ASSESSMENT OF SCHOOL ENVIRONMENT AND FACILITIES ON STUDENTS ACADEMIC PERFORMANCE IN WESTAFRICA SENIOR SECONDARY SCHOOL EXAMINATION (WASSCE)
ABSTRACT
The purpose of this research is to assess and determine the impact of the school environment and facilities on the academic performance of students in secondary schools taking the West African Secondary School Certificate Examination.
The survey method was used to survey the entire study area, and a simple random sampling technique was used to select 25 respondents from each of the four selected schools to ensure that all students from the four selected schools had an equal chance of being selected or choosing for the research study; a total of one hundred were used for the research.
The study looked at the impact of four independent variables (gender, age, marital status, job title, and religion) and four dependent variables (student attitude, academic performance, academic achievement, and effective use of facilities).
These are the descriptive statistics The frequency counts method was used to analyze personal data, whereas the standard deviation method was used to analyze data collected from respondents.
According to the findings of this study, teachers should be aware of the need to improve teaching and learning aids. It was also discovered that effective facility utilization improves student educational performance. It was discovered that students’ attitudes toward the school environment have a significant relationship with their academic achievement.
It is recommended that the study’s findings assist policymakers and educationists in developing policies that will assist school administrators in creating conducive and enabling environments capable of developing,
promoting, and enhancing positive and effective teaching and learning for students in secondary education School facilities should be strategically placed for students to use because they have a significant impact on their academic achievement. Teachers should be motivated by providing adequate resources to make their jobs easier.
Based on this, it is concluded that providing adequate facilities and a conducive school environment would benefit the teaching method and student learning, as well as improve students’ academic performance in the West African Secondary School Certificate Examination.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
There is no denying that education is critical to any nation’s social, political, and economic development. This is why most countries strive to devote a significant portion of their Gross National Income to the development of the educational sector.
In Nigeria, education accounts for between 7.6 percent and 9.9 percent of total annual expenditure (Durosaro, 2003). The proportion allocated in the approved national budget is intended to finance capital and recurring school expenditures.
The physical structures, which are capital intensive, account for the majority of the cost, and the physical environment of a school adds a great deal of value to the school (Obong, 2007).
In her study, Egim (2003) discovered that the physical environment has an impact on the administrator’s role performance in the school, either positively or negatively. Buildings, classrooms, furniture, equipment, instructional materials, laboratories, libraries, play grounds, and so on are all part of the school’s physical environment.
Walls, machinery, decorative objects, play fields, skating rinks, swimming pools, and audio-visual equipment are among the others (Mckay, 1964 in Egim, 2003). According to Egim (2003), in order to expand the educational enterprise,
educational planners are more concerned with issues such as the number of schools, teachers, and students’ infrastructural facilities such as classrooms and school buildings. The environment’s quality receives little attention (Obong. 2010).
The physical appearance of the school environment is critical in promoting healthy academic exercise. It serves as the pivot around which all other activities revolve. This is because it creates a mental environment conducive to learning.
The challenge of developing and managing a school environment while taking certain parameters into account is enormous; one of these parameters is the school location. The location of a school can have a significant impact on a student’s mental stability for academic readiness.
A school located along an air-traffic route, on the side of a road (especially without a fence), in the vicinity of industrial activities, markets, and so on will be a nuisance and an impediment to the students’ learning process.
It will make enough noise to detract from the study adventure. School supervision and sanitation, according to the National Teachers’ Institute (NTI, 2008; Mckay, 1964 in Egim, 2003). These have the potential to have an impact on the quality of the learning environment.
This refers to all of the strategies used by a school system to manage waste (noise, water, and other effluents), drainage patterns, and school facilities. Greening the school environment is also critical. According to Sanitation Connection (2001/2002), a school administration that provides sanitation and the planting of flowers, trees, and shrubs is beneficial.
Maintaining lawns and clearing grasses, for example, improves the quality of life and the study environment. Another aspect of school management is the aesthetics of the school environment.
