STUDENTS PERCEPTION OF LEARNING ENVIRONMENT IN UNDERGRADUATE PROGRAMMES: A COMPARATIVE STUDY OF PUBLIC AND PRIVATE TERTIARY INSTITUTION IN EDO STATE
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STUDENTS
PERCEPTION OF LEARNING ENVIRONMENT IN UNDERGRADUATE PROGRAMMES: A COMPARATIVE
STUDY OF PUBLIC AND PRIVATE TERTIARY INSTITUTION IN EDO STATE
ABSTRACT
This study
comparatively explores the learning environment in undergraduate programmes of
private and public universities. Using the Statistical Package for the Social
Sciences 20.0, this study adopts the Independent T-test to analyze if
significant differences exist in the perceptions of the learning environment
held by students from four (2 public and 2 private) tertiary institutions in
Edo State, Nigeria. The study tested for significant differences in the
perceptions of students from private and public institution on five dimensions
of the learning environment namely: campus environment and physical
infrastructure; classroom management and
structure; teacher-students relationship; quality of instructional
procedure and materials; and motivational impact of the learning environment.
Results shows that students from private tertiary institutions and students
from public tertiary institutions have markedly different perceptions of the
five components of learning environment tested for. Thus, it was the
recommendation of the study that benchmarks on good quality of campus
environment and physical infrastructure, as well as classroom management and
structure should be developed and statutorily enforced, in order to close the
huge gaps in service delivery between private and public institutions in the
country. Also, exchange programs between public and private institutions within
same geographical area should be developed, as a way to integrate students from
both institutions.
TABLE OF
CONTENTS
CHAPTER ONE:
INTRODUCTION
1.1 Background to the Study
1.2 Statement of Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Hypotheses of the Study
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Definition of Terms
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
2.2 Conceptual Clarifications
2.2.1 What is Students’ Perception?
2.2.2 Overview on Learning Environment:
Definitions and Components
2.3 An Overview of Learning Environment in
Nigerian Institutions of Learning
2.4
Implications of the Learning Environment For Learning Outcomes: A Review of
Relevant Literature
2.4.1 Physical Infrastructure and Campus
Environment
2.4.2 Classroom Management and Structure
2.4.3 Teacher and Student Relationship
2.4.4 Quality of Instructional Procedure and
Materials
2.4.5 Influence of Learning Environment on Student
Motivation
2.5 Review of Relevant Literature on
Students’ Perception of Learning Environment: Comparative Differences and
Implications for Student Learning Outcome and Performance
2.5.1 Differing Perceptions Among Student Groups
2.5.2 Students’ Perceptions and Learning Outcomes
CHAPTER
THREE: RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Study Population
3.4 Sample and Sampling Technique
3.5 Data for the Study: Instrumentation
3.5.1 Instrumentation
3.5.2 Validity of Instrument
3.6 Method of Data Analysis
CHAPTER
FOUR: PRESENTATION OF RESULTS AND ANALYSIS
4.1 Introduction
4.2 Socio-Demographic Analysis
4.3 Analyzing Research Questions and Test of
Research Hypotheses
4.3.1 Analyzing Research Question One and
Hypothesis One
4.3.2 Analyzing Research Question Two and
Hypothesis Two
4.3.3 Analyzing Research Question Three and
Hypothesis Three
4.3.4 Analyzing Research Question Four and
Hypothesis Four
4.3.5 Analyzing Research Question Five And
Hypothesis Five
4.4 Discussion of Findings
CHAPTER
FIVE: SUMMARY OF FINDINGS, RECOMMENDATIONS AND CONCLUSION
5.1 Introduction
5.2 Summary of Findings
5.3 Policy Recommendations
5.4 Conclusion
Bibliography
Appendix I:
Questionnaire
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Graetz
(2006) asserts that all learning takes place in a physical environment with
quantifiable and perceptible physical characteristics, be it in a large lecture
hall, underneath a tree, or in front of a computer screen. Lizzio, Wilson and
Simons (2002) identified the learning environment as a major variable in the
interacting system of the learning process.
Learning
environment and how it is perceived by the students or learners have been
identified as having major influence on both learning processes and outcomes.
In this regard, Frenzel, Pekrun and Goetz (2007) reports that numerous studies
have clearly demonstrated the significant relationship between perceived
learning environment and student achievement. Randhawa and Michayluk (1974)
attribute much of the reliable variance in student performance to the aptitude
of the learner and the environment of learning. In the view of Zhu, Valcke,
Schellens and Li (2009), the quality of student learning seems to be closely
related to their perceptions of the learning environment.
