INFLUENCE OF SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF STUDENTS OF PUBLIC SECONDARY

SCHOOL IN ENUGU STATE

BY

EZE FIDELIA .N PG/M.ED/05/40416

DEPARTMENT OF EDUCATIONAL FOUNDATION UNIVERSITY OF NIGERIA NSUKKA

OCTOBER, 2010.

i

INFLUENCE OF SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF STUDENTS OF PUBLIC SECONDARY

SCHOOL IN ENUGU STATE

BY

EZE FIDELIA .N PG/M.ED/05/40416

DEPARTMENT OF EDUCATIONAL FOUNDATION UNIVERSITY OF NIGERIA NSUKKA

SUPERVISOR: DR. (MRS) A.I. OBOEGBULEM

OCTOBER, 2010.

ii

APPROVAL PAGE

This project has been read and approved for the department of

Educational Foundations University of Nigeria, Nsukka.

BY

Dr. A.I Oboegbulem Dr. J.C. Omeje _____________ _______________ Supervisor Internal Examiner

Prof G.C Unachukwu Prof. Iyke Ifelumni _________________ __________________ External Examiner Head of Department

Prof. S.A. Ezeudu

_____________________ Dean, Faculty of Education

iii

DEDICATION

This study is dedicated to Almighty God for His divine grace and to

my dear husband and children for their sacrifices, throughout the period.

iv

ACKNOWLEDGEMENTS

The researcher is immensely indebted to God Almighty, who made

it possible for her to initiate and accomplish this work.

The researcher particularly wants to appreciate with special

thanks, the roles of her supervisor Dr. A.I Oboegbulem. Her input at the

planning and execution stages, gave direction to the work, her

academic, moral and leadership qualities was a propelling force and so

were her constructive criticisms.

She special thanks also go to her dear husband and children for

their immeasurable sacrifices as well as bearing with her throughout the

period of this study. She equally appreciates the contributions of Dr. J.C

Omeje, L. Ngwu, Dr. U. Asogwa, Prof. A. Ali, Prof. N Ogbonnaya, Dr. S.

Ugwuoke, Rev.Fr. Dr. G.C Abiogu, Dr. A.O Ovute, Dr. C.U Nkokelonye

her parents and siblings for ensuring the completion of the work.

She loves them dearly, May God remember them, in His love and

mercy.

v

CERTIFICATION

EZE, FIDELIA N. is a postgraduate student in the Department of

Educational Foundations with registration No. PG/M.ED/05/40416 has

satisfactorily completed the requirement for course and research work

for the award of degree of M.ED in Educational Administration and

Planning. The work embodied in this project is original and has not been

submitted in part or full or any other diploma or degree of this or any

other university.

Eze Fidelia N. Dr. A.I Oboegbulem

_____________ ______________ Candidate Supervisor

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ABSTRACT

The study was carried out to investigate the influence of school environment on academic achievement of students in Enugu State public secondary schools. The design of the study is descriptive while the population comprised principals and teachers in the education zone. The sample size for the study was 600 respondents while a researchers’ self developed questionnaire formed the instrument for data collection. Three experts validated the instrument and a cronbach Alpha reliability coefficient method was employed to ensure the reliability of the instrument. Four research questions and two null hypotheses guided the study; while student t-test statistics was used to test the hypotheses at 0.05 level of significant. A review of empirical studies was carried out to guide the researcher into previous studies in the area and also to provide the researcher with the theoretical base. A 29-item questionnaire was used to get information from the respondents. Based on the data collected and analyzed, the following results were obtained. That staff office, classroom spaces for teaching students and staff common room represented the major areas that to a great extent affect the academic achievement of students in public schools, with regard to buildings. It was also revealed that desks, current books and presence of library assistants constituted the areas of influence to the academic achievement of the students with regard to library services in the public secondary schools. Both the principals and teachers agreed that access to reading materials in the school, lack of facilities, and nearness to school and in sufficient qualified teachers very greatly affect the academic achievement of the students. Inadequate teaching materials were also noted as a major factor affecting the students’ academic achievement. The two groups also shared common views in terms of the great influence of school health services, fencing of school for security and provision of power supply as important variable affecting the academic achievement of the students of public secondary schools. Based on the above, the researcher recommends that schools should be provided with functional libraries, equipped with current reading materials to help enhance both the students’ academic achievement and the teachers’ effectiveness in academic activities in the school.

