1.1 Introduction
The educational environment plays a pivotal role in shaping the teaching and learning experiences of students and educators alike. In secondary schools, the effectiveness of teaching and learning processes, particularly in subjects like Economics, is significantly influenced by various school environmental factors. These factors encompass physical infrastructure, availability of learning resources, classroom conditions, and the overall school climate, which together create a conducive or inhibitive learning atmosphere.
Research has consistently shown that well-maintained school environments with adequate facilities and resources contribute positively to student performance and teacher effectiveness (Earthman, 2002). Conversely, schools that lack essential resources or face infrastructural deficits often struggle with lower academic achievement and diminished teacher morale (OECD, 2013). in the context of Economics education, which requires a blend of theoretical knowledge and practical application, the quality of the school environment can profoundly impact the comprehension and retention of complex economic concepts.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
In the early 21st century, the focus expanded to include a more comprehensive view of school environments. The OECD's PISA 2012 results (OECD, 2013) underscored the importance of a supportive school climate, which includes physical, emotional, and social dimensions, in influencing student performance. This comprehensive approach is crucial for subjects like Economics, where a conducive learning environment can facilitate the understanding of complex theoretical concepts and practical applications.
Recent trends have seen an increasing emphasis on the role of technology and modern educational resources in the learning environment. The quality of education in secondary schools is a subject of considerable interest and concern for educators, policymakers, and researchers. Among the numerous factors that influence educational outcomes, the school environment stands out as a critical determinant of both teaching efficacy and student learning. This study focuses on how various environmental factors within schools affect the teaching and learning of Economics, a subject that requires a robust understanding of theoretical principles and practical applications.
Schneider (2002) highlighted that access to up-to-date technological resources, such as computers and internet connectivity, significantly enhances the learning of Economics by providing students with current data and interactive learning tools. This is particularly pertinent in the digital age, where Economics education benefits greatly from real-time data analysis and simulations.
Historically, the relationship between the school environment and educational outcomes has been well-documented. The seminal works of educators like Dewey (1916) emphasized the importance of the learning environment in shaping educational experiences and outcomes. In more recent times, studies have consistently shown that the physical condition of school facilities, the availability of educational resources, and the overall school climate significantly impact student performance and teacher satisfaction (Earthman, 2002; OECD, 2013).
In the context of Economics education, these environmental factors are particularly salient. Economics, as a subject, demands access to up-to-date information, interactive learning tools, and a conducive learning atmosphere to facilitate the understanding of complex concepts and data analysis. Therefore, the availability of resources such as modern textbooks, computer laboratories, and internet access can greatly enhance the teaching and learning process in Economics (Schneider, 2002).
Moreover, the physical conditions of the school such as classroom lighting, temperature control, and seating arrangements play a vital role in creating an environment that is conducive to learning. Studies have shown that poor physical conditions can lead to decreased student concentration and motivation, thereby hindering academic achievement (Lyons, 2001).
Conversely, well-maintained school environments with adequate facilities are associated with higher levels of student engagement and better academic performance. Beyond the physical infrastructure, the overall school climate including the quality of relationships among students, teachers, and administrators also significantly affects educational outcomes. A positive school climate characterized by mutual respect, supportive administrative policies, and a sense of safety and well-being is essential for fostering an effective teaching and learning environment (Hoy & Miskel, 2012). In Economics education, where critical thinking and interactive discussions are vital, a positive school climate can enhance student participation and teacher effectiveness. Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the effect of school environmental factors on teaching and learning of economics in secondary schools.
1.3 Statement of Problems
Investigation revealed that many secondary schools continue to struggle with poor physical infrastructure, which includes inadequate classroom space, poor lighting, insufficient ventilation, and outdated or damaged furniture. Such conditions are detrimental to the learning environment, causing distractions and discomfort that impede both teaching and learning processes (Earthman, 2002). This problem is particularly acute for subjects like Economics that require focused attention to grasp complex theoretical concepts and data analysis.
Additionally, teachers' morale and their perceived effectiveness are closely linked to the quality of the school environment. Poor working conditions, lack of resources, and unsupportive school climates contribute to teacher burnout and reduced effectiveness in teaching (OECD, 2013). in the context of Economics, where teachers need to be well-prepared and enthusiastic to convey intricate concepts, such negative factors can severely limit educational outcomes.
