SCHOOL ENVIRONMENT AND PUPILS ACADEMIC PERFORMANCE IN BASIC SCIENCE
TABLE OF CONTENTS
Title Page
Certification
Dedication
Acknowledgments
Abstract
Table of Contents
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Delimitation of the Study
1.7 Limitation of the Study
1.8 Definition of Terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
CHAPTER THREE: RESEARCH METHODS
3.1 Area of the Study
3.2 Research Design
3.3 Population of the Study
3.4 Sample and Sampling Technique
3.5 Instrument for Data Collection
3.6 Validation of the Instrument
3.7 Reliability of Instrument
3.8 Administration of the Instrument
3.9 Method of Data Analysis
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Data Analysis
4.2 Discussion of Findings
CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary
5.2 Recommendations
5.3 Conclusion
5.4 Suggestions for further Study
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Indeed, the quest for a functional education has generated concerns among stake-holders in our educational system. This has necessitated various research approaches into the myriads of challenges bedeviling the teaching – learning process in schools with a view to improving the quantity and quality of teaching and learning.
However, most of these research efforts have been directed on the teachers who are the major drivers of the educational process with little or no consideration on the school environment.
Although, there are an unending list of problems which confront our educational system, one should not rollout the influence of the environment.
However, one of the factors which affect the quality of instruction in schools is the teaching-leaning environment. The environment which is generally regarded as our total surrounding consists of numerous educational resources which teachers and learners can harness for effective teaching and learning (Bosede, 2014).
SCHOOL ENVIRONMENT AND PUPILS ACADEMIC PERFORMANCE IN BASIC SCIENCE
In fact, a well – organized, well swept, clean school environment gives some euphoric (pleasant) facility to learners. A disorganized, dirty, filthy learning environment elicits an unpleasant feeling readily pots the learners into a learning mood; an unpleasant abhorring feeling does not easily do this.
Accordingly, physical facilities in the school environment do contribute a great deal to the instructional process. Observations have shown that where facilities are adequately provided, class instruction and control is made easier for the teacher. For instance, when the classroom is spacious enough and has chairs and tables to accommodate every learner there is no need for pupils to struggle for chairs and tables with a spacious room and good ventilation learners feel comfortable physically (Gbaiye, 2018). Such condition contributes to good concentration and effective learning.
However, when a classroom is relatively small and overcrowded with every pupil vying for space in addition to bad ventilation and short supply of chairs and tables, learners behave in all forms of negative ways so as to survive. They struggle for chairs and tables and feel uncomfortable even when seated because two pupils may be struggling for space on a chair; they show irritating, uneasy behaviour because of the unfavourable conditions of the learning environment. Thus, such inappropriate conditions encourage aggressive behaviours and lack of concentration form the pupils (Ogwuazor, 2018).
Nevertheless, apart from immediate environment of the school, the external environment of the school equally exert on influence on the general activities of the school. Thus, most schools location does not enhance quality instruction. Some schools are sited in a noisy environment. Some are so interior without good access roads for effective supervision and provision of modern educational facilities.
The quality and quantity of learning in such schools cannot therefore rise above the environmental conditions with and adverse effect on pupil’s school environment to promote effective teaching and learning. Therefore, this study was to examine school environment and pupils academic performance in Basic Science
1.2 Statement of the Problem
Without reservation, it has been observed with dismay the continuous decline in the level of pupil’s academic performance in school. However, the abysmal performance of pupils in the different school subjects including Basic Science has become worrisome and a source of concerns to relevant state-holders in the educational sector.
Although, effort have been made to improve the quality of instruction in schools by way of research, not much seems to have been made towards examining the influence of the school environment on the learning ability and performance of pupils in school. It is against this background therefore, that this study “School Environment and Pupils’ Academic Performance in Basic Science” becomes imperative.
1.3 Purpose of the Study
The main purpose of this study was to examine school environment and pupils’ academic performance in Basic Science in Ikono Local Government Area. Specifically, the objectives of the study included to;
(i) Investigate the influence of school location on pupils’ academic performance in Basic Science.
(ii) Investigate the influence of school instructional facilities on pupils’ academic performance in Basic Science.
1.4 Research Questions
The following research questions were raised in line with the specific objective of the study.
(i) To what extent is the influence of school location on pupils academic performance in Basic Science?
(ii) To what extent is the influence of school instructional facilities on pupils academic performance in Basic Science?
1.5 Research Hypotheses
The following null hypotheses were formulated in line with the specific objectives of the study.
(i) The environment a school is located has no significant influence on pupils academic performance in Basic Science in Ikono Local Government Area.
(ii) Instructional facilities within the school have no significant influence on pupils’ academic performance in Basic Science in Ikono Local Government Area.
1.6 Significance of the Study
It is anticipated that the findings of this study would be of immense benefit to all and sundry (stake-holders) in the educational sector. Particularly, Government, teachers, educational planners and policy makers, and researcher in the following ways:
(i) Firstly, it would reveal the influence of school environment on the teaching – learning process in schools
(ii) Secondly, it would reveal the extent to which school location, instructional facilities influence the quantity and quality of instruction in schools.
(iii) Also, it would add to the body of existing literature on school environment in relation to pupils’ academic performance in schools.
(iv) Finally, the findings of the study would serve as a spring-board and a reference materials for further research on school environment and its attendant influence on pupils’ academic performance not only in Basic Science but other school subjects.
1.7 Delimitation of the Study
The study was delimited to school environment and pupils’ academic performance in Basics Science in Ikono Local Government Area. Analysis was on primary five (5) pupils in the area of the study.
Operational Definition of Terms
The following term used in this study were operationally defined by the researcher as given below:
School Environment: In brief, the totality of the surrounding of the school.
Instructional Facilities: All the facilities within the school system which aid the teaching learning.
Academic Performance: In brief, the performance of the pupils in the different school subject as examined through tests and examinations.
Conclusion
It is an indisputable fact that the success of the teaching – learning process depends to a large extent on the total environment quality of the school, as no meaningful learning can take place in an unstable school climate. However, based on the findings of this study, it could be concluded that school environment has a significant influence on pupils’ academic performance in Basic Science.
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