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TABLE OF CONTENTS Title Page i Approval page ii Dedication iii Acknowledgement iv Certification v Abstract vi Table of Contents vii CHAPTER ONE: INTRODUCTION Background to the Study 1 Statement of the Problem 11 Purpose of the Study 12 Significance of Study 12 Scope of the Study 13 Research Questions 14 Hypotheses 14

CHAPTER TWO: REVIEW OF LITERATURE Conceptual Framework 16 Concept of Environment 17 Concept of Public Secondary schools 19 Historical Development of Public Secondary School 20 Changes in Structure of the Ownership of Public Secondary School 23 School Building 27 Library Services 28 School Location 30 School Facilities 32 Theoretical Framework 34 Skinnerian environmental theory 34 Review of Empirical Studies 36 Summary of Literature Review 40 CHAPTER THREE: RESEARCH METHOD Design of the Study 42 Area of the Study 42 Population for the Study 43 Sample and Sampling Technique 43 Instrument for Data Collection 43 Validation of the Instrument 44 Reliability of the Instrument 44 Method of Data Collection 45 Method of Data Analysis 45

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CHAPTER FOUR: RESULTS Research Question One: 46

Research Question Two: 47

Research Question Three: 49

Research Question Four: 51

Hypothesis one: 52

Hypothesis two: 53

Summary of findings: 54

CHAPTER FIVE: Discussion of Results

Extent school buildings affect academic achievement of Students 56 Extent library services affect academic achievement of students of public secondary school 57 Extent school location affects academic achievement of the students 58 Extent school facilities affect the academic achievement of student in the public schools 59 Conclusion 61

Educational Implications 62

Suggestion for Further Studies 65

Summary of the Study 65

References 68

Appendix I: Questionnaire 72

Appendix I: Letter of Introduction to Respondents 72

Appendix III: Summary of the zones in Enugu State 76

Appendix IV: List of School in Enugu State Education Zones 77

1

CHAPTER ONE

INTRODUCTION

Background to the study

Generally in the whole world, particularly in Nigeria, education has

been considered to be the corner - stone for development. It forms the

basis for literacy, skill acquisition, technological advancement and ability

to harness human and material resources towards the achievement of

societal goal, (FRN, 2004).

Education is very important in any given society. It is a process by

which abilities and capabilities of individual are developed. These

abilities might be physical abilities, emotional abilities, social abilities and

intellectual abilities. It is the actualizing of human potential so that the

individual can become something more than what he was before.

According to Ugwuanyi (2003) education is the process by which society

establishes to assist the young to learn and understand the heritage of

the past, participate productively in the society and contribute

meaningfully for the development of the society. Emeka (2008) citing

Kneller (2000) sees education as a process by which any society

through schools, colleges, universities and other institutions deliberately

transmit knowledge, values and skills from one person to another. As a

result of deregulation in Nigerian education, the system of education has

two main interest groups – public education and private education.

2

Public education is the pillar or backbone of society which opens

the door of equal educational opportunity to all citizens. It is a public

owned property which attracts public attention constantly. According to

Ukeje in Akpa, Udoh and Faghamiye (2005):

Public school is concerned with the acquisition of appropriate skills, abilities and competencies of both mental and physical nature as equipment for the individual to live in this society, and acquisition of a relevant and balanced knowledge of facts about local and world phenomena. (P. 12-13)

Public schools can also be seen as those schools controlled

neither by individuals nor by private interest or agencies but by those

who represent the society as a whole. In other words public schools are

those schools which are supported and controlled by the government of

the state or nation.

Private schools are those schools that are not administered by

local, state or national government, which retain the right to select their

student body and are founded in whole or part by charging their students

tuition rather than with public funds. This means that the school

established by the missionaries, individuals and voluntary organizations

belong to this group. According to Hernes (2001) United Nations

Educational, Scientific and Cultural Organization (UNESCO) and the

world Bank, private educational institutions are those that are not

operated by a public authority, but are controlled and managed by a

3

private body or board of governors not selected by a public agency on

selected by public vote. The institution may be run by or operated by non

governmental organizations (NGOS) or business enterprise.

Secondary school is the stage of education following primary

school. It is generally the final stage of compulsory education. Webster

(2009) sees secondary school as a school intermediate between

elementary school and collage usually offering general technical,

vocational or college- preparatory course, while Collins (2003) refers to it

as a school for young people, usually between the ages of eleven and

eighteen. As for the National policy on education (FRN, 2004) it is the

form of education children receive after primary education and before the

tertiary stage.

Environment can be defined as a system within which living

organisms interacts with the physical element while education

environment is a learning place where the learner learn and interact with

learning facilities in order to be socialized and face the challenges in the

society. Agusiegbe (2004) sees environments as consisting of all

elements existing around man and which exert some influence on him.

These include physical, biological and social attributes. Environment can

also be seen as aggregate of all the external condition and influence

affecting the life and development of an organism.

