1.1 Introduction
The school environment has broad influence on students’ learning and growth, including a significant aspect of their social, emotional and ethical development. When students find their school environment supportive and caring, they are less likely to become involved in substance abuse, violence and other problem behavior. The research indicated that supportive schools foster these positive outcomes by promoting students sense of connectedness, belongingness or community. These terms are used interchangeably here to refer to students’ sense of being in a close, respectful relationship with peers and adult at school. Students who experience their school as a caring community become more motivated, ambiguous and engage in their learning. In particular, students’ active connection with teachers and their perceptions that teachers care about them are what stimulate their effort and engagement (Eric, 2005).
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
The school environment, which include the classrooms, libraries, technical workshops, laboratories, teachers’ quality, school management, teaching methods, peers, etc are variables that affect students’ academic achievement (Ajayi, 2001 and Oluchukwu, 2000). Hence, the school environment remains an important area that should be studied and well managed to enhance students’ academic performance. The issue of poor academic performance of students in Nigeria has been of much concern to the government, parents, teachers and even student themselves. The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the school environment (Ajao 2001).
School environment which include instructional spaces planning, administrative places planning, circulation spaces planning, spaces for conveniences planning, accessories planning, the teachers as well as the students themselves are essential in teaching-learning process. The extent to which student learning could be enhanced depends on their location within the school compound, the structure of their classroom, availability of instructional facilities and accessories. 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 and learning process and academic performance of the students.
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 (aspect of instructional space), School facilities (accessories) were significantly related to students’ academic performance in schools.
The physical characteristics of the school have a variety of effects on teachers, students, and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms, and inconsistent temperatures make teaching and learning difficult. Poor maintenance and ineffective ventilation systems lead to poor health among students as well as teachers, which leads to poor performance and higher absentee rates (Frazier, 2002 Lyons, 2001; and Ostendorf, 2001). These factors can adversely affect student behavior and lead to higher levels of frustration among teachers, and poor learning attitude among student.
Beyond 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, combined with frustrating behavior by students including poor concentration and hyperactivity, lethargy, or apathy, creates a stressful set of working conditions for teachers. Because stress and job dissatisfaction are common pre-cursors to lowered teacher enthusiasm, it is possible that the aforementioned characteristics of school facilities have an effect upon the academic performance of students.
Previous studies have investigated the relationship of poor school environment including problems with student-teacher ratio, school location, school population, classroom ventilation, poor lighting in classrooms, and inconsistent temperatures in the classroom with student health problems, student behavior, and student achievement (Crandell & Smaldino, 2000; Davis, 2001; Johnson, 2001; Lyons, 2001;Moore, 2002; Stricherz, 2000; Tanner, 2000). To complement these studies, the present research will examine the aforementioned areas of school environment as it affect students performance in Nigerian schools.
1.3 Statement of Problems
Investigation revealed that the high levels of students’ academic performance may not be guaranteed where instructional space such as classrooms, libraries, technical workshops and laboratories are structurally defective.
The importance of school environment to students academic performance, Oluchukwu, (2000) asserted school environment is an essential aspect of educational planning, he went further to explain that unless schools are well suited, buildings adequately constructed and equipment adequately utilized and maintained, much teaching and learning may not take place. However, little is known on the impact of school environment on students’ academic performance in an urban city like Lagos State.
1.4 Aim and Objectives of Study
The aim of the study is to scrutinize the Influence of School Environment on the Academic Performance of Secondary School Students. In achieving this aim, the following specific objectives were laid out as follows:
- To investigate the extent to which school location affects the academic achievement of secondary school students;
- To examine the impact of school facilities on the academic performance of students in the secondary school;
- To examine the relationship between school environment and the student academic performance; and
- To explore factors such as class size that have been perceived to promote or inhibit students learning in the academic process of students in secondary school.
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:
- Is there any relationship between school environment and the student academic performance?
- To what extent do school facilities affect student performance in secondary school?
- To what extent does school location has on the achievement of secondary school students?
- What effect does class size has on the academic performance of students in secondary school?
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.
- H01: There is no significant difference between school environment and the student academic performance
- H02: There is no significant difference between school facilities and academic performance of students
- H03: There is no significant difference between class size and academic performance of students
- H04: There is no significant difference between school location and academic performance of students
1.7 Significance of Study
It is hoped that this study will provide information for parents, educators and school administrators to reflect upon various factors that help students in achieving their academic goals. In so doing, they can investigate the possibility of introducing those factors to their school, which may consequently lead to enhancing students’ educational outcomes in school.
In addition, the fact that this study is conducted in public schools, it shares quite a lot of similarities with many other counterparts. In this connection, this study provides a valuable reference for other schools to reflect upon the school environment as it affect the academic performance of student in secondary school.
1.8 Scope of Study
The scope of the research is focused on the Influence of School Environment on the Academic Performance of Secondary School Students in some selected schools. This research work covers all public secondary schools students in Agege Local Government Area of Lagos State. However, four public secondary schools will be used as case study.
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.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- 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 Research Methodology
A descriptive research design will be use in carrying out this study. The sample for this study constitutes two hundred (200) respondents. For this research work, random sampling technique will be used. This study will be restricted to the categories of students the researcher considered essentially relevant to issues being investigated. Simple percentage statistical analysis will be used for the study.
1.11 Definition of Terms
School:
A school is an institution designed for the teaching of students (or “pupils”) under the direction of teachers
School Environment:
A school’s physical environment includes the school building and the surrounding.
Academic Achievement:
Knowledge attained or skills developed in school subjects by test scores.
Secondary School
It is a term used to describe an educational institution where the final stage of schooling, known as secondary education and usually compulsory up to a specified age, takes place. It follows elementary or primary education, and may be followed by university (tertiary) education.
