THE INFLUENCE OF SCHOOL ENVIRONMENTAL VARIABLE ON THE ACADEMIC PERFORMANCE OF STUDENT IN ADO-EKITI METROPOLY
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THE
INFLUENCE OF SCHOOL ENVIRONMENTAL VARIABLE ON THE ACADEMIC PERFORMANCE OF
STUDENT IN ADO-EKITI METROPOLY
CHAPTER ONE
1.0 Introduction
The school
is a social and learning agent that provides the environment upon which a child
may be formally educated in order to attain educational goals. Human beings,
have unlimited capacity to learn, but may however be limited by the behaviour
patterns and facilities that the immediate environment offers. According to
Umoh (2006), nature only provides the raw materials in form of potentials, but
it is the environment that determines the extent of development. Umoh and Etuk
(2003) asserted that a child who wants to learn Agricultural Science and
develop desirable attitudes, interest, appreciation, understanding, habits,
abilities, knowledge and skills requires a stimulating environment. A
stimulating school environment enables the teachers to teach a variety of
activities with broad-base ideas about what the students are likely to learn or
respond to. This makes it possible for both the teachers and the students to
work cooperatively and productively towards attainment of educational goals.
School
environmental variables that affect teaching and learning include the
following: Science and Computer laboratories, library facilities, adequate
classroom facilities, workshop facilities, farm buildings and structures, farm
lands and play grounds to mention but a few. Teachers and other personnel to
manage and service the physical facilities are the teaching, non-teaching and
the administrative staff of the school. The availability of those resources and
facilities in a given school environment influence the teaching, learning and
the performance of both the teachers and the students (Nsa, et al 2012).
1.1 Background of Study
Several
factors have been attributed to students’ academic performance at various
levels of education. These include, for example, teachers’ working conditions,
availability of teaching and learning facilities such as books and
laboratories, school and home factors such as type of school and the
educational climate at home, student background factors, etc. Recent studies
show that high quality school is the central factor in students’ academic
performance. Information is, however, limited on the specific characteristics
that constitute high quality schools (Hanushek and WoBmann, 2007). The effect
of school climate on students’ achievement has been confirmed in several
studies conducted in different contexts. A survey of the effect of the schools
social climate on its achievement at Michigan Elementary School 2 revealed a
strong positive correlation between several school climate variable, including
safety features, teaching and learning environment, interpersonal relationships
and institutional environment (Brookover et al., 1978) and mean school
achievement. Another survey involving 1,083 junior high school students in 116
classrooms that investigated the relationship between classroom environment and
students’ achievement revealed that specific classroom psychosocial
environmental variables had significant effects on students’ affective and
cognitive outcomes (Fraser & Fisher, 1982). Thapa and colleagues (2013)
reviewed 206 studies including experimental correlation and descriptive studies
and literature reviews to examine the effect of safety, relationships, teaching
and learning, institutional environment and the school process (Program
implementation at school level including curriculum implementation, assessment
process, staff and students communication)on students’ achievement. The results
of the review showed that the optimal presence of these different variables
contributed significantly positively to several attributes of students’
performance.
It is
universally accepted, that education enables individuals to contribute to the
development and improvement in the quality of life for themselves, their communities
and the nation as a whole. Primary school is no doubt the foundation of
education and has prominently been regarded as a fundamental human right. It is
an essential component of human capital and it plays an important role in
economic growth and development of a country. Primary education, therefore,
remains an important area that should be carefully managed.
(Ajayi
2001). The extent to which pupils learn could be enhanced depending on what the
school environment provides to the learners and the teacher.
It is
believed that a well-planned school will gear up expected outcomes of education
that will facilitate good social political and economic emancipation, effective
teaching-learning process and academic performance of pupils.
Relating
this study to international occurrences are the assertions of Williams, Persaud
and Turner (2008) quoting Marsden (2005) which reported that safe and orderly
classroom environment, school facilities were significantly related to students
academic achievement in schools.
