ENVIRONMENTAL FACTORS ON TEACHING AND LEARNING PROCESS OF ADULT LEARNERS
ABSTRACT
The purpose of this study was to assess the impact of environmental factors on the teaching and learning processes of adult learners at the Yetfund skill development center in Abeokuta. One hundred respondents were used: ten from carpentry, one from bricklaying, twenty-six from tailoring, twenty-six from hairdressing, ten from catering, two from decoration, four from bead making, one from welding, nine from make-up, six from trading, and five from elect/elect.
The study employed random sampling techniques, and the data gathered was analyzed using simple percentages. The study’s findings indicate that the environment has a significant impact on the teaching learning process of adult learners.
Based on the findings and conclusions, it is recommended, among other things, that the government and other stakeholders in charge of literacy programs provide acoustics for the learner, recognizing that adult learners face unique challenges, such as learning efficiency.
Chapter ONE
Introduction
1.1 A Brief History of the Problem
The environment can be defined as everything that surrounds something or someone. It consists of both living things and natural forces. Living things’ environments provide conditions for development and growth, as well as danger and damage;
because living things do not simply exist in their environments, they constantly interact with them. Organisms change in response to conditions in their environment, which includes interactions between plants, animals, soil, water, temperature, light, and other living and non-living things (Ajayi, 2001 and Oluchukwu, 2000).
As a result, people from various fields of knowledge (such as history, geography, or biology) use the term environment to refer to a variety of topics. An electromagnetic environment is made up of the various radio waves that equipment like a radio and a reader can encounter. The condition between the stove is referred to as the galactic environment.
Education, it is widely acknowledged, enables individuals to contribute to the development and improvement of the quality of life for themselves, their communities, and the nation as a whole.
The term “school environment” refers to factors within the school that have an impact on the teaching-learning process. Classrooms, libraries, technical workshops, teachers’ quality, teaching methods, peers, and other variables that can influence the teaching–learning process are all part of the school environment (Ajayi 2001).
The extent to which students learn could be improved depending on what the school environment provides for both students and teachers.
It is believed that a well-planned school will prepare students for expected educational outcomes such as good social, political, and economic emancipation, an effective teaching-learning process, and high academic performance.
The assertions of Williams, Persaud, and Turner (2008), quoting Marsden (2005), that a safe and orderly classroom environment, as well as school facilities, were significantly related to students’ academic achievement in schools, relate this study to international occurrences.
Teaching and learning in developed countries such as the United Kingdom and the United States of America may not face the same challenges as in developing countries. While developing countries discuss awareness and waste due to parental illiteracy, developed countries have focused on funding their education without regard for waste or low enrollment (MOEST: Report on Sector Review and Development, 2003).
The government of New York has put in place measures to ensure that all schools have all of the necessary physical facilities, instructional materials, and other variables that may lead to an effective teaching-learning process. Instructional materials are an important part of the teaching and learning process, and textbooks are frequently the most cost-effective way of improving academic achievement and increasing school efficiency (Psachropoulous&Woodhall, 1995).
Poor learning environments have long been identified as key factors contributing to poor performance in public primary schools in developing countries (UNICEF, 2003). This is due to an overstretching of available resources as a result of increased enrollment.
Physical school characteristics in Uganda have a variety of effects on teachers, students, and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms, and fluctuating temperatures all complicate the teaching-learning process.
Poor maintenance and ineffective ventilation systems result in poor health and higher absentee rates among students (Frazier, 2002 Lyons, 2001 and Ostendorf, 2001).
Aside from the direct effects that poor facilities have on students’ ability to learn, the combination of poor facilities, which create an uncomfortable and uninviting workplace for teachers, and frustrating behavior by students, including poor concentration, has an effect on the teaching learning process.
The situation is similar in Kenya, where several schools suffer from a lack of or inadequacy of physical facilities and instructional materials (UNICEF, 2003). Effective teaching and learning may not occur unless schools are adequately equipped with physical facilities and instructional materials.
Class size has also been a problem in most developing-country schools, affecting the teaching-learning process. Since the inception of Free Primary Education (FPE), there has been an increase in enrolment in Kenya, resulting in overcrowding in classrooms, making the teacher’s job difficult because he/she cannot easily move around in the classroom (Wabuoba, 2011), as quoted in Chuma (2012)
The school administration is an important factor in a school’s success. The head teacher should be able to ensure that all factors within the school that make the school environment conducive to the teaching-learning process are in place to ensure that quality standards are met.
According to the Education Act of 1968, the head teacher is accountable for all that occurs in the school and is responsible for overall management, control, and maintenance of standards. He is responsible for planning, organizing, staffing, coordinating, reporting, and budgeting (Okumbe, 2001).
