THE EFFECT OF SCHOOL PLANT PLANNING ON STUDENT ACADEMIC ACHIEVEMENT IN YABA SENIOR SECONDARY SCHOOL
ABSTRACT
The purpose of this research is to investigate the impact of school plant planning on student academic progress in the YABA LGA of Lagos state. The participants were 150 pupils from two separate schools in YABA, a public school and a private school. Three months was the period of the experiment. A subject specialist was chosen to teach both the control and experimental groups. Prior to therapy, a pre-test was distributed.
The experimental group was treated in a high-quality environment, while the control group was treated in a standard school environment. The same teacher, same topic, and same timetable were used for both groups, and after three months, the experimental and control groups were evaluated using a post test. The results of the pre-test and post-test were examined.
The mean, variance, standard deviation, standard error mean, and T-test were computed and interpreted using the collected data. By pre-test score, no significant difference was found between the experimental and control groups. By post-test, there was no significant change in the achievement of students in the control group, however there was a notable improvement in the academic achievement of students in the experimental group.
By post-test score, there was a substantial difference in academic accomplishment between students in the control and experimental groups. This leads to the conclusion that great space has a good impact on kids’ academic progress.
CHAPTER ONE
INTRODUCTION
The Study’s Context
School plant planning, such as school site planning, instructional space planning, administrative space planning, convenience space planning, and circulation space design, is critical in the teaching and learning process in the school system. The extent to which these spaces can improve teaching and learning is determined by their placement, structure, and facilities within the school grounds. Well-planned school plants in terms of location, structure, and facilities are likely to enable successful teaching and learning processes and improve student learning outcomes.
According to Odupurokan (2011), a well-planned school plant will set up intended educational outcomes, which will facilitate good social, political, and economic emancipation; effective teaching and learning; and student academic success. As a result, it can be stated that the school plant is a vital component of educational design because much teaching and learning may not take place unless schools are properly matched, buildings are adequately constructed, and equipment is effectively given.
Corroborating this, Mark (2002) and Ajayi (2007) stated that where instructional space such as classrooms, libraries, technical workshops, and laboratories are insufficient, high levels of students’ academic achievement may not be assured.
Olagboje (2008) defines school plant maintenance as any work performed on any component of the plant in order to keep it in good operating order. According to Hinum (1999), the type and level of servicing, repairs, and the rate at which demands and requirements change have a substantial impact on the quality and durability of a structure. Keeping records of the facilities, managing the facilities, planning for the facilities, motivating students and students to participate in facility upkeep, and evaluating the available facilities are all part of school facilities management.
In any occupation, good physical working conditions can improve job effectiveness and morale. It is difficult, according to Ayodele (2000), to isolate teaching efficiency from the school atmosphere. The physical environment (school plant) influences job satisfaction and thus job performance – teaching.
According to Bankole (2003), the physical environment has been found to play a substantial role in teaching effectiveness. Students believe that if the physical environment in which they teach is subpar, the quality of their teaching will suffer. A student who teaches in a classroom equipped with a projector and interactive board will undoubtedly be more effective than a student who uses a black board (Chalk and Talk).
While fresh students are required to meet retirement and enrollment growth, more focus should be placed on retaining the students who are already employed. When students are retained, their learning attitudes and conduct improve. Students learn more effectively from students with whom they have previously established a bond or familiarity.
The school plant is critical to generating positive results in the teaching-learning process. The school plant serves as the foundation for all teaching and learning activities. The location, size, arrangement, and other characteristics of the classroom, as well as support facilities like as labs, restrooms, and other equipment, can be either welcome or repellent to students and students alike. This basic fact has been shown to have a significant impact on the actions of teaching and learning.
Furthermore, Adesina (2001) emphasized that the quality and quantity of educational facilities accessible within an educational system are positively related to the educational system’s quality and standard. Durosaro (2008) investigated the relationship between school plant design and administrative success in secondary schools in Nigeria’s Oyo state. He discovered that schools that planned and maintained their buildings retained more pupils and were more effective than others.
Statement of the Issue
Bad instructional space planning is likely to result in a poor teaching and learning environment, which in turn may result in poor student learning results.
According to Okafor and Betiang (2003), the avalanche of problems in the education system leads to lowering standards and a lack of faith in the Nigerian education system. The public outcry against the deterioration of Nigerian education has had little or no effect.
The government and its education policymaking apparatus appear to be slap happy, as indicated by sloppy handling of the economy, with little to show for its efforts to address a slew of issues. Political parties profit from the increased public interest for educational system development, but they just pay lip service to this pressing issue.