In developed
countries like the United Kingdom and the Unites States of America, teaching
and learning may not be affected by similar challenges as in the developing
countries. As the developing countries talk of awareness and wastage due to
illiteracy of the parents, the developed countries have concentrated in funding
their education without fear of any wastage or poor enrolment (MOEST: Report on
Sector Review and Development, 2003).
In New York,
the government has put up measures to ensure all public primary schools have
all the required physical facilities, instructional materials among others
variables that may lead to effective teaching-learning process.
Instructional
materials are a major component in the process of teaching and learning and
textbooks are often the most cost effective means of improving academic
achievement and increasing the efficiency of schools (Psachropoulous &
Woodhall, 1995).
In the
developing countries, poor learning environments have always been identified as
key factors that lead to poor performance in public primary schools (UNICEF,
2003). This is due to overstretching of the available resources due to
increased enrolment. In Uganda, physical characteristics of the school have a
variety of effects on the teachers, pupils and the learning process. Poor
lighting, noise, high levels of carbon dioxide in classrooms and inconsistent
temperatures make teaching-learning process difficult. Poor maintenance and
ineffective ventilation systems lead to poor health among the pupils and higher
absentee rates among pupils (Frazier, 2002 Lyons, 2001and Ostendorf, 2001).
Beyond the direct effects that poor facilities have on pupils’ ability to
learn, the combination of poor facilities which creates uncomfortable and uninviting
workplace for the teachers combined with frustrating behavior by the pupil
including poor concentration also have an effect on the teaching learning
process. The situation is not any different here in Nigeria where several
schools suffer due to lack of or inadequacy of physical facilities and
instructional materials (UNICEF, 2003). Unless schools are adequately provided
with physical facilities and instructional materials, effective teaching and
learning may not take place.
Class size
has also been an issue that affects the performance of the student in most
schools in the developing countries. In Nigeria, since the inception of Free
Primary Education (FPE), there has been increased enrolment which leads to
overcrowding in classrooms making the work of the teacher difficult since
he/she cannot easily move around in the classroom (Wabuoba, 2011) quoted in
Chuma (2012)
The school
administration is a crucial factor in the success of a school.
The head
teacher should be in a position to ensure that all factors within the school
that make the school environmental variable for learning be put in place to
ensure quality standards are maintained. The Education Act of 1968 stipulates
that the head teacher is responsible for overall management, control and
maintenance of standards in the schools and is accountable for all that happens
in the school. He is charged with the duty of planning, organizing, staffing,
coordinating, reporting and budgeting (Okumbe, 2001) The head teacher is the
seen as the first supervisor and therefore should always ensure that effective
teaching-learning is taking place in the school. Academic performance can be
measured through assessment that is done to pupils using continuous assessment
tests (CATS), standardized examination like the sub-county MOCK and the
Nigerian Certificate of Primary Education (NCPE).
Schools
environmental factors such as availability of instructional materials,
availability of physical facilities, class size and school location are factors
within the school that may affect the academic performance of student in
Ado-Ekiti metropolis. Effective and high academic performance may not take
place when rate of repetition, drop out and absenteeism seems to be high in the
division and this affects performance of learners.
It is a long
established and well documented fact that variable of the natural environment,
such as social class, are related to academic achievement and measures of
intellectual status.” The importance attributed to these variables is
exemplified by Miner’s (1957) book entitled intelligence of United States,
which identified social stratification as the major factor in intellectual
differences. From his analysis of the relationships between vocabulary test
scores and background variables, Miner concluded that his most striking result
was “…that the major differences in mean scores appear on the variables that
are related to social stratification, namely, education, occupation, race, and
subjective class identification” While such data clearly have social
implications such as those associated with the inequality of educational
opportunity, the value of this information in guiding intervention strategies
is extremely limited, precisely because the variables do not lend themselves to
manipulation, and because they are so gross. How does the information that a
child’s father had a very limited formal education help us to decide on procedures to improve the
child’s own educational opportunities? What happens (or fails to happen).
