THE IMPACT OF SCHOOLS ON TEACHING AND LEARNING
CHAPTER ONE
INTRODUCTION
THE STUDY’S BACKGROUND
The impact of the school environment on teaching and learning was investigated at Niger College Junior Secondary School Two in Ugbekun Quarters of Ikpoba Okha Local Government Area, Edo State. The subject was used by the teachers and students present. The secondary school environment is made up of numerous factors that influence students. The environment in which children learn was given special consideration in this work.
This can have a significant impact on their academic performance and well-being at school. The architecture, layout, décor, and facilities of their school all play an important role in shaping the learning environment, but the significance of this aspect of school life is frequently overlooked.
Most children, regardless of how well or poorly they perform in the classroom, will complain about having to go to school at some point; it could be the hours, the number of days per week, their teachers, or even the other students, but it happens frequently. The stumbling block is the school building itself. It stands to reason that the more appealing a structure appears, the more it inspires those who enter it.
Obviously, it takes more than a few bright colors to raise legions of geniuses, but regardless of a child’s academic ability, pleasing surroundings will result in better attendance, improved concentration, and a healthy dose of motivation and self-esteem. It is also critical for employees to work in an environment that is conducive to their day-to-day professional needs.
Aristotle (1998) recognized the importance of education when he stated in his books that the goals of education should include:
1. The realization of an individual’s capabilities and potential
2. The physical growth of the body
3. Appetite conditioning, also known as character or moral development
4. The development of one’s intellect or reason. He also believed that none of the above should be prioritized over the others.
In accordance with the aforementioned aims and functions of education, the Nigerian government stated in its 1981 Policy on Education that the five main national objectives of education are the establishment of:
i. A society that is free and democratic
ii. A society that is just and egalitarian
iii. A nation that is united, strong, and self-sufficient
iv. A powerful and dynamic economy
v. A land of abundant and diverse opportunities for all citizens.
Education in Nigeria is currently unable to achieve its noble goals due to a serious crisis. According to Bronfenbrenner (1989), instead of driving each other insane, young people need adults who are “crazy” about teaching.
Support networks for both students and teachers are weak or non-existent in these schools. Teachers may be resentful of what they perceive to be insufficient encouragement, assistance, and resources to do their job. Students may believe that no one knows or cares about them at school. What can be done to transform these schools into caring, productive environments where both students and teachers look forward to going every day?
The school effect literature describes a variety of factors that may improve the school environment, such as effective principal leadership, a safe and orderly setting, extracurricular activities, a reduction in the size and impersonality of school, and education programs tailored to the specific needs of specific students and school contexts.
The school climate is frequently as pleasant as the weather. Some schools have warm and friendly symbols, whereas others have a cold for body environment that pervades classrooms and offices. It appears likely that the school and classroom climate will have an impact on student performance.
A number of schools in the United States are still stuck in the Victorian era, with crumbling walls and limited resources. Many schools in the twenty-first century, particularly secondary schools, appear to be forced to cram modern teaching and resources into nineteenth-century settings.
Only a small percentage of today’s schools were built since the mid 1970s, and with a few generations of children stampeding through their relatively modern facilities, many of these structures are also nearing the end of their natural life span.
PROBLEM STATEMENT
Because so many extraneous variables impinge on the teaching skills and learning capabilities of teachers and students in the classroom at different times, determining the magnitude of environmental problems on teaching and learning in school is extremely difficult. The time spent between school and home is difficult to define and varies from person to person.
This study examines the impact of the school environment at various times on the teaching and learning of teachers and students in secondary schools in Benin City, the capital of Edo State.
QUESTIONS FOR RESEARCH
The researcher has posed the following research questions.
1. Does the school environment influence teaching?
2. Is the size of the classroom beneficial to the students’ learning?
3. Does a pleasant working environment assist employees in carrying out their duties?
OBJECTIVE OF THE STUDY
Few studies in Nigeria, such as Benin City, Edo State, have been conducted to determine the impact of the school environment on teaching and learning. The primary goal of this research is to calculate the impact of the environment on teaching and learning on both teachers and students.
Also, to inform the school administration of the dangers of a degraded and noisy environment on both teacher and student performance. Finally, school administrators and educators planners should consider the implications of the findings for developing school curriculum.
THE STUDY’S IMPORTANCE
The significance of this study is that it will serve as a literature for future research students and researchers, as well as a procedure for curriculum planners in carrying out their research work and plans. Another significance of this research is that it serves as a record of facts for historical purposes.
TERMS DEFINITION
Some connotative terms are defined and classified in this study to help us understand the context in which they are used.
LEARNING: Obtaining knowledge through study, practice, or instruction in a school setting. It results in the acquisition of knowledge, skills, and values, which leads to the modification of attitudes and behaviors. Learning causes a change in behavior that is persistent, measurable, and specified, or it allows an individual to formulate a new mental construct.
SCHOOL ENVIRONMENT: This includes the school compound itself, the classroom, furniture, and teaching materials, as well as the time spent in the school compound in hours. It also incorporates the school’s surroundings. A safe, clean, comfortable, and appealing classroom can stimulate learning and aid in the formation of a classroom community.
TEACHING: To instruct individuals or groups within a school compound in any way. It is also a conscious and deliberate effort made by a mature or experienced person with the intent that the latter will learn or come to believe what he is taught on sound grounds.
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THE IMPACT OF SCHOOLS ON TEACHING AND LEARNING