4

In this study, environment includes all the external condition and

influences in the school that affect the academic achievement of the

student such as laboratory equipment, library facilities, qualified

teachers, furniture, school building, good administrative management,

teacher pupil relationship and school location among others.

Environment for the purpose of this work can be divided into two parts-

home environment and school environment.

School environment is the thread that connects the multitude of

activities on the school. In many respects, this thread is almost invisible,

yet everyone experiences its influence. Dudek (2000) opined that it could

be said to be the external influences in the school that can influence

academic achievement of students irrespective of their intelligent

quotient. School environment can also be considered as the second

teacher since space has the power to organize and promote pleasant

relationships between people of different ages, to provide changes, to

promote choices and activities and for its potential for sparking different

types of social and affective learning (Okeke 2001). It has been

generally accepted that environment and heredity can hardly be

separated from education in influencing achievement, hence a child’s life

and ability is influenced by nature and nurture. Heredity provides the

natural disposition while a healthy environment makes available a

window of opportunities to the learner (Ohuche 2001). The

5

environmental variable of the setting helps to a large extent in ensuring

attainability of the goals of such setting. The environmental differences

and the differences in the quality of instruction from one school to

another can create differences in the level of knowledge acquisition of

the students. This shows that the learning facilities children are exposed

to and the socio-economic influence on them can affect their academic

achievement.

School environment includes the school building and the

surrounding grounds such as noise, temperature and lighting as well as

physical, biological or chemical agent, (Chiu 1991). School environment

can then be seen to include material and human resources, a learning

place which consist of the entire interaction. The learning environment

is both the natural and provided setting where teaching and learning

takes place. Maduewesi (1990) referred to teaching and learning

environment as the setting physical and conceptual in which teaching

and learning are carried out as deliberately planned. And to Okobia in

Maduewesi (1990) learning environment means classroom

surroundings, physical facilities in the classroom and teacher – pupil

relationship.

Studies on the relationship between availability of resources and

students academic achievement have revealed that secondary schools

provided with adequate education resources performed significantly

6

better than those provided with inadequate resources (Balogun, 1995).

Environment is a very important factor in achievement of goal of any

educational programme. People acquire most of their knowledge through

the interaction with facilities provided in the environment for learning.

Also learning is influenced by the environment people are exposed to

and the facilities provided in such environment lead to experience. As in

the words of Piaget (1964) that active interaction with the environment is

regarded as the most basic requirement for proper intellectual

development.

The physical appearance and general condition of school physical

facilities are the striking basis upon which many parents and friends of

any educational institution make initial judgment about the quality of

what goes on in the school. They are often turned off by dilapidated

school blocks with sinking roofs and broken walls, bushy lawn and over

grown hedges. Also are profane writings on walls, littered lawns and

path ways. Finally, the school physical environment is like a mirror

reflecting the image of a school and through it the public decide whether

or not to associate with the particular school (Mgbodile 2004).

In Nigeria today, schools are closely associated with the

communities. Most communities depend on the neighbourhood school

for the provision of good and appropriate environment for

accommodation, furniture and all form of equipment for certain activities

7

like club or village meetings, wedding reception and church services.

There is need for a well planned and organized educational

environmental enrichment because it fosters good interpersonal

relationship. Moreover, Ajayi and Ashaolu (2005) opined that

environmental enrichment regarding physical facilities is a major factor in

students’ academic achievement. Supporting this Ayodele (2005) and

Ajayi (2007), have shown that school resources aid students academic

achievement.

It is now certain that most of secondary school products cannot

gain admission into federal universities or university of their choice due

to poor performance in the placement examination into these schools.

This poor performance may be attributed to poor learning environment

especially in the following areas: schools building, library services, and

school location and school facilities.

School building: These are tangible structures which serve as

shelter for educational activities. They include among others classroom,

laboratories, workshops, and teacher’s common rooms/offices, reading

rooms, libraries, dormitories and dinning hall. Despite the evidence that

the quality of a school building affect students’ academic achievement,

most public schools, in Enugu state are in poor physical condition. It is in

line with this that Earthman (2004) opined that the building in which

8

students spends a good deal of learning does influence how well they

learn.

(Mgbodile 2004 ) have pointed out that for effective teaching and

learning situation, school building and educational goals, should be

viewed as being interwoven. Apart from protecting the pupils from the

sun, rain, heat and cold, school building represent learning environment

which has great impact on the comfort, safety and performance of the

children.

Library services: The school library is a room or building in a

school where books, magazines, journals, periodicals, cassettes,

computers among others are kept for student’s use. In other words, it is

the central laboratory of the whole school, where all books in all subject

areas, taught in the school and non-book materials are stocked. Dike

(2001) sees school library as a learning laboratory par excellence where

learners find the world of knowledge, interact directly with resources,

acquire information and develop research skill for life long learning.

