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SCHOOL PLANT
PLANNING AND EFFECTIVE LEARNING IN SECONDARY SCHOOL SYSTEM
CHAPTER ONE
INTRODUCTION
1.1Background
to the Study
Education is
believed to be the veritable machinery for the development of a country. This
is because of the roles played by educated people in the development of
science, social - economic and political structure to improve the individual,
families and making the society a batter place to live. In the light of these
values, education today must prepare the child to function effectively as an
adult in the 21st century. However, Nigerian schools are the least ready to
adapt to the onslaught of new information and practices accumulating on daily
basis due to the challenges ranging from industrial actions of academic staff,
poor school plant planning, lack of fund for infrastructural development and a
host of others. This is evident in the suggestion that teachers are handicapped
by inadequate training and facilities which made it difficult for the teachers,
to prepare students for the new development. The school plant themselves which
provide accommodation for teachers and the learners hinder rather than enhance
good teaching practices (Aloga, 2014).
School plant
planning which include instructional spaces planning, administrative places
planning, circulation spaces planning, spaces for conveniences planning and
accessories planning are essential in teaching-learning process. The extent to
which these spaces could enhance teaching and learning depends on their
location within the school compound, their structure, and accessories. It is
believed that a well planned school plant 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 (Adesina, 2011).
Emphasizing
the importance of school plant planning to students academic performance,
Oluchukwu (2000) asserted that school plant planning is an essential aspect of
educational planning. He went further to explain that unless schools are well
suited, buildings adequately constructed and equipment adequately utilized and
maintained, much teaching and learning may not take place.
School
facilities in most Nigerian schools today are apt to reinforce rote teaching
method and further hinder the students' capacity for independent and creative thinking.
The typical school building in Nigeria is usually a simple row of bare
classroom structures - often of rectangular shaped walls in which chairs,
tables, and students must fight for space. According to Ezeocha (cited in
Aloga, 2014) inadequate physical facilities can lead to undesirable personal
behaviours, and large group interaction such as sports/games, drama cannot be
conducted effectively without adequate physical space and equipment.
While
emphasizing the importance of school plants planning to students’ learning
outcome, Oyesola (2007) stated that the main objective of school plants
planning is to satisfy educational goals which have been pre-determined by
educational planners. He emphasized that better planned school plants will
enhance better school programmes and the community needs by providing a place
for psychological and physical safety for students and teachers and enhancing
the good quality and quantity of instruction.
Similarly,
Ajayi (2007) maintained that high level of students’ learning outcomes may not
be guaranteed where school site planning, instructional space planning,
administrative space planning, space of convenience and circulation space
planning are not properly undertaken and the plant components themselves are
structurally defective, not properly ventilated and not spacious enough for
use.
1.2 Statement of the Problem
The relevant
literature reviewed for this study revealed that many of the Nigeria’s secondary
schools face the combined challenges of poor school plant planning,
deteriorating conditions, out-of-date design and capacity utilization
pressures. These combined deficiencies impair the quality of teaching and
learning and also create health and safety problems for staff and students. The
effects of poor school plant planning and poor maintenance of school
infrastructure are threats to school management, curriculum delivery and
students’ academic performance.
The
researcher has also observed during visit to some schools for supervision that
most schools visited, the school compounds were bushy, have dilapidated
buildings with leaking roofs, broken chairs and desks, rough floors and windows
without louvers. In some of the schools, the buildings were dirty, no lightning
while some are blown off roofs and indication of absence of or little planning.
The roads leading to the sports field in some schools were weedy. It appears
adequate management and maintenance is not provided on the available school
infrastructure. Location of schools seems not to have been a concern to the authorities running
them. For instance, it is common to find schools located by commercial and
other activities that generate noise such as automobiles, neighbourhood human
discussions, discotheques, and so on, to
the extent that distract the concentration of learners.
The
buildings on the other hand are another source of worry. Most school
infrastructures are not regularly painted. They are dilapidated and often in
shambles which make schools dull and unattractive; this tantamounts to creating
a very hostile study infrastructure not congenial to Nigeria’s children who
must take their place as leaders of tomorrow with their counterparts in the
developed world. During rains, it is common to see class rooms leaking; school
infrastructures flooded with run-off and making the children very
uncomfortable. Again, all these seem to be as a result of inadequate or poor
planning. These are what this study fully explored in the school infrastructure
of Lagos, Nigeria. Hence, this study examined the effect of school plant
planning on effective learning in secondary schools in Badagry Local Government
Area of Lagos State.
1.2Purpose
of the Study
The major
objective of this study was to assess the effect of school plant planning on
effective learning in the secondary school: Other specific objectives of this
study are to:
a) examine the effect of school plant
planning on students’ academic performance
b) investigate the impact of administrative
space planning on students’ learning effectiveness.
c) find out if there is any relationship
between instructional space planning and students’ academic performance.
d) explore the relationship between
circulation space planning and students’ academic performance.
1.3Research
Questions
The
undertaking of this research project beamed a searchlight on the following
research questions:
1. What is the effect of school plant
planning on students’ academic performance?
2. Is there any effect of administrative
space planning on students’ learning effectiveness?
3. Does instructional space planning enhance
students’ academic performance?
4. Is there any relationship between
circulation space planning and students’ academic performance?
1.4Research
Hypotheses
The
following research hypotheses are tested in the course of the study:
H01: There is no significant relationship
between school plant planning and students’ academic performance
H02: There is no significant effect of
administrative space planning on students’
learning effectiveness.
H03: There is no significant relationship
between instructional space planning
and students’ academic
performance.
H04: There is no significant relationship
between circulation space planning and
students’ academic performance.
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