In a study on the relationship between student and psychological adjustment, Yoloye (2007) defined student adjustment as scores on academic achievement, distinguished studentship and self-perceptions and teacher rated learning problems. Student adjustment has also been envisaged as social-emotional development on attention, activity level, anxiety, conduct problems and learning (Mangal, 2018). Students that cannot meet or cope with the expected school demands or norms may become maladjusted. Students" adjustment is a phenomenon that is of great concern to educationists as well as health practitioners. Educationists need to know what they can do to help their students adjust and benefit from school (Adeyemo, 2015). Student adjustment as a construct affects many different aspects of students' life

such as academic achievement, school satisfaction, school engagement and pro social behaviour. Well-adjusted students usually value what they are learning, are positively involved in classroom activities and receive high grades. Poor student adjustment may lead to low academic achievement, behavioural problems, low educational aspirations and even school dropout (Vasalampi, 2009; Raju and Rahamtula, 2017).

 

In another view, boarding student’ adjustment can be described as behaviour or life style students exhibit in boarding houses. Ogazi (2007) described boarding students’ adjustment as the behaviour of students during some interactions in the boarding room ranging from reading, eating, washing of clothes and playing. For this reason the current study would conceptualize student’ adjustment as an engagement, satisfaction with school and academic achievement.

 

In our secondary schools today, there are cases of students running away from school due to the harsh treatment they receive from their senior colleagues. In other cases, new students run back to their houses after spending few days in the hostel; some jump the fence in an attempt to escape from the school environment while others rent houses outside the school compound without the consent of their parents. All these implied that they are not well-adjusted in the school environment irrespective of the available facilities provided by the school management. One therefore, wonders if the problem of their maladjustment is as a result of inadequate provision of facilities or poor management of those facilities in the school. It is against this background that this study is set out to examine school plant management and boarding students adjustment in secondary schools in South East, Nigeria.

 

Previous empirical studies carried out such as Nnachi (2010) investigated the psychosocial predictors of secondary school students’ adjustment to school in Obio-Akpor Local Government Area of Rivers State Nigeria. He revealed that self-concept and school plant significantly predicted secondary school students’ adjustment to school while emotional intelligence and peer group do not. Also, Ninikanwa (2014) carried out a study to find out the effective practices in the management of school plant in secondary schools in the South East, Nigeria. The study reveals that the levels of school plant planning and students’ academic performance were relatively close.  Uchendu (2012) carried out a study on evaluation of the provision and utilization of educational facilities in public secondary schools in Enugu North Local government Area of Enugu State. He revealed that students’ academic performance was significantly related to instructional space planning, planning for accessories and space for convenience planning. To the knowledge of the researcher based on the review of previous empirical studies, series of research works have been conducted on students’ adjustment with different variables that are not related to school plant in South East, Nigeria thereby creating a gap. It is based on this premise that the present study therefore,  intends to fill the gap in knowledge of investigating school plant management as correlates of boarding students’ adjustment in secondary schools in South East, Nigeria.

 

1.2       STATEMENT OF THE PROBLEM

The importance of school plant management in the administration of education cannot be over emphasized. The ideal situation of school plant management should constitute conducive classrooms, comfortable staff rooms, libraries, laboratories, hostels and workshop with levity that enhance effective and efficient teaching and learning which in turn promotes boarding students’ adjustment and academic performance. It is important to note that boarding student adjustment entails good habit of eating, reading, playing and relationship with other students in the boarding house. On the contrary, the present situation of school plant appears to be in form of washed off paints, falling ceiling and roof tops that have suffered from heavy rainfall. Noticeable also are cracked dilapidated decaying walls, sagging roofs, broken doors, windows and bushy surroundings as common phenomena in secondary schools in South East states. Most schools have no doors or window shutters to protect students against hash weather conditions. The classrooms are overcrowded which do not allow for personal attention of students by the teachers. Some secondary schools have no laboratories while the schools that are fortunate to have are not provided with the relevant materials and equipment for learning activities that the students can explore to equip themselves and for the implementation of educational programmes in Nigeria. Also, most of the boarding houses seem to have inadequate facilities, house masters and insufficient manpower to secure the students and facilities. These ugly situation has led to low productive academic achievement, poor health conditions and some female boarding students being rapped.

 

Though, many studies have been carried out in the past on provision of school plant and academic performance, yet no study focused on the correlation between school plant and students’ adjustment. If so, the relationship between school plant and boarding students’ adjustment may be considered necessary as other studies have shown that school environment positively relate to students’ academic achievement. To this end, the problem of the study put in question form is: to what extent does school plant management relate to boarding students’ adjustment in secondary schools in South East, Nigeria?

 

1.3       PURPOSE OF THE STUDY

The purpose of the study is to investigate the extent to which school plant management correlates boarding students’ adjustment in public secondary schools in South East, Nigeria. Specifically, the study sought to determine the extent to which:

1.   provision of administrative facilities relate to boarding students’ adjustment in secondary schools.

2.  utilization of administrative facilities relate to boarding students’ adjustment in secondary schools.

3.  maintenance of administrative facilities relate to boarding students’ adjustment in secondary schools.

4.  provision of instructional facilities relate to boarding students’ adjustment in secondary schools.

5.  utilization of instructional facilities relate to boarding students’ adjustment in secondary schools.

6.  maintenance of instructional facilities relate to boarding students’ adjustment in secondary schools.

7.  provision of boarding facilities relate to boarding students’ adjustment in secondary schools.

8.  utilization of boarding facilities relate to boarding students’ adjustment in secondary schools.

9.  maintenance of boarding facilities relate to students’ adjustment in secondary schools.