The objective of the school library is to serve the school’s need

and to make possible the purpose and methods of education which the

school undertakes. The school library enables the students to look to

new ways of learning, and with its resources can play a programme of

work that aims at new ambition’s education result which would be

9

impossible if learning were restricted to the use of direct teaching and

textbook alone.

School location: A school could be located in the urban or rural

area. Rural schools are generally inferior to urban schools as schools in

rural areas lacked human and material resources needed for success at

school. The location of school whether urban or rural affects a child’s

ability to study and perform at the level expected of him. Mkpugbe

(1998) noted that different aspects of school environment (rural and

urban) influences students achievement. She further stated that the

individual student’s academic behaviour is influenced not only by the

motivating forces of his home, scholastic ability, and academic values

but also by the social pressure applied by the participants in the school

setting.

Also differences in location imply differences in the existence of

demographic and socio-economic parameters of the school. As stated

by Imoagene (1988) in Akubue and Ifelunni (2006) that because of urban

involvement, students in urban schools perform better than those in rural

schools in language learning. The reason he gave include the fact that

rural students have limited access to reading materials, inadequate

reading culture and insufficient graduate teachers in rural schools.

Therefore, the location of school has tremendous influence on children’s

academic achievement.

10

School facilities: School facilities refer to inputs which ease the

operation of academic activities. They include desks, chairs,

blackboards, dustbins, teaching aids, typewriters, computers generators,

and calculators and so on. School facilities according to Ehiametalor

(2001) are operational inputs of every instructional programme. They are

material resources that facilitate effective teaching and learning in

schools. The quality and quantity of school facilities enhance the quality

of teaching and learning as well as effective school management

(Ojedele, 2003).

Furthermore, educational facilities are needed to develop cognitive

areas of knowledge, abilities and skills that are necessary for academic

achievement. Moreover, the development of the affective and

psychomotor domain is also facilitated by the presence of necessary and

relevant school facilities.

From the fore going one can see that school environment plays a

crucial role in academic achievement of a child. This problem of poor

performance is more pronounced in ill-equipped schools hence it

becomes necessary to find out the influence of school environment on

the academic achievement of students of public secondary schools in

Enugu State.

11

Statement of the problem

The problem under study has to do with an unsatisfactory

condition of the educational system being operated in Nigeria. The

establishment of government schools/community schools has resulted in

a situation where by some school were favoured in terms of the

provision of rich environment than others. It has been very difficult if not

impossible for government to standardize the school environment. Thus

the environment varies from school to school.

Some schools have adequate school buildings, good library and

suitable textbooks, good administrative management, professionally

qualified teachers, good laboratory equipments as well as good location.

While in some schools little or none of these exist. It is because of this

that Chike-Okoli (1997) in line with Ikediashi (2002) have pointed out that

poor teaching experience, inadequate or poor physical infrastructure,

unsatisfactory building design are likely to cause some physical

discomfort for the students and are therefore bound to influence their

academic achievement. The problem of this study put in a question form

is: What is the influence of school facilities and equipment on the

academic achievement of students of public secondary schools in Enugu

State?

12

Purpose of the study

The main purpose of the study is to determine the influence of

school environment on the academic achievement of students of public

secondary school in Enugu State.

Specifically the study intends to:

1. Investigate the extent the quality of the physical school

environment with regard to school buildings affect the academic

achievements of students of public secondary school in Enugu

State.

2. Determine the extent the library services affects academic

achievement of students of public secondary schools in Enugu

State.

3. Find out the extent school location affect student’s academic

achievement of public secondary schools.

4. Ascertain the extents the school facilities affect students

academic achievement of public secondary schools.

Significance of the study

The findings from this study will be of immense benefits to the

government, principals, teachers, parents as well as student

researchers.

The findings will help the government or the policy makers in

formulating effective planning and implementation policies and

programmes for improved school academic activities. It will also provide

policy makers with intelligent forecast and analysis of future needs of the

schools in the areas of building and facilities.

13

It will provide the school principals the opportunity to improve in

school supervision so as to ensure both quality teaching and learning in

the schools. It will enable them appreciate the contribution of school

facilities and equipment on students academic achievement. The

findings will enable the teachers to appreciate the need for proper

instructional delivery. It will help the teacher to improve both in teaching

effectiveness and increased productivity in the schools.

It will help the parents in determining the choice of the type of

school for their children. This is because, their wards will enjoy good

school learning environment that will lead to quality school products.

Finally, it will be of benefit to the student researchers as it will provide a

valid working document or literature in investigating other areas not

covered by this study. Thus, it will serve as a point of reference to future

researchers in the field.