In view of
the foregoing, recent years have witnessed an increasing global interest and
concern among all educational stakeholders regarding the role of learning
environment in education cutting across all levels, from the most basic level
of learning, to to the most advanced levels of tertiary education.
The
increasing interest in learning environment stems mainly from the fact that the
learning environment holds multidimensional implications for various aspects of
student learning processes and outcomes. Students motivation and interest,
emotional and behavioral disposition of students towards learning, academic
performance and achievement have been established as areas on which the
learning environment exerts considerable influence (Wei & Elias, 2011;
Ludtke, Robitzsch, Trautwein, & Kunter, 2009; Victorian Institute of
Teaching, 2007).
In my own
personal experiences, I’ve come across people who wanted to study in a
particular tertiary institution of learning because of the school’s physical
environment in terms of the size, layout, buildings and even student
population. In contrast, some people detested some institutions in view of the
school’s physical environment in terms of smaller school size, unattractive
layout, fewer buildings and smaller student population. This is because
students’ assessments of openness and comfort of the university’s learning
environment, as well as with the social environment within the university,
features prominently in the students’ choice of tertiary institution of
learning.
In Nigeria,
the terms “public” and “private” stands in sharp contrast to each other, both
having implications for efficiency and effectiveness in whatever the
organizations are into. A sector in which this is more glaring is the nation’s
educational sector, wherein a clear dividing line exists between private and
public institutions of learning across all levels. The private learning
institutions are synonymous with efficiency while the public learning
institutions are synonymous with inefficiency.
A relevant
question that emanates from the ongoing discourse is: Does the type of academic
environment within which students are asked to learn (e.g. workload, teaching
quality, physical classroom environment) have any real impact on how they
approach their learning and the quality of the outcomes they are able to
achieve? Another relevant question is: Will students ‘do well’ and ‘not so
well’ irrespective of their environments?
Learning
environments of private learning institutions are generally acclaimed to be
relatively more positive than that of public learning institutions (Chandler,
Nolin & Zill, 1993). It is possible that studying in a private or public
tertiary institution of learning makes different demands on the students
attending these institutions.
In view of
the increased calls for public-private partnership especially in the education
sector, calls for increased efficiency of the public education sector and
proliferation of private tertiary institutions in Nigeria, it is important to
know to the extent of the discrepancies in learning environment, how these
discrepancies are looked upon by the students, and the impact of these
perceptions on various aspects of learning processes and outcomes of the
students. This is the basic aim of this research study.
1.2 STATEMENT OF PROBLEM
In the view
of Abraham, Ramnarayan, Vinod and Torke (2008), the quality of educational
environment has been identified to be crucial for effective learning. Most
Nigerians, especially students will expect learning institutions to be orderly
and well-functioning, thus providing a favorable learning environment.
Prevailing
reality in most learning institutions in Nigeria is a far cry from the
expectations of stakeholders, mainly parents and students in view of non-conducive
learning environment and how schools have even become a breeding ground for
violence, antisocial behaviour and other vices, as well as the progressive fall
of academic standards. In fact, the environment in most schools are very
deplorable and demotivating and as such, do not really foster meaningful and
active learning.
While the
private tertiary institutions can offer a relatively more positive learning
environment (usually because of smaller student population who can afford the
very high tuition and accompanying fees), the learning environments of public
tertiary institutions are a testimony of neglect compounded by the huge demand
on existing facilities by a large and rapidly increasing student population.
As a result
of the foregoing, better classroom organisation, improved lecturer-student
relationship (stemming from better lecturer-student ratio) better hostel and
living conditions are to be expected in private tertiary institutions of
learning. In contrast, classroom organisation in public schools are
characterized by overcrowded classrooms, broken boards and chairs, absence of
or poor public address systems as well as disruptive behaviour during lessons.
Most hostels in public tertiary institutions of learning are in very deplorable
and dehumanizing conditions, largely as a result of rising demand on facilities
without commensurate maintenance and expansion of physical infrastructure.
The academic
environments of public and private institutions of higher learning constitute a
significant aspect of student experiences during the duration of their
undergraduate programmes. Thus, such a sharp contrast in learning environments
as perceived by the students could have huge implications for students’
learning processes and learning outcomes. Identifying these perceptions
comparatively is the basic purpose of this study.
Current
literature on learning environment especially at the university level reflects
the perspectives of the educators (school administrations and lecturers)
implying a teacher-centered view of the classroom environment, with little
focusing on the perspective of the student (Khaldi and Khatib, 2014). The above
trend holds true for Nigeria, wherein studies into students’ perception are
relatively scarce, in view of the teacher-centredness of the nation’s education
processes. This is a major gap this study intends to fill. Also, comparative
studies into the nation’s public and private institutions of higher learning
since the emergence of private tertiary institutions in Nigeria are almost
non-existent. This is another research gap that the study intends to fill.