1.2 Statement of Problem
No two
schools are alike. Schools, just like the people within them, have different
variable. This study attempted to uncover school differences and tie them to
student outcomes. The types of school differences explored were areas in which
a superintendent or principal may have some policy control, and where policy
differences may have an effect on test score outcomes. In this research, a set
of descriptor variables was developed and tested; namely, how the learning
environment in an individual school is structured and organized. Examples of
the types of descriptors developed include a school’s placement policy for
special education students, the degree of classroom homogeneity within the
second and third grades at the school, and the language environment of the
school and classrooms, among others.
The
Transitions Evaluation, a study of intensive social and educational services
administered in schools serving low income, ethnically diverse children in a
suburban school system is well-suited to identifying differences in school
variable and studying the effect of those variable on outcomes. A database
developed for the evaluation has multiple measures of student performance in 15
schools across 2 years. While the present data represent only one school
system, it was possible to exploit the unique nature of this database to
develop a limited set of school variable that differ across the schools and
which could be related to the academic performance of the second and third
grade children attending these schools.
There is a
large literature on the factors that affect school performance. This work
relied on previous school effectiveness research, but was primarily concerned
with developing and testing new measures of school-level activity and its
relationship to school performance. The research goals were threefold:
1. To
extract features from the data that distinguish schools,
2. To test
whether those features affect school performance, and
3. To
interpret the reasons for the effectiveness of those features.
This
database is well suited for this work because there is variation across schools
in test scores. The research problem was associated with linking choice
variables under the control of the school with factors that affect test scores.
By exploiting the unique nature of the database, the task was to characterize
school policies and to determine how these factors affected variation in test
score outcomes across schools.
The
following items summarize the conceptualization of this project:
1. Schools
can be structured in many different ways and are important containers of
significant factors of student achievement (beyond style of the individual
teacher, the curriculum, the properties of individual student);
2. These
factors form two general categories: those that are intrinsically school level
properties such as building, size, demographics of neighborhood, communication
patterns, morale, resources, the principal, and the variability of ethnic
membership; and those that are indirectly school level: mean student
achievement, mean age of teachers, mean number of English as a second language
per class, et cetera. These are school level by aggregation.
3. The
database available has a few of the kinds of factors described above. The
aggregated factors have not been studied very much as ways to differentiate
among schools that differ in aggregated school level achievement.
4.
Aggregated school level achievement is very important these days as an
accountability indicator.
5. This
project looks at the relative power of a few examples of these two kinds of school
level factors to predict differences in aggregated school level achievement.
1.3 Objectives of the Study
The main
objective of the study was to examine the influence of environmental variables
on student academic performance and overall achievement. Also, to assess the
relationship between the school environmental factors and students’ academic
performance by establishing the following minor objectives.
1. To establish how class size influence
academic performance of student in Ado-Ekiti metropolis.
2. To determine how school environmental
variable affects the academic performance and achievement of students in
Ado-Ekiti metropolis.
3. Assessing the impact of quantitative and
qualitative variables of secondary schools on examination performance.
4. Critically examining and documenting why
secondary schools in Nigeria are in their current condition.
5. Providing achievable recommendations for
strengthening and improving performance in secondary schools in Nigeria.
1.4 Research Question
The study
sought to answer the following research questions;
1. How does class size influence academic
performance of student in Ado-Ekiti metropolis?
2. In what ways do environmental variable
affects the academic performance and achievement of students in Ado-Ekiti
metropolis?
3. What effects does the quantitative and
qualitative variables have on secondary schools on examination performance?
4. What is the factors that brought secondary
schools in Nigeria to their current condition today?
5. What possible recommendations can be given
strengthening and improve performance in secondary schools in Ado-Ekiti
metropolis of Nigeria?