Regular painting and maintenance of building quality, sewage channeling, well-planned landscape and flower trimming, clearing of grasses, proper disposal of refuse, sweeping and removing cub webs, among other things, provide a relaxed environment for the molding of minds.
All of the issues raised above are examples of school environmental management strategies that could transform a school into a place where students want to stay.
Despite this critical top-of-mind issue, very little has been done to manage school environments for fruitful academic endeavor. It is necessary to conduct research on the strategies used in managing the school environment.
in secondary schools in Nigeria
1.2 STATEMENT OF THE PROBLEM
There has been a lot of debate about the academic performance of Nigerian secondary school students. Students’ poor performance, particularly in the Senior Secondary Certificate Examination, has clearly lent credence to this study.
As a result, the issue of academic performance and students’ performance in the Senior Secondary Certificate Examination is a recurring one, which is usually discussed both inside and outside of academic circles.
Based on the preceding, this study investigates the concept of academic performance in relation to students’ backgrounds, learning resources, and academic performance. Most secondary schools have a high percentage of students who perform very poorly in WAEC and NECO due to students’ disinterest in education and a lac
teachers who are not professionals, teachers who are lazy, and a lack of teaching and learning facilities and equipment It is a well-known fact that each level of education, as well as the subject being taught, has its own set of goals and objectives.
If the goals and objectives of education, particularly those of teaching and learning in senior secondary schools, are to be met, the school environment and learning facilities must be improved.
1.3 RESEARCH OBJECTIVE
The goal of this study is to determine the effect of the school environment and facilities on students’ academic performance in the West African Senior School Certificate Examination (WASSCE) in selected senior secondary schools in Surulere, Lagos State. This research will, in particular,
1. Investigate the learning resources available in Senior Secondary Schools.
2. Determine the impact of available facilities on WASSCE student academic performance
3. Evaluate the impact of the physical environment of the school on students’ academic performance in senior secondary school.
4. Determine whether secondary school facilities are being used effectively to aid teaching and learning.
1.4 RESEARCH QUESTIONS
In this study, the following questions were addressed:
i. Will the availability of school facilities significantly improve the attitude of secondary school students toward learning?
ii. Will school facilities affect students’ performance in the West African Senior School Certificate Examination?
iii. Will school environment facilities have a significant impact on secondary school academic achievement?
iv. Are secondary school facilities effectively used to support teaching and learning?
1.5 RESEARCH HYPOTHESIS
In this study, the following hypotheses are tested:
i.H0: The availability of school facilities has no significant impact on secondary school students’ attitudes toward learning.
ii.H0: School facilities will have no significant impact on students’ performance in the West African Senior School Certificate Examination (WASSCE).
iii.H0: School environment facilities will not have a significant impact on secondary school academic achievement.
iv.H0: Secondary school facilities are not effectively used to aid teaching and learning.
1.6 Importance of the Research
The purpose of this research is to assess and determine the impact of the school environment and facilities on the academic performance of secondary students.
schools. The study’s findings would be useful to teachers in informing them of the need to improve teaching and learning aids. The study’s findings will also assist educationists and policymakers in developing policies
that will assist school administrators in creating conducive and enabling environments capable of developing, promoting, and enhancing positive and effective teaching and learning for students in secondary schools.
1.7 Study Purpose
Because no single research can legitimately cover all aspects of the topic, the searcher intends to concentrate this research on the relationship between school facilities, school environment, and performance in the West African Senior School Certificate Examination. The study focuses primarily on secondary schools in Lagos’s Surulere Local Government Area.
1.8 Term Definitions in Operational Context
Academic performance is defined as the knowledge gained or skills developed in school as measured by test scores.
Secondary school (also spelled ‘high school’) is a term used to describe an educational institution where the final stage of schooling, known as secondary education, is usually compulsory up to a certain age. It comes after primary school and may be followed by university (tertiary education).
The physical and social characteristics of the child’s home, neighborhood, and wider world are referred to as the child’s environment.
School environment: These are objects and patterns of relationships that exist outside and within the school system and have a significant influence or are influenced by teaching and learning situations such as teaching and learning material, classroom size, social group, and so on also consider the school’s location.
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