Learning Environment and Mathematics Achievement of Secondary School Student

Learning Environment and Mathematics Achievement of Secondary School Student

CHAPTER ONE

Objectives of the Study

The following are the objectives of the study:

1. determine the impact of classroom building on the mathematics achievement of students in junior secondary schools in Lagos
2. determine the impact of adequate class furniture on the mathematics achievement of students in junior secondary schools in Lagos
3. ascertain the impact of small class population on the mathematics achievement of students in junior secondary schools in Lagos
4. ascertain the impact of the use of instructional materials on the mathematics achievement of students in junior secondary schools in Lagos

CHAPTER TWO

REVIEW OF RELATED LITERATURE

Theoretical Framework

The theoretical framework for this study is based on the theory of Stimulus -Response as propounded by Ivan Pavlov (1849 – 1936) and John Watson (1878-1958). Papalia, Feldman and Olds (2007) asserted that Stimulus- Response is a type of learning which is based on the association of stimulus that does not ordinarily elicit a particular response with another stimulus that does not elicit a response. While studying the functioning of the digestive system, Ivan Pavlov encountered an unforeseen problem. The dogs in his experiment salivated not only upon actually eating but also when they saw the food, noticed the man who usually brought it or even heard his footsteps. Pavlov began to study this phenomenon, which he called „conditioning.‟‟ Since the type of conditioning emphasized was a classical one quite different from the conditioning emphasized by other psychologists at the later stage, it has been renamed classical conditioning.

In one of his experiments, Pavlov kept a dog hungry for a few days and then tied it to the experimental table which was fitted with certain mechanically controlled devices. The dog was made comfortable and distractions were excluded as far as it was possible to do so. The observer himself remained hidden from the dog but was able to view the experiment by means of a set of mirrors. Arrangement was made to give food to the dog through an automatic mechanism. He also arranged for a bell to ring every time food was presented to the dog. When the food was put before the dog and the bell was rung, there was automatic secretion of saliva from the mouth of the dog. The activity of presenting the food accompanied with the ringing of the bell was repeated several times and the amount of saliva secured was measured.

After the several trials the dog was given no food but the bell rung. In this case also, the amount of saliva secreted was recorded and measured, it was found that even in the absence of food (the natural stimulus), the ringing of the bell (an artificial stimulus) caused the dog to secret the saliva (natural response).

The above experiment thus, brings to light four essential elements of conditioning process. The first element is a natural stimulus, technically known as unconditioned stimulus (US) that is food. It results in a natural response called the unconditioned response (UR). This response constitutes the second element. The third element is artificial stimulus that is the ringing of the bell which is technically known as a conditioned stimulus (CS). It is substituted for the natural stimulus (food). To begin with, the conditioned stimulus does not evoke the desired response, (CR). The fourth element is the chain of the conditioning process. However, as a result of conditioning, one learns to produce behaviours in the form of a conditioned response to the conditioned stimulus.

The theory of conditioning as advocated by Pavlov, thus, considers learning as habit formation and is based on the principle of association and substitution. It is simply a stimulus-response type of learning where in place of a natural stimulus like food, water etc., and an artificial stimulus like the sound of a bell, sight of light of a definite colour, etc, can evoke a natural response. When both the artificial or natural stimulus (ringing of bell) and the natural stimulus (food) are brought together several times, the dog becomes schooled or conditioned to this situation. A perfect association occurs between the types of stimuli presented together. As a result, after some times, the natural stimulus can be substituted or replaced by an artificial stimulus and this artificial stimulus is able to evoke the natural response.

Supporting Pavlovs‟ ideas on conditioned responses, through his experiments, Waston tried to demonstrate the role of conditioning in producing as well as eliminating emotional responses such as fear. In one of his experiments, Watson took an eleven-month old child named Albert as his subject. The baby was given a rabbit to play with. The baby liked it very much and was pleased to touch its fur. He carefully observed the pleasant responses of the baby. After some times, in the course of the experiment, as soon as the baby touched the rabbit, a loud noise was produced to frighten the baby. The loud noise was repeated every time he tried to touch the rabbit, and this gave rise to a fear response. After some times the baby began to fear the rabbit, even when there was no loud noise hence it touched the rabbit. In this way, the baby learned to fear the rabbit through conditioning.