1.3 OBJECTIVES OF THE STUDY
The primary
purpose of this study is to comparatively investigate student perceptions of
the learning environment in undergraduate programmes of public and private
institutions of higher learning. In this regard, this study specifically aims
to:
Determine if
significant discrepancies exist between students in public tertiary
institutions and private tertiary institutions in their perceptions of their
campus environment and physical infrastructure.
Ascertain if
significant discrepancies exist between students in public tertiary
institutions and private tertiary institutions in their perceptions of the
classroom management and structure provided by the learning environment.
Establish if
significant difference exist between public and private institution students in
their perceptions of the teacher-students relationship.
Establish if
significant difference exist between public and private institution students in
their perceptions of the quality of instructional procedure and materials.
Ascertain if
significant difference exist in the perception of students on the impact of the
learning environment on students’ motivation and desire to learn in public and
private institutions of higher learning.
1.4
RESEARCH QUESTIONS
In order to
guide this study, the following research questions were asked:
Are there
significant discrepancies between students in public tertiary institutions and
private tertiary institutions in their perceptions of campus environment and
physical infrastructure?
Are there
significant discrepancies in the way classroom management and structure
provided by the learning environment is perceived by students in public
tertiary institutions and private tertiary institutions?
Is there a
significant difference between public and private institution students in their
perceptions of the teacher-students relationship as a component of the learning
environment?
Is there a
significant difference between public and private institution students in their
perceptions of the quality of instructional procedure and materials as
components of the learning environment?
Is there a
significant difference in the perception of students on the impact of the
learning environment on students’ motivation and desire to learn in public and
private institutions of higher learning?
1.5 HYPOTHESES OF THE STUDY
In order to
achieve our research objectives, the following research hypotheses were
formulated and presented in the null form:
H01: There
is no significant difference between students in public tertiary institutions
and private tertiary institutions in their perceptions of campus environment
and physical infrastructure.
H02: There
are no significant discrepancies in the way classroom management and structure
provided by the learning environment is perceived by students in public
tertiary institutions and private tertiary institutions.
H03: There
is no significant difference between public and private institution students in
their perceptions of the teacher-students relationship as a component of the
learning environment.
H04: There
is no significant difference between public and private institution students in
their perceptions of the quality of instructional procedure and materials as
components of the learning environment.
H05: There
is no significant difference in the perception of students on the impact of the
learning environment on students’ motivation and desire to learn in public and
private institutions of higher learning.
1.6
SIGNIFICANCE OF THE STUDY
The
relevance of this study primarily emanates from its focus on students
perceptions as critical components of the teaching-learning process. In this
regard, this study adds to the slim body of research literature on the
perception of the student group as a reference point for future researchers.
Thus, this research work is expected to be of benefit to researchers in similar
investigations and analysis.
The
significance of this study is further reinforced by its comparative nature
involving both private and public institutions of higher learning. This is in
view of the fact that students’ perceptions are constantly changing and differ
between different groups of students, as a result of diverse personal
characteristics and different individual histories that inform individual
differences in students’ perceptions.
Also,
results and recommendations of the study will form critical inputs for decision makers, policy
actors and school administrations in both the private and public sectors, in
adjusting existing learning environments as well as developing new learning
environments that foster active and meaningful learning among Nigerian
undergraduates.
1.7 SCOPE OF THE STUDY
The scope of
this research study covers all students of undergraduate programmes of both
public and private institutions of higher learning in Edo State, Nigeria. In
this regard, students are drawn from two private and public institutions each.
1.8 DEFINITION OF TERMS
In the
context of this study, the following terms are the operational definitions were
adopted.
Students’
Perceptions: These are the beliefs or opinions that students have or formulate
result of result of direct experiences in the educational context. It is the
understanding, mental frame of reference or conclusions acquired by students in
their interactions within the academic or educational system.
Learning
Environment: The learning environment is the context in which the student works
or where learning takes place, consisting of the physical classroom, materials
for learning, instructional processes, teacher-student relationships and
student-student relationships.
Undergraduate
Programmes: It includes all the post-secondary academic programs in various
disciplines offered by post-secondary learning institutions, up to the level of
a bachelor’s degree in Nigeria.
Comparative
Study: A systematized endeavor or effort to compare items, cases or events,
with an eye toward identifying points that the items, cases or events hold in
common, along with citing areas where they differ.
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