SCHOOL PLANT PLANNING ON STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOLS IN EDUCATION DISTRICT II LAGOS STATE
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SCHOOL PLANT PLANNING ON STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOLS IN EDUCATION DISTRICT II LAGOS STATE
Chapter one
INTRODUCTION
Background of the Study
Secondary education is critical in preparing students for higher education and a productive life in Nigeria. Many Nigerians regard it to be schooling that will equip them for a balanced socioeconomic life. This explains why many parents strive hard to provide the resources required to send their children to quality schools.
Many of them believe that the quality of a school is heavily influenced by the physical, technological, and educational resources available at any given time.
This explains why successive governments at the federal and state levels spend a large portion of their annual budgets on education to create and operate secondary school plants.
The term “school plant” refers to all of the resources that characterise a school’s learning environment. The school plant is described as the physical manifestation of the school’s programmes and activities (Adesina, 2001).
School plant planning, which includes school site planning, instructional space planning, administrative space planning, convenience space planning, and circulation space planning, is critical to the teaching and learning process in the school system. The extent to which these places can improve teaching and learning relies on their location, 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 optimise educational outcomes, facilitating good social, political, and economic emancipation; effective teaching and learning; and student academic success.
As a result, the school plant is an important component of educational planning because much teaching and learning cannot occur until schools are well-suited, buildings are sufficiently constructed, and equipment is adequately provided.
Mark (2002) and Ajayi (2007) agreed that high levels of academic performance may not be guaranteed in classrooms, libraries, technical workshops, and laboratories.
Olagboje (2008) defines school plant maintenance as any work performed on any component of the plant with the goal of keeping it in excellent functioning order.
According to Hinum (1999), the quality and durability of a structure are largely determined by the type and level of servicing and repairs, as well as the rate at which needs and requirements evolve.
School facilities management entails maintaining records of the facilities, managing the facilities, planning for the facilities, persuading students to participate in facility upkeep, and assessing the available facilities.
Good physical working conditions in any occupation can improve job academic performance and morale. According to Ayodele (2000), it is difficult to distinguish between teaching academic achievement and the school atmosphere. Physical surroundings (school plant) influence job happiness and thus job performance in teaching.
According to Bankole (2003), the physical environment has an important influence in teaching academic success. Students believe that if the physical atmosphere is poor, the quality of their instruction suffers.
A student who teaches in a classroom with a projector and an interactive whiteboard will undoubtedly be more effective than a student who uses a chalkboard.
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