Full Project – ENVIRONMENTAL FACTORS AS DETERMINANT OF STUDENT’S ACADEMIC PERFORMANCE IN EGOR LOCAL GOVERNMENT AREA

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ABSTRACT

This research work centered on the Environmental factors as determinant of student’s academic performance in Egor local government area. This study was aimed at finding how school environment has an effect on academic performance on students. The researcher made effort to review books, journals and other materials relating to the different headings incorporated in the literature review. The study population for this study composed of 80 students in four public secondary schools in Oredo local government area, Edo state. The instrument used to collect data for this study was questionnaire. The data was analyzed through SPSS computer package. The result obtained indicate that a significant relationship exist between school environment and academic performance.

CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

Academic performance is influenced by various factors, including environmental factors. These factors refer to the physical, social, and cultural aspects of a student’s surroundings that can impact their learning experience. Understanding the role of environmental factors in academic performance is crucial for educators and policymakers to create conducive school environments. Understanding the influence of environmental factors on students’ academic performance can help educators and policymakers develop targeted interventions and strategies to improve educational outcomes. By creating supportive physical, social, and cultural environments both at school and home, students can be better equipped to succeed academically (Ajao 2001).

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 three researchers, also quoted Glassman (1994), asserting that a comfortable and caring environment among other treatments helped to contribute to students` academic performance.

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 is to examine the aforementioned areas of school environment as it affect students performance in Nigerian schools.

One important environmental factor is the physical environment of the school. Factors such as classroom design, lighting, temperature, and noise levels can significantly affect students’ concentration and overall academic performance. For example, a well-lit and quiet classroom can enhance students’ focus and productivity.

Another significant environmental factor is the social environment. Peer relationships, teacher-student interactions, and school culture can all influence students’ motivation, engagement, and academic outcomes. Positive social interactions and supportive relationships with teachers and peers can foster a conducive school environment.

Cultural factors also play a role in students’ academic performance. Cultural norms, values, and expectations can shape students’ attitudes towards education and their motivation to succeed academically. For instance, in some cultures, academic achievement is highly valued and prioritized, leading to higher academic performance.

Additionally, the home environment is a crucial determinant of students’ academic performance. Factors such as parental involvement, socioeconomic status, and access to educational resources at home can impact students’ learning opportunities and outcomes. A supportive home environment that encourages learning and provides necessary resources can positively influence academic performance.

1.2       Statement of the Problem

A student faces a lot of problem in the course of his educational pursuit. These problems are multifaceted. The research is concerned with the influence of the school environment with special reference to student’s academic attainment and possible solution to the problem. The alarming poor performance in examination is definitely of great concern to the researcher who sees the study as inevitable.

It is noted that students’ performance at junior secondary school level at private and public schools differs due to environmental constraints.

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. However, little is known on the Environmental factors as determinant of student’s academic performance in Egor local government area in junior secondary school in Oredo Local government area of Edo State.

1.3      Objectives of the Study

The purpose of the study is to Environmental factors as determinant of student’s academic performance in Egor local government area. The following are the objectives of the study:

1. determine the effect of classroom building on the performance of students in junior secondary schools in Edo State.
2. determine the effect of adequate class furniture on the performance of students in junior secondary schools in Edo State.
3. ascertain the effect of small class population on the performance of students in junior secondary schools in Edo State
4. ascertain the effect of the use of instructional materials on the performance of students in junior secondary schools in Edo State.

1.4      Research Questions

The following questions are raised with regard to this research:

1. what is the effect of classroom building on the performance of students in junior secondary schools in Edo State?
2. what is the effect of the provision of adequate class furniture on the performance of students in junior secondary schools in Edo State?
3. what is the effect of small class population on the performance of students in junior secondary schools in Edo State?
4. what is the effect of the use of instructional materials on the performance of students in junior secondary schools in Edo State?

1.5      Research Hypotheses

The following are the research hypotheses:

1. there is no significant difference in the performances of students taught in classroom buildings and those in dilapidated buildings in Edo State.
2. There is no significant difference in the performances of students taught in class with adequate furniture and those without furniture in Edo State.
3. there is no significant difference in the performances of students taught in a small class population and those in a large class population in Edo State.
4. there is no significant difference in the performances of students taught using instructional materials and those taught without instructional materials in Edo State.

1.6       Significance of the Study

It is hoped that this study would 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.

Also, this work would serve as a stepping stone to other researchers, who are looking for better ways to solve the problem of school environment and students’ academic performance in junior secondary school in business study, a case study of selected Junior Secondary schools in Oredo Local Government Area of Edo State.

1.7       Scope of the Study

The study examines Environmental factors as determinant of student’s academic performance in Egor local government area. The scope of this work is to cover four selected schools under Oredo Local Government Area.

The subjects of this study are junior school.

It is hoped that the findings made in these areas would serve as a useful pointer to what occurs in other areas of the state and in other part of the federation knowing fully well that students encounter different environmental constraint.

1.8       Definition of Term

Environmental factors: Environmental factors refer to the physical, social, and cultural conditions in which individuals live and interact. These factors can include things like air and water quality, access to resources and amenities, social support networks, and cultural norms and values. They can have a significant impact on an individual’s health, well-being, and overall quality of life.

Academic performance: When it comes to student academic performance, environmental factors can play a crucial role. Students spend a significant amount of their time in various environments, such as their homes, schools, and communities. These environments can either support or hinder their academic success.

School environment: Similarly, the school environment also plays a vital role in a student’s academic performance. Factors such as the quality of teaching, availability of resources, class sizes, and school culture can all influence a student’s motivation, engagement, and achievement in school.

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