Scope of the study

The study is delimited to the influence of school environment on

the students’ achievement of public secondary schools in Enugu State.

The content area covers school building, library services, school location

and school facilities.

14

Research questions

The following research questions will guide the study:

1. To what extent do the qualities of the physical school

environment with regard to school building affect the academic

achievements of students of public secondary schools?

2. To what extent do the library services affect the academic

achievements of students of public secondary schools?

3. How does school location affect academic achievements of

students of public secondary schools?

4. To what extent do the school facilities affect students’ academic

achievements of public secondary schools?

Hypotheses

Two null hypotheses were formulated to guide the study and will

be tested at 0.05 level of significant.

HO1: There is no significant difference between the mean ratings of

teachers in urban and those in rural school on the extent school building

affect the achievements of students of public secondary schools.

HO2: Male and female teachers do not differ significantly in their mean

ratings with regard to the extent school facilities affect students’

academic achievement.

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CHAPTER TWO

REVIEW OF LITERATURE

The review of the related literature for this study was carried out

under the following subheadings: conceptual framework, theoretical

framework, review of empirical studies and summary of literature review.

Conceptual framework:

Concept of environment

Concept of school environment

Concept of public secondary schools

Historical development of public secondary school in Nigeria

Changes in structure of the ownership of Public Secondary Schools

School Buildings

Library services

School Location

School Facilities

Theoretical framework

Theories of environment

Skinnerian Theory

Bandura social learning theory

Review of Empirical Studies

Summary of Literature Review

16

Conceptual framework

Concept of environment

An environment is the natural surrounding of an organism and it

can be land, air or water (Asogwa 2008). According to Onyehalu in

Okeke (2001), environment is of three parts namely: physical, social and

abstract. Physical environment is objects or materials found in the home,

school or community. It also includes people like parents, peers and

children. The social environment is the social life, societies, clubs among

others. While abstract environment is the reactions, feedbacks

responses received on interaction with others.

Environment is the physical world inhabited by man, or the realm

of nature untainted by man (human action), or the cultural milieu – the

physical environment as modified by human action, (Ofomata 2004). It

could also be seen as things, around the child that he might perceive or

that might have some effect on him. It can be view as all system of air,

land, water and life that surround man. In other words environment is the

sum total of all the external conditions which may act upon an organism

or community to influence its development or existence. For example the

surrounding air, light, moisture, temperature, wind, soil and other

organisms. As for Monkhouse, in Ofomata (2004), it is the whole sum of

the surrounding external conditions within which an organism, a

community or an object exists.

17

Concept of school environment

School environment consist of both material and non-material

resources in the school. It includes the teachers, peers, cohesiveness,

the subjects, method of teaching. A healthy and attractive school

environment makes for conducive learning and promotes students pride

in their schools and their interest to stay in school (Mgbodile 2004).

Belanger (1996) writing on the importance of learning environment

stated that people’s educational life histories are influenced not only by

provision of learning opportunities, but also by the quality of the

environment where they live or learn. Continuing he stated that learning

is more than education provision and that the community in which

learners live have a profound impact on their aspiration to learn, their

curiosity and their desire to develop their own competency.

Graff (1987) in Nwizu (2003) warned that the environment in which

the learner acquires knowledge has a great influence on the cognitive

achievement of the learner. It has also been generally agreed that the

quality of learning is markedly influenced by environmental and

organizational factors. Okafor (1992), opined that learning is an intimate

transaction between the learner and his environment. This transaction

takes place in a specific context. The child learning in a conducive

environment transcends the school parameter. It encompasses the

entire community and nation.

18

School environments – wall, ground, lights, and mechanical

system can serve as active contributors to the students’ learning

process. (Keep, 2002). He says that learning opportunities can be

integrated into the structure of the school making it an active space

rather than passive spaces, housing a disarray of things.

Clark (2002) citing Bruner (1966) on the importance of learning

environment strongly stated that:

Growth depends upon internalizing events into a storage system” that corresponds to the environment, it is this system that makes possible the child’s increasing ability to go beyond the information encounter on a single occasion. He does this by making predictions and extrapolations from his stored model of the world. (P. 45)

Quisenberry, Eddowesi and Robinson (1991), for individuals to be

self-motivating and self imitating, the environment or the setting must be

amenable and responsive to human interaction. If the settings do not

allow for permeability and malleability, then individual initiative in the

learning process is stifled. As Piaget (1964) sited by Okeke (2001)

defined intelligence as an accumulation of knowledge which is as a

result of the child’s exploration of, and experimentation with the

environment and his ability to assimilate and accommodate the

environment. He continue by saying that active interaction with the

environment is regarded as the most basic requirement for proper

19

intellectual development. Omengboji (2005) emphasized that material

environment is a major determinant of goal attainment in school.