1.5 Statement of Hypothesis
The
researcher formed some of the hypothesis which will be tested and will be
tested using 0.5 error significance. Specifically, the hypotheses for this work
were
1. Student
population variable at the school such as the predominant ethnic environment,
the language environment, and the presence of concentrations of students with
similar abilities have an effect on test score gains of individual students.
2. Explicit
school policies such as school size and classroom composition variable have an
effect on test score outcomes for individual students.
3.
School-level variable such as special education placement policy, teacher
turnover, student attrition have an effect on test score outcomes for
individual students.
The
hypotheses tested addressed the effects of school variable on test score gains
made between second and third grade on the Metropolitan Achievement Test.
1.6 Signification of the Study
It is hoped
that the findings of the study may help school administrators reflect upon
various variables that influence the academic performance of students. In so
doing, they could investigate the possibility of introducing those variable to
their schools which may consequently lead to reducing absenteeism, dropouts and
repetition and consequently high academic performance. These findings may also
help the government through the Ministry of Education Science and Technology
(MOEST) to provide more funds for schools through the FPE kitty for
instructional materials and repair and maintenance of the available physical
facilities, thus improving and standardizing the schools variable to a
favorable out most sphere where learning will be effective and high performance
will be the outcome of the students. Parents may also use findings from this
study to help improve the school facilities by organizing for fundraisers for
instance to construct a classroom, laboratory, library among other facilities.
Policy makers would use the findings to help them make decisions in developing
strategies towards improvement of academic standards.
The findings
of this study are therefore expected to provide new knowledge about the factors
behind good or poor student academic performance with respect to school
environmental variables. In addition to that, the findings of this study will
help to encourage policy makers and the community in general to strive to
improve the school variable in order to affect student performance in academic.
Future
researchers would use the study in identifying priority areas and gaps on which
to carry more research about Nigerian schools.
1.7 Justification of the Study
I want to
justify this research work based on the objectives and the significance of this
research work, what is within its coverage, this research work is with no doubt
necessary to be carried out. Because if done will greatly highlight the
influence of environmental variable to high academic student performance.
1.8 Scope of the Study
This
research work covered fifteen schools from Ado-Ekiti metropolis and worked with
two years statistical reports of each school performance sheets. More to that,
this research work will be considering three school environmental variable and
three research hypothesis which is tested in light of the study, a descriptive
method of data analysis will be was employed in the study.
1.9
Limitations of the Study
According to
Best and Khan (1993) limitations are conditions beyond the ability of the
researcher that may place restriction on the conclusions of the study and their
application to other situations. The first limitation was on the part of
obtaining information from the pupils where some were not willing to give
information regarding their behavior for fear of victimization by their
teachers. Efforts were made to assure them of confidentiality on their
identities. The other limitation was on the part of the researcher to carry out
the research in the whole of Ado-Ekiti metropolis as the topic suggests. The
researcher carried out the research in sampled schools.
1.10 Basic
Assumptions of the Study
This study
was based on the following assumptions;
1. That the pupils answered questions correctly
and willfully.
2. That all the respondents are were conversant
with the English language and were able to respond to the instruments with
ease.
1.11
Definition of Terms
Some of the
term that will be used frequently would be defined in order to have a broad and
clear understanding of the topic.
The
following terms are defined within the context of this study.
Class size
refers to the number of pupils in a class.
Influence
refers to the effect that the school environmental factors have on the
teaching-learning process.
Physical
facilities refer to the movable and immovable objects in schools that bring
comfort to the learner. They include classrooms, laboratories, offices,
toilets, desks.
Instructional
materials refer to those materials that a teachers uses in class to facilitate
teaching and learning. They include text books, exercise books, revision books,
chalk, wall maps and charts, atlas.
School
environmental factors are those aspects within the pupils’ surrounding at
school that influence the academic performance of the student.
School
location refers to where the school is situated, that is the site.
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