Furthermore, the teaching and learning of Economics is the limited access to necessary educational resources, such as updated textbooks, digital learning tools, and internet access. Economics education benefits significantly from current data and interactive learning experiences, which are often lacking in under-resourced schools (Schneider, 2002). This scarcity hampers the ability of students to engage with the subject matter fully and limits teachers' effectiveness in delivering comprehensive Economics education. Hence, it is against this backdrop that this study aims to identify the specific environmental factors that most significantly affect the teaching and learning of Economics in secondary schools.
1.4 Aim and Objectives of Study
The aim of the study is to examine the effect of school environmental factors on teaching and learning of economics in secondary schools. In achieving this aim, the following specific objectives were laid out as follows:
- To determine how improvements in the school environment can enhance teacher satisfaction and performance in Economics instruction;
- To evaluate how the quality of classroom infrastructure influences student performance in Economics;
- To find out the demonstration, discussion and questioning techniques adopted in teaching Economics in senior secondary school;
- To identify specific infrastructural deficits that hinder effective teaching and learning of Economics; and
- To suggest practical interventions and policies that can mitigate the identified challenges and enhance the overall quality of Economics education.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Can improvements in the school environment enhance teacher satisfaction and performance in Economics instruction?
- Does the quality of classroom infrastructure influence student performance in Economics?
- What are the demonstration, discussion and questioning techniques adopted in teaching Economics in senior secondary school?
- What is the specific infrastructural deficits that hinder effective teaching and learning of Economics?
- What are the environmental conditions affecting Economics education in urban and rural secondary schools?
- What are the policies that can mitigate the identified challenges and enhance the overall quality of Economics education?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: Availability of educational resources does not influence the comprehension and engagement of students in Economics
- H1: Availability of educational resources influences the comprehension and engagement of students in Economics
Hypothesis Two
- H0: Higher teacher morale and better working conditions do not significantly improve the effectiveness of Economics instruction in secondary schools
- H1: Higher teacher morale and better working conditions significantly improve the effectiveness of Economics instruction in secondary schools
1.7 Significance of Study
The study findings will provide valuable insights for educators, policymakers, and school administrators, guiding improvements in educational environments and outcomes. It will also illuminate how physical infrastructure impacts student performance in Economics. By identifying specific infrastructural elements that enhance or hinder learning, stakeholders can prioritize investments in school facilities to create more conducive learning environments.
Moving forward, this study will contribute to the broader discourse on educational quality and equity, emphasizing the critical role of school environmental factors in shaping academic success in Economics.
Furthermore, the research will shed light on the importance of educational resources. Access to updated textbooks, digital tools, and internet connectivity is crucial for engaging students and aiding comprehension, especially in a dynamic subject like Economics. The study will underscore the need for adequate resources, informing resource allocation and policy decisions.
1.8 Scope of the Study
The scope of this research is focused on the Effect of School Environmental Factors on Teaching and Learning of Economics in Secondary Schools in Enugu East Local Government Area, Enugu State.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
School Environmental Factors:
These refer to the various physical, social, and administrative elements within a school that influence the educational process. This includes infrastructure, availability of resources, school climate, and teacher working conditions (Earthman, 2002).
Physical Infrastructure:
The physical buildings, classrooms, facilities, and physical conditions of a school, including lighting, ventilation, seating, and overall maintenance, that provide the setting for teaching and learning activities (Lyons, 2001).
Educational Resources:
Materials and tools used to support teaching and learning, such as textbooks, computers, internet access, laboratory equipment, and other instructional materials that facilitate learning activities (Schneider, 2002).
School Climate:
It is the quality and character of school life, encompassing relationships among students, teachers, and administrators, as well as the overall atmosphere of the school. A positive school climate is characterized by mutual respect, safety, and support (Hoy & Miskel, 2012).
Teacher Morale:
It is the overall outlook, attitude, satisfaction, and confidence that teachers feel about their work. High teacher morale typically leads to increased motivation, job satisfaction, and teaching effectiveness (OECD, 2013).
Teaching Effectiveness:
The ability of teachers to successfully deliver educational content, engage students, and facilitate learning in a way that leads to improved student outcomes. Effective teaching in Economics involves clarity, engagement, and the ability to make complex concepts understandable (Stronge, 2018).
Student Performance:
The outcomes of student learning, often measured through grades, test scores, and overall academic achievement. in the context of Economics, student performance indicates how well students understand and can apply economic concepts and principles (Hanushek & Rivkin, 2010).