Concept of public secondary schools

Public school is the heart of the nation’s life in democracy. It

remains the only hope, the only institution empowered by the

government to make available to everyone in the country. They are the

only industry that demonstrates commitment to equality by providing

equal educational opportunity to the community. As Minow (1990) noted

that inculcation of the civic values of tolerance, equality, liberty and

democracy is best provided by the public schools, the school intended to

afford children from all works of life equal opportunities and shared

experiences.

The concepts of public schools are restricted to those schools that

are publicity founded, which excludes schools that are operated by

churches and private fee-charging independent schools. Public

education is intrinsically related to government schools, (Okafor 2006).

In other words it can be seen as the education provided through the

media of government. Cooper (1990), states that public schools refer to

those schools in which government have centralized control,

standardized attendance and admissions, set curriculum and

programmes, mandatory teacher certification, and the goal of

standardized outcomes of school in the interest of equity.

20

Public schools are those schools which are owned, managed,

controlled, financed and supervised by the state government through the

state ministry of education and post primary school management Board.

In public school government give permanent financial support as well as

supervision and inspection (Okafor 2006)

Historical development of public secondary schools

The western type of education was introduced in Nigeria in 1842

by the missionaries who came to Nigeria. At the early stage, schools

were under the control of the missionaries without any clear code or

guidelines guiding educational practices in the country. It was more or

less a competition to win converts among various religious

denominations. As Ejiogu in Akpa, Udoh and Fagbamiye (2005) rightly

put it that the competition among the Christian missions led to the

establishment of mushroom and enviable schools and colleges.

The activities of these missions led to the geographical disparity in

the establishment of schools. While some areas were not adequately

served, some had too many schools. Besides, the missions were not

really interested in the value of education; they only saw it as an

instrument for evangelization. The teaching-learning process was

characterized by indoctrination of the native in order to propagate

European civilization. Ejiogu also states that the mission also promoted

21

disunity among communities. Each mission regarded its own doctrine as

superior to those of other denominations.

Nwankwo (1981) also observed that there was no uniformity in

educational policies of the missionaries. The only thing that was

common to all of them was the recognition of the place of education in

evangelism. This led to lack of clarity in the educational policy of the

country at that time. Nwankwo further points to the incoherent content of

education under missionary control. The subjects in the curriculum

varied from one mission to the other. Most of the teachers were

unqualified to teach. Also they were not enough to serve the existing

schools. This prompted the missions to embark on teacher training

which was also done haphazardly. They also declare public holiday at

will. Moreover the uncooperative attitude of the missions partly led to the

failure of the Universal Primary Education (UPE) scheme introduced in

the then Eastern Region in 1957 (Nwankwo 1981).

By 1882 the first education ordinance which provided the general

rules and guidelines for the conduct of annual examination for the pupils

as well as requirement and condition for the award of leading certificate

to the teachers was promulgated. It laid the solid foundation for

government involvement in the control of education.

Government involvement in education at this time was restricted to

supervision, inspection and assistance by way of grants in aid and over

22

all control for quality and efficiency. Several education ordinances were

passed with the purpose of reducing the growth and establishment of

unassisted schools. This situation of school ownership and control

remained for many years until middle of 1970’s when the various

government (state and Federal) in the country decided to take over the

school. As Ikegbunam (1997) argued that no responsible government in

modern times would allow the education of its people to be controlled by

individuals and groups that might not be sufficiently committed to the

philosophy and aspiration of the country.

In 1970, the East central state which was carved out of the former

Eastern region, promulgated a decree – the public Education Edict which

provided for the transfer to the state all rights to school property and

management of such schools. The effect of this action was to terminate

the age-long missionary voluntary agency participation in education,

(Olagboye, 2000). The decree was in the tradition of the educational

reform acts of 1964 and 1967. The Federal military government already

had served notice that “Nigeria cannot afford to leave education to the

whims and caprices of individual choice.

23

Changes in the structure of ownership of public secondary schools Since the then civilian administration took over the school from the

private owners in 1979, the total enrolment in the school has increased

tremendously more than what the government has budgeted for. These

rapid expansion and increased enrolment into schools at all levels of

education were accompanied by massive procument of teaching

equipment and learning aids increased teachers’ employment and

increased demand for classroom.

It therefore, becomes obvious that government alone cannot

provide all the necessary facilities and resources needed in the public

schools. Where they are provided, they are either inadequate or sub-

standard. Akpa, Udoh and Fagbamiye (2005), observed that in most

rural and some urban centres, some of the building are dilapidated,

desks and benches are inadequate. There are no standard libraries and

science laboratories. Nnoli (2003) identified the following as problems of

public schools: Inadequate scientific material, inadequate and outdated

library books, inadequate resources for recurrent expenditure,

inadequate capital resources which led to suspension and or non-

completion of capital project leading to overcrowded and rundown

facilities, inadequate staffing and training, poor motivation and low staff

morale.