The teaching-learning process can be measured by assessing students using continuous assessment tests (CATS) and standardized examinations.
Lower Nyokal division school environmental factors such as instructional material availability, physical facility availability, class size, and school location are factors within the school that may affect the teaching-learning process in Homa-Bay district.
When the division’s rate of repetition, drop out, and absenteeism appears to be high, an effective teaching-learning process may not take place, affecting learner performance.
A person’s environment is defined in psychology and medicine as the physical things, places, and events with which the person interacts. The environment influences a person’s behavior. It has an impact on a person’s body, mind, and heart (Goliber 2003).
Nature versus nurture debates are sometimes framed as heredity versus environment. The Earth is the only planet in the solar system where life can exist. The environment in biology and ecology refers to all natural materials and living things, including sunlight.
This is also referred to as the natural environment. Some people refer to themselves as environmentalists, and they believe that we must protect the environment (to keep it safte). They believe that people should reduce the amount of pollution (waste) they emit into the environment.
Sunlight and forests are two important aspects of the environment that we value. These are renewable natural resources because when we use them, more naturally grows. Non-renewable natural resources are important components of the environment that do not regenerate naturally, such as coal and natural grass (Banning 2001).
Furthermore, the extent to which learner learning can be improved is determined by the location within the school compound, the structure of the classroom, the availability of instructional and access facilities.
A well-planned school, it is believed, will gear up expected educational outcomes that will facilitate good social, political, and economic emancipation, effective teaching and learning processes, and academic performance of the learners.
1.2 statement of the problem
The location of the school, or the school environment, is one of the factors that influences academic performance. This is because in a situation where the school is located in a noisy area, such as an airport, where activities disrupt the adult’s teaching or learning.
One would not expect such adult learners to perform well academically. According to Onkwo (2004) in his note, a conducive environment promotes a learner’s growth and development. Learners are happier in a peaceful and friendly environment, whereas schools located in noisy urban streets are associated with deficits in mental concentration, leading to poor performance in students.
Noise is defined as anything that interferes with teaching or learning processing strategies, feelings for personal control, or arousal levels. Other factors that influence learners’ academic performance include economic, motivational, and emotional factors (Franser 1978).
Then, while some are not as well equipped, the gadgets, resources, and facilities in both types of communities will influence the learners’ learning processes. Adult learners cannot achieve all of their objectives on their own. As a result, they must be equipped with adequate technology such as textbooks, clients, computers, visual and audio-visual aids, photographs, and posters.
1.3 The Importance of the Research
This study will provide information for educators, corporate bodies, and school administrators to consider various factors that assist students in meeting their academic objectives. In doing so, they can look into the possibility of incorporating those factors into their center, which could lead to improved student educational outcomes in school.
Furthermore, the fact that this study is being conducted serves as literature for individuals who may want to conduct research on similar topics in the same or related field, and the entire society will benefit from the study as individuals, organizations, government parastatals, religions, homes, and so on who lay their hands on this research work will have in-depth knowledge of the effect of environment on teaching adult learners.
1.4 The scope of the research
The research looked into the learning processes of adult learners at the Yetfund Skill Development Centre in Abeokuta, Ogun State.
1.5 Purpose of the research
The goal of this study is to look at the impact of environmental factors on the teaching and learning process of adult learners, using yetfund skill development centre in Abeokuta as a case study.
1.6 Investigational questions
– What is the relationship between the environment and the performance of the learner?
– Does a lack of school facilities have an impact on learner performance?
– Does overcrowding in class have an impact on the performance of adult learners?
1.7 Glossary
i. Adult learner: A person over the age of 18 who is engaged in some form of learning. They may also be referred to as mature learners, adult returners, adult students, or returning adults.
ii. Factors: A constituent or element that causes certain effects or results, or denotes a specific multiple, number, or quantity.
iii. Environment: The collection of things, conditions, or influences in one’s immediate surroundings; surroundings; milieu
iv. Teaching: Imparting knowledge or skill or instructing (someone) on how to do something through example or experience.
v. Learning: The acquisition of knowledge or skills through experience, study, or instruction.
vi. School Environment: The physical environment of a school includes the school building and its surroundings.
vii. Learning Attitude: A feeling or way of thinking that influences one’s behavior.
viii. Classroom Environment: This refers to the intellectual, social, emotional, and physical environments in which students learn.
ix. School Management: They provide concise reference material on the fundamental concept of school.
x. Accessories Planning: The process of establishing goals and developing strategies in a data collection.
xi. Instructional Space Planning: This is to provide a vision to guide the creation and management of instructional spaces.
xii. Administrative Space Planning: An analysis, as well as general administration responsibilities.
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