Influence of School Facilities on Student’s Academic Performance in English Language in Rivers State (A Case Study of Khana L.G.A)
Chapter One
Objective of the study
The main objective of the study is the influence of school facilities on student’s academic performance in English language in Khana L.G.A of Rivers state. However, for the successful completion of the study, the following sub objectives were put forward by the researcher:
(i)To examine the relationship between the school facilities and the student academic performance.
(ii) To identify the impact of school facilities on the academic performance of the students in secondary schools.
(iii)To explore certain factors such as class size that have been perceived to promote or inhibit students learning in the academic process of students in secondary schools.
(iv)To investigate the extent to which the school location affects the academic performance of secondary school students.
CHAPTER TWO
Reviewed of related literature
Facilities and Student Achievement
“Learning is a complex activity that puts students’ motivation and physical condition to the test” (Lyons, 2002, p. 10). It has been a long-held assumption that curriculum and teaching have an impact on learning. However, it is becoming more apparent that the physical condition of our schools can influence student achievement. Earthman, Cash and Van Berkum (1996) recently found that 11th grade students in above standard buildings scored higher as measured by the Comprehensive Test of Basic Skills than did their counterparts attending class in substandard facilities. The National Priorities Project (2000) report indicates that Texas students follow the trend found in the study conducted by Earthman et al. (1996). In a Virginia study, Cash (1993) developed research that examined the impact of various factors of building condition on student achievement in a manner that controlled for socio-economic status of the students. Cash (1993) found that when socio-economicfactors were constant, facility condition had a significant correlation with student achievement. Specifically, Cash (1993) found that air conditioning, absence of graffiti, condition of science laboratories, locker accommodations, condition of classroom furniture, wall color and acoustic levels correlated with student achievement at a significant level when controlling for socio-economic status of students. Chan (1996) conducted a similar study of the impact of physical environment on student success. This study classified 165 Georgia schools into one of three categories: Modern Learning, Obsolete Learning, or Half Modern Learning Environment. Other than building age, differences in the three categories included lighting, color schemes, air control and acoustic levels (Chan, 1996). As one might expect, Chan (1996) found student achievement to be highest in Modern Learning Environments and lowest in Obsolete Learning Environments. Chan (1996) concluded that technologies and adaptabilities of modern environments better equipped students for success and that to ignore that fact was to disregard the physical difficulties of learning
School Size and Student Achievement
Knowing that building age can contribute to the deterioration of facility conditions does not, in itself, assist practitioners in the improvement of student achievement. Many other factors of facility design have been linked to academic success 20 of students. As enrollment numbers climb, the issue of school size becomes relevant to the task of improving student performance. School size questions came to the forefront after the Columbine disaster, where two students designed and carried out a violent plan undetected by the adults in the school (Kennedy, 2003a). Kennedy (2003a) notes that educators have been battling this disconnectedness that seems more prevalent at larger schools. Smaller schools have shown a greater capacity to develop personal connections among students and staff that tend to prevent violent or antisocial behavior (Yaunches, 2002). An issue related to school size is the ability for students and staff to establish personal links with one another and with the physical environment.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine influence of school facilities on students academic performance in english language in Rivers state. Selected secondary schools in Khana LGA form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain influence of school facilities on students academic performance in english language in Rivers state. Selected secondary schools in Khana LGA. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing an ainfluence of school facilities on students academic performance in english language in Rivers state.
Summary
This study was on influence of school facilities on students academic performance in english language in Rivers state. Selected secondary schools in Khana LGA. Three objectives were raised which included: To examine the relationship between the school facilities and the student academic performance, to identify the impact of school facilities on the academic performance of the students in secondary schools, to explore certain factors such as class size that have been perceived to promote or inhibit students learning in the academic process of students in secondary schools and to investigate the extent to which the school location affects the academic performance of secondary school students. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Khnaa LGA. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The school facilities are an important aspect of school business and also a valuable aspect of the educational institution because children cannot get desired benefit from the school. When children are not housed properly, if they do not have a playground, if they are taught in an unsafe environment or if the entire equipment provided are obsolete and of poor quality, teaching and learning will be ineffective. Inadequate or lack of good school facilities can limit educational programmes but when properly planned and made available, it can only enhance day to day learning process at the same time, allow for the introduction of technology in education in any school. Therefore, it promotes effective school climate and management. It enhances quality teaching and learning and boosts teachers’ and students moral. So it is clear to say that school facilities have great impact on the academic performance of secondary school students. Therefore, school administration with the help of parents and the government should ensure that only schools with equipped facilities will be allowed to operate or function.
Recommendation
- Government at all levels and private school owners should ensure that modern facilities are available and also ensures the usage to improve academic performance.
- Most of the facilities available are in poor state of disrepair. Hence, educational planners and school leaders should carryout extensive repairs, renovation, retrofitting and replacement of some major component.
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