24

The report of secondary Education in Nigeria of 2002/2003 (SEIN)

highlighted the following areas as a challenge to quality education which

calls for private participation: Unqualified teachers, inadequate funding,

gross over enrolment, poor school environment. The SEIN report (2003)

has it that in Lagos state most of the public schools are short of seats for

students, the school building/classrooms are highly dilapidated and

learners study under stuff and rowdy atmosphere. This situation is not

only peculiar to Lagos alone, but to many other states. Sobowale (2000)

in his submission at the return of schools to their former owners gave the

following as the benefit of the return. It will reduce the number of

schools that government will have to cater for, healthy competition will

be returned to educational system, philanthropists and public spirited

individuals could be better encouraged to endow education in the state.

The Anglican Communion (2000) in their submission in the

memorandum for the return of schools to the private owners observed

that moral education has disappeared in the public schools. The

attendant results are lack of discipline among students, lack of

commitment and dedicated to duties. The mission also added that the

standard of education and positive competition in academic and moral

were destroyed as a result of the government control of education.

The impressive desire of government to be in total control of

education could not be sustained for a very long time due to inadequate

25

resources as noted by Emenyonu (1994) and due to many years of

neglect as observed by Ibiam (2004). Oduleye (2000) opined that the

government too were aware of the poor standard of performance of

students in external examination and therefore founded “model schools”.

In these schools fees were paid, facilities were in sufficient quantity and

quality and parents levied themselves to provide a more conducive

learning environment for their children. Macgregor (2000), Agugbuem

(2002), Sobowale (2000), all agreed to the decline of the quality of public

education.

Education is a capital intensive enterprise in which the expected

return or results remains exclusive, if ever growing needs and demands

of citizen are not matched with the appropriate resources in fracture and

environment (FME, 2004). Because of this reason, education has to be

deregulated in order to meet up the expected returns or results. The

world Declaration on Education for All (EFA) brings about the need to

deregulate education. The supply of human, financial and organizational

requirement that is needed for the realization of Education for all is very

enormous that government alone cannot handle. This is in line with Nnoli

(2003) who states that “new and realized partnership at all levels will be

necessary Samuel (2003) also supported this when he stated that

“gradual deregulation will enable the government to bring in additional

resources which at present go to individual hand”.

26

Due to the complex nature of education the government has to

involve all stake holders to put heads together in order to meet the

educational needs of the people. Education is the responsibility of all.

Government cannot carry the burden alone. As Ohakwe (1999) opined

that it will be misleading to assert that government has all that it takes to

fund education in Nigeria. He believes that the provision of education

require the participation of all and sundry. Increasing population resulting

in increasing demands for education has combined to make it difficult for

government alone to continue to carry the burden of education. This led

to the policy statement in the National Policy on Education (FRN, 2004)

which states that:

Government’s ultimate goal is to make education free at all levels. The financing of education is a joint responsibility of the federal, state and local governments and the private sector. In this connection, government welcomes and encourages the participation of local communities, individuals and other organizations. (P. 61)

The document had the effect of stimulating an all round private

participation in education. This is by allowing those who are willing, able

and ready to supplement government effort in providing education for the

people based on the required minimum standard. Thus private

participation has contributed and continues to contribute greatly to the

development of education in this country.

27

School building

The quality of school building plays a vital role in students

academic achievement. Lewis (2000) tried to identify the independent

effects of school building quality in a study of text scores and found out

that good facilities had a major impact on learning. Edward, (1992)

observed that disciplinary incidents increased in schools with better

buildings. This may be caused by the strict discipline standards in these

schools among other factors. Earthman (1995) supported this when he

pointed out that schools with lesser quality of building had fewer

disciplinary incidents than schools that are rated higher on the structural

components.

School buildings that can adequately provide a good learning

environment are essential for student success. Old building does not

have such features as control of thermal environment, adequate lighting,

good roof and adequate space that are necessary for a good learning

(NCES, 2000). This may be because they are not functioning due to

poor maintenance. Older building do not have the main attribute of

modern building that are associated with a positive physical environment

conducive to student learning, (Earthman & Lemaster, 1996).