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CHAPTER THREE

RESEARCH METHODOLOGY

Research Design

A quasi-experimental research design, involving a pre-test, post-test and non-equivalent research design groups was used for the study. This type of research design is appropriate for studying how the peculiarities of a learning environment would affect the performance of different students groups at the secondary school level. In other words, the research design is appropriate to the type of research conducted which is largely an evaluation. The purpose of using this design agreed with Kolo (2003) who says that “experimental is to investigate possible cause and effect as well as relationship between two or more variables by the application of treatment which cannot be resolved by observation or description”. Pp 6

CHAPTER FOUR

DATA ANALYSIS AND RESULTS

Analysis

In data analysis, descriptive statistics such as mean and standard deviation were employed to explain the research questions, while inferential statistic such as t- test was used in testing the hypotheses.

Descriptive Analysis

The descriptive statistics were presented by way of answering research questions as follows:

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

This study examined the Impact of Learning Environment on the Mathematics achievement of students in  in Junior Secondary Schools in Lagos State. The study comprised background to the study that highlighted variables such as the concept of education, learning environment vis-a-vis mathematics achievement, meaning of , meaning of performance and objectives of secondary education. This was followed by statement of the problem, objectives of the study, research hypotheses, basic assumptions, significance of the study, scope and delimitation of the study.

Review of related literature was carried out to provide the practical basis for data interpretation and major findings of the study. The review was on the following sub-headings: introduction, theoretical framework, concept of learning environment, relevance of learning environment, component of learning environment, concept of mathematics achievement, learning environment and mathematics achievement, how to evaluate mathematics achievement, empirical studies and summary.

Conclusion

This study has shown a positive and significant relationship between the physical characteristics of the school such as classroom buildings, furniture, instructional facilities and students‟ mathematics achievement in junior secondary schools in Lagos State. This is an indication that these facilities in secondary schools should be a prime concern of the education stakeholders in the state and the nation in general. However, the extent to which students‟ learning could be enhanced depends on the structure of their classroom, availability of the classrooms, instructional facilities and accessories. It is believed that conducive learning environment with available school facilities will gear up expected outcomes of education that will facilitate good social, political and economic emancipation, effective teaching and learning process as well as academic achievements of students.

Hence it has been established that facilities are potent to greater academic achievement of students. Therefore, it requires prompt attention on the part of the education stakeholders in Lagos State and the nation in order to improve the poor condition of learning environment and academic situation of secondary schools from its present state. Moreover, there are some facilities that can be improvised by the teachers in order to facilitate teaching and learning, hence such facilities should be improvised by the teachers.

Recommendations

Based on the conclusion drawn, the following recommendations were made:

1. Government and other education stakeholders should make concerted efforts to provide adequate classroom building and renovate the existing dilapidated structures in public secondary schools. This would help to reduce the problem of school overcrowding and it would go a long way to create enabling teaching and learning
2. Education stakeholders should endeavour to provide adequate class furniture (chairs and lockers or desk) in public secondary schools and students should be oriented on how to maintain these facilities because most a time‟s students destroy these facilities by
3. Small class population should be maintained in public secondary schools and the population of students admitted into public schools should depend on the available space and facilities. Because, there is need to make the number of students to be taught in the class to be moderate, so that the teacher would be able to manage the class effectively and give individual attention to students where
4. Adequate instructional materials should be made available in public secondary schools and teachers should be encouraged to be using instructional materials in the course of presenting their lessons and they should be made to update their knowledge and skills in improvisation of instructional materials through seminars, workshops and conferences organized by government and professional

Contributions to Knowledge

The study contributes to knowledge in the following areas:

1. Positive learning environment encourages students‟ motivation to learn and improve in their academic
2. Conducive learning environment helps teachers to achieve their instructional objectives
3. Recommendations were made for a more proactive approach that would facilitate provision of adequate facilities in our public secondary schools in Nigeria and Lagos State in
4. The study had revealed the picture of poor condition of facilities in public schools and urgent attention is needed to put it in proper condition or else it gets to total

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