EFFECTS OF ENVIRONMENTAL FACTOR ON STUDENT ACADEMIC PERFORMANCE IN EDUCATIONAL SYSTEM IN SOME SELECTED SECONDARY SCHOOLS
ABSTRACT
The purpose of this study was to determine the impact of environmental factors on student academic performance in a selected secondary school in Ado-Odo Ota Local Government, Ogun State. It used five selected secondary schools, and some selected teachers as well as students in these schools were asked to complete a set of questionnaires that were used as an instrument to validate this work.
Efforts were also made to investigate the contributions of individuals as well as the government to the provision of basic education for citizens.
The study is divided into five chapters, the first of which covers the introduction, the background of the study, the statement of the problem, the purpose of the study, the research questions, the significance of the study, and the scope. The second chapter is devoted to a review of the literature, the third to research methodology, the fourth to data analysis, and the fifth to the study’s summary, conclusion, and recommendations.
CHAPTER ONE
INTRODUCTION
1.1 THE STUDY’S BACKGROUND
A learning environment is one of the most critical areas of education, and it is the area most frequently attacked by critics of the current educational system.
The information age will not only change the way we communicate with others, but it will also radically change the way we expect our interactions with others to occur. Students are no longer satisfied, or sometimes capable, of sitting in a structured environment receiving instruction in a manner chosen by another.
This is not to say that none of these environments lack value; on the contrary, the project’s stance is that all environments have varying degrees of value to different individuals; the future of educational technology is that more and more individuals will be able to choose which learning environment they prefer.
A prescriptive environment is one in which information is selected by an authoritative entity for incorporation by the learners. A democratic environment is one in which the learners have control over what they learn. Artificial intelligence or virtual reality systems are examples of democratic environments in which the learners have primary control but the system adapts to the learning style used.
According to Tuase (2005), the cybernetic environment is viewed as the adaptive dimension and includes both of the preceding environments. These definitions are frequently used in the context of computer-based instruction or multimedia programs. They do, however, reflect three major epistemological arguments in learning theory: objectivism, constructivism, and pragmatism. The current trend appears to be toward constructivist learning.
Since cognitive considerations cannot explain why, in the long run, children typically outperform adults in second language production, the influence of another factor in the process of second language acquisitions was introduced.
According to Dulay, Burt, and Krashen (2006), differences in child and adult learning are caused by differences in the types of language children and adults hear. Many mothers and fathers have been shown to modify their speech to their children in order to help them understand what is being said.
The same is true for child second language learners who also receive this type of mother tongue, as opposed to adult second language learners who are provided with a deficient language environment in natural communication.
As a result of comparing adults and children, it is clear that the conditions for language learning are frequently very different. Younger learners in formal language learning environments typically have more opportunities to hear and use the language because they are not put under intense pressure to speak fluently and accurately from the start.
Furthermore, their early, clumsy efforts are usually lauded, which contributes to them having less negative attitudes toward other speech communities.
On the other hand, while young learners in an informal second language learner environment are permitted to remain silent until they are ready to speak, older learners are required to speak in order to meet classroom requirements.
Light Brown 2007 confirmed that they are in a situation that necessitates much more complex language and experience with much more complicated ideas.
Adults are frequently embraced by a lack of language mastery, and they may develop a sense of inadequacy as a result of frustration in trying to say exactly what they mean” (Spada, 2006), but there were cases in which older learners were more adapt in conversational management, flexible enough by changing the topic of discussion because they obtained more comprehensive input via better comprehensive management.
Finally, it is clear from the preceding that the age of the learner is inextricably linked to biological, affective, psychological, and cognitive variables, as well as the parameters of the learning environments, all of which play a critical role in the success of learning a second language.
However, whether adults or children are better at mastering the various properties of second language remains debatable. Language learning appears to occur at difficult maturation levels from childhood to adulthood. There is no single age or stage that is optimal or critical for all aspects of second language learning. In some ways, all ages learn in similar ways and progress through similar stages of language acquisition.
According to Stem (2005), the only certain thing is that adults often learn certain morphological syntactic parts of a new language faster than young children, who appear to acquire native-like proficient phonology.
1.2 OBJECTIVE OF THE STUDY
The “environment” as a factor influencing students’ academic performance is the focus of this project. Its purpose is to educate people about the significance of environmental influences on student academic performance and possible solutions to mitigate their impact.
I Determine the environmental factors that influence a student’s academic performance.
(ii) Determine the negative impact of socioeconomic status on student academic performance.
(iii) Determine the positive impact of student academic performance and environmental relationships.
1.3 QUESTIONS FOR RESEARCH
In order to carry out this study, the following research questions are generated.
I Does the social amenities factor have a negative impact on student academic performance?
(ii) Is there a link between the environment (community) and student academic performance?
(iii) Does public opinion on the environment influence student academic performance?
(iv) Does the culture of the school community influence student academic performance?
1.4 THE STUDY’S IMPORTANCE
The research aims to identify and address as many environmental issues affecting student academic performance as possible.
This study will be extremely beneficial to students, teachers, educationists, teachers’ unions, curriculum planners, and even governments. It will allow the educational authority to re-examine its goals and objectives, as well as how effective it has been in improving student academic performance.
This work will also allow the authority to re-plan its educational system in order to achieve a better result that will satisfy the nation.
Some courses will be reduced, and adequate facilities, including audiovisual aids, will be provided. It will also be beneficial for parents and guidance to understand how to shape and modify students who perform below expectations through the work of guidance and counselling and lecturers.
1.5 THE STUDY’S OBJECTIVE
The scope of this project is limited to Ogun State and the effects of environmental factors on student academic performance in some selected secondary schools in Ado-Odo Ota Local Government, as well as a case study of some selected secondary schools in Ado-Odo Ota Local Government.
1.6 TERMS AND THEIR DEFINITIONS
Environment: Environment is associated with natural conditions in which people, animals, and plants exist, as well as conditions that influence behavior and development.
Cybernetics is the scientific study of communication and control, with a focus on comparing human and animal brains to machines and electronic devices.
A demographic environment is one in which learners have control over what and how they learn.
Homogeneity: When all of the things in a group are very similar or of the same type.
Discipline: To punish someone for doing something wrong.
Frustration is the annoyed or impatient feeling you get when you are prevented from doing what you want. It is the act of preventing something or someone from succeeding.
Comprehensive: Refers to an educational system in which students of varying abilities are taught in the same school.
Culture: A set of ideas, beliefs, and behaviors of a specific organization or group of people.
Traditions: An extremely old custom, belief, or story, or an activity that occurs on a regular basis and has become the norm.
Optimum size: The best possible option, a choice that may or may not be made, depending on one’s own smallness or largeness preference.
Junior Secondary School: A place where children aged 10 to 13 are educated.
Enrollment range: Make a list; add someone to a group.
School location: The establishment of a school in either rural or urban areas.
Pollution is the release of unwanted substances into the natural environment.
EFFECTS OF ENVIRONMENTAL FACTOR ON STUDENT ACADEMIC PERFORMANCE IN EDUCATIONAL SYSTEM IN SOME SELECTED SECONDARY SCHOOLS
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