10. School plant management relate to students’ boarding adjustment in secondary schools.

 

1.4       RESEARCH QUESTIONS

The following research questions were asked.

1.  To what extent does provision of administrative facilities correlate boarding students’ adjustment in secondary schools?

 

2.  To what extent does utilization of administrative facilities correlate boarding students’ adjustment in secondary schools?

3.  To what extent does maintenance of administrative facilities correlate boarding students’ adjustment in secondary schools?

4.  To what extent does provision of instructional facilities correlate boarding students’ adjustment in secondary schools?

5.  To what extent does utilization of instructional facilities correlate boarding students’ adjustment in secondary schools?

6.  To what extent does maintenance of instructional facilities correlate boarding students’ adjustment in secondary schools?

7.  To what extent does provision of boarding facilities correlate students’ adjustment in secondary schools?

8.  To what extent does utilization of boarding facilities correlate students’ adjustment in secondary schools?

9.  To what extent does maintenance of boarding facilities correlate students’ adjustment in secondary schools?

10. To what extent does school plant management correlate boarding students’ adjustment in secondary schools?


1.5        HYPOTHESES

The following null hypotheses will be tested at .05 levels of significance to guide the study:

H01:   There is no significant correlation between provision of administrative facilities and boarding students’ adjustment in secondary schools.

 

H02:   There is no significant correlation between utilization of administrative facilities and boarding students’ adjustment in secondary schools.

 

H03:   There is no significant correlation between maintenance of administrative facilities and boarding students’ adjustment in secondary schools.

 

H04:   Provision of instructional facilities does not significantly correlate to boarding students’ adjustment in secondary schools.

 

H05:   Utilization of instructional facilities does not significantly correlate to boarding students’ adjustment in secondary schools.

 

H06:   Maintenance of instructional facilities does not significantly correlate to boarding students’ adjustment in secondary schools.

 

H07:   Provision of boarding facilities does not significantly correlate to boarding students’ adjustment in secondary schools.

 

H08:   Utilization of boarding facilities does not significantly correlate to boarding students’ adjustment in secondary schools.

 

H09:   Maintenance of boarding facilities does not significantly correlate to boarding students’ adjustment in secondary schools.

                                                                

H010:There is no significant correlation between school plant management and boarding students’ adjustment in secondary schools.

 

1.6       SIGNIFICANCE OF THE STUDY

It is hoped that the findings of this study will be useful to government, school administrators, teachers, students and future researchers if published.

The study has both theoretical and practical significance. Theoretically, the findings of the study provides evidence to theory of reasoned action. Theory of reasoned action propounded by Ajzen (1985) was based on the assumption that a person’s behaviour is determined by his intention to perform the behaviour and this behaviour is dependent on the person’s attitude towards the behaviour and his/her subjective norms. He further explained that personal attitude and social pressure shape the intention behind the performance of a particular behaviour. Ajzen’s theory has been considered significant as it made the school principals and the teachers understand the peer group influences such as interpersonal relationship and other organizational culture and climate that affect students’ behaviour. The theory is also considered important as it portrays the likely influence of school plant on the students’ behaviour that may be adjusted in order to maximize effectiveness and high productivity. This is possible if the actions of secondary students in South East, Nigeria are guided in a well managed school plant.

 

The findings will give a detailed picture of the provision, utilization and maintenance of facilities in secondary schools in South East, Nigeria and this will assist the Government to identify the exact management components that has not been adequately implemented. It will also guide the government on some important factors to consider while approving request letters for establishment of schools.


The findings of this study may expose to school administrators the level of maintenance boarding facilities in South East secondary schools recieves and also suggest possible ways of adequate maintenance in order enhance students’ adjustement in the boarding houses. This however will enable them to ascertain the need to procure more accessories and provide circulation spaces to facilitate learning and students stay in hostel.


The findings will also reveal to teachers the level of provision, utilization and maintenance of instructional facilities that enhance teaching and learning. Here the findings will motivate them to use improvised instructional materials that will improve the quality and quantity of teaching and learning in order to ensure that student adjustment are maitained.

 

To the students, the findings will be of great benefit to them if  all the instructional and boarding facilities are adequately provided, utilized and maintained. In this case the result will be increase in students population , conducive learning environment  and proper students’ adjustment.

 

The findings of this study will be beneficial to the parents since the academic achievement and moral upbringing of their children is their ultimate target. When school plants are adequately provided, effectively utilized and maintained, it boosts students performance and increases the level of relationship between the parents and the school. It will more importantly, guide parents in choosing secondary schools for their children in terms of productive academic environment for a functional and responsible members of the society who will contribute immensely to the development of the society.

 

The findings will serve as spring board for any researcher who may wish to carry out research work on the variables or related variables.

 

1.7       SCOPE OF THE STUDY

The study is delimited to boarding students, principals and house masters in public secondary schools in South East, Nigeria. The specific states in South East, Nigeria to be covered by the study are Abia, Anambra, Ebonyi, Enugu and Imo. The study also focused on school plant management as correlates of boarding students’ adjustment in secondary schools in south East, Nigeria. It specifically covered school plant as independent variable with these sub-variables; provision of administrative facilities, utilization of administrative facilities, maintenance of administrative facilities, provision of instructional facilities, utilization of instructional facilities, maintenance of instructional facilities, provision of boarding facilities, utilization of boarding facilities and maintetnance of boarding facilities which form the objectives of the study. It also covered student adjustment as the dependent variable with sub-variables such as the individual level of school bonding, friends’ school bonds and avoidance of school related misbehaviours.

  

 

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