“A casual visit to any public school in Nigeria would demonstrate the extent to which these educational institutions have degraded,” Adebayo (2009) stated, perfectly capturing the amount of decline in the Nigerian education system. Schools are littered with dilapidated structures; worn out equipment (when it is available);
overcrowded classrooms; insufficient manpower in quantity and quality; instability in the academic calendar due to strikes; very low student (staff) morale due to poor remuneration and working conditions.” As a result, it is critical to address the educational system’s dire state in order to raise academic standards. Examining the state of deteriorating infrastructures is a sure way to accomplish this goal.
The sad situation in Nigerian schools is exacerbated by the fact that enrollment in schools is increasing without corresponding school expansion or provision of suitable school infrastructure. Most Nigerian public schools have been around for a long time, with the same limited classrooms, open area, library, laboratory, and so on. Such schools have seen little or no remodeling throughout time, and little is done to extend the size of their buildings.
A lack of cash is a key impediment to providing suitable educational facilities. As a result, there is a deplorably low level of provision of basic physical infrastructure in Nigerian schools. Even when monies are set aside for education, they are frequently diverted and not used to develop infrastructure.
Teaching effectiveness is recognized as a multidimensional construct because it assesses a range of various characteristics of teaching, including subject expertise, effective communication, lesson preparation, and presentation (Onyeachu 2006). Several studies have been conducted to investigate the impact of students’ teaching efficacy on student learning outcomes as evaluated by academic performance (Ayodele, 2000).
Effective teaching aids student learning, so student effectiveness is critical. It has grown in importance as the emphasis on quality in higher education has grown. Effective teaching does not happen by accident. Because they evaluate their practice, effective pupils have improved their performance. According to Odupurokan (2011), “educational assessment is a professional obligation for academic staff that stems from a dedication to studying the effects of instruction on students and improving student learning.”
The Study’s Purpose
The primary goal of this study is to investigate the effect of school plant planning on student academic performance at senior high school in Shomolu LGA, Lagos State, Nigeria. Among the goals are:
The purpose of this study is to look into the psychological effects of school plant design on student academic performance.
To identify the primary source of funds for school plant planning in Senior Secondary Schools.
To investigate the impact of secondary school plant planning and its implications on students’ responses to activities.
Investigate the effects of school plant planning on secondary school education quality.
Research Issues
This research project will answer the following questions in order to assess the study’s purpose:
What are the psychological consequences of school plant planning on academic performance of students?
What are the primary sources of funding for senior secondary school plant planning?
What effect does school plant planning have on students’ responses to activities in secondary schools?
What effects does school plant planning have on secondary school education quality?
Hypothesis of Research
The following theoretical statements are buttressed in carrying out this research study to serve as a direction on which the work will be based:
H1: There is no association between secondary school student academic performance and school plant planning.
H2: There is no association between secondary school plant planning and educational quality.
The Study’s Importance
The findings of this study will broaden our understanding of school plant design and student academic performance in senior secondary schools in Shomolu LGA, Lagos State, Nigeria. The findings will contribute to information that can be utilized in conducting seminars and workshops to improve the quality of school facilities and how best they may aid in the accomplishment of students’ optimum performance, which will serve to make the school system more successful in the long term.
Furthermore, the study would be used by the Ministry of Education and other policy-making bodies in resolving the identified obstacles militating against secondary school plant planning in order to achieve the stated secondary education goals and objectives in Lagos State. The study’s findings will disclose the best approaches or steps to be followed in order to improve the quality of education in Lagos state, hence promoting student productivity and a successful school system as a whole.
This study will allow the government to understand the current state of school plant planning in the majority of secondary schools, providing insight into how problems can be remedied.
It will also assist society in appreciating successful school plant planning as an agent of a community’s political, social, and religious growth, which can compel them to pass the appropriate judgment and make the right decision that affects their lives and existence.
The Study’s Scope
The study investigates the impact of school plant planning on student academic performance in senior secondary schools in Shomolu LGA, Lagos State, Nigeria. The research is limited to the institution under investigation.
Definitions of Important Terms
School Plant Planning: This is an educational setting such as a school that considers various approaches to put up structured elements to fit the instructional and learning processes.
A teacher is someone whose job it is to teach students about various subjects.
Effectiveness: the degree to which a student succeeds in achieving a desired result in the classroom.
A learner or someone who attends an educational institution is referred to as a student.
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THE EFFECT OF SCHOOL PLANT PLANNING ON STUDENT ACADEMIC ACHIEVEMENT IN YABA SENIOR SECONDARY SCHOOL