Students’ achievement lags in a shabby or inadequate school

building – those with no science labs, inadequate ventilation and faulty

28

heating systems, (Stricherz 2000). Clark (2002) quoting Sommer (1969)

on his discussion on a school building designed for learning states that:

If the recitation and reproduction of lessons is considered the chief aim of teaching, the traditional equipment of the classroom is perhaps sufficient but if teaching is guiding children to do their own thinking, purposing, planning, executing, and appraising, as recent educational philosophy maintains, then the classroom becomes a workshop, a library, a museum, in short, a learning laboratory. (p. 102)

The structure of the building has also been viewed as an important factor

in school environment which can influence the health, happiness and

academic achievement of students.

Library services

The library is at the heart of the education enterprise. Library as a

platform for sharing knowledge is aimed at rejuvenating Nigerian schools

through the provision of current books and journals, (FRN, 2004). It is a

store house of resources and as such provides many more opportunities

to the learner to acquire the knowledge, which facilitates to achieve

greater academic performance. It contributes to the total development of

the students and enlarges their knowledge. Edoka (2000) sees library

as a resource centre where a collection of books, periodicals, book

materials are housed for use by teachers and researchers for learning,

study, research, recreational activities and personal interest.

29

It has been observed that there is a strong relationship between

school libraries and academic performance. Keith (2000) reports that

schools with well equipped library performs higher than schools where

libraries are less developed. Libraries provide instructional materials to

enrich the curriculum and give unlimited opportunities for students’

learning, (Aguolu 2002). An effective school library gives foundation for

self education necessary for facing challenges of higher education.

The role of the library is also reflected in the National policy on

Education (FRN, 2004) which states that libraries constitute one of the

most important educational services, proprietors of schools shall provide

functional libraries in accordance with the established standard. They

shall also provide for training of librarians and library assistants for this

service.

The quality of school library services makes difference in academic

achievement, (Library Research Service, 2000). It promotes the growth

of knowledge. A well equipped library is a store house of knowledge. If

properly organized and utilized, it encourages students’ interest in

reading and learning, hence it is said that library is the centre for

balanced diet for a learner. Libraries exist only because of books and

people’s desire to read them. It is in line with this that the National

Centre for Education Statistics, (2000) reports that the more students

read, the higher they will score on almost any measure in any discipline.

30

Mazi (2006), citing Obi contended that the number of books in the

library would mean nothing if the books are not used, are out of date,

unattractive or inappropriate. Library Research Service, (2000), libraries

don’t make difference in learning if they are merely ware houses of

outdated stuff, place to drop students when teachers have their planning

periods or when staffed only by paraprofessional or clerical staff

members.

School location

The influence of school location on the achievement of students of

public secondary schools has been the concern of many educationists.

Bello in Ezeh (2008) opined that school locations are known to influence

the students learning through quality of teaching staff, class size and

availability of infrastructure. The choice and location of school site have

been an indispensable aspect of any effective school planning. This is so

because it is the site that can influence the type of the school to be built

and the quality and quantity of the buildings.

A child’s environment that is rural or urban exerts considerable

influence on his intellectual development, Okonkwo (1997) pointed out

that schools in rural areas is likely to face the problem of poor academic

achievement due to the inequality in provision of human and material

resources required for positive educational achievement. This in turn will

31

perpetuate inequality of access to education provision of adequate

number and quality of teachers, contents and methods of teaching.

An urban child has an edge over the rural ones in terms of “life

chances” such as better education and the socialization pattern Ajeh

(1990). There are three social classes that exist-higher, middle and

lower social classes. The urban, higher and middle classes through

improved “life chances are exposed to better environment with access to

libraries, adequate space, continuation classes and mass media. The

rural children are hardly exposed to those facilities because they are

mainly from lower social class. As a result, children from this background

have low academic achievement. Uche in Okeke (2003) contends that in

terms of facilities and structures, urban schools are worse because of

very high enrollment figures. In urban schools, the facilities are grossly

inadequate making it necessary to run a sort of shift system especially in

primary schools. This has been strongly condemned as it does not make

for effective teaching and learning.

Stressing the urban/rural inequality, Okon and Anderson in Ajeh

(1991) noted that because of lack of social amenities in remote rural

area, teacher sent there do not like to stay even if they agree to work,

they prefer to live in towns and shuttle to such areas. Ezema (1996)

quoting Mood,(1985) said that the teacher is one of the most important

factor in the child’s environment that influences his academic

32

performance. Some experts in the field have agreed that rural secondary

schools are poorly staffed, with few professionally qualified teaching

personnel. This poor staffing of rural secondary schools must have

accounted for better performance of urban secondary schools.

Broomhall and Johnson (1994) concludes that rural students

performs less than that of urban student on standardized test of

educational achievement. This may be due to educational expenditure

which are smaller in rural areas.

School facilities

School facilities are the corner stones of education system. They

are essential ingredients in the effort to realize effective teaching and

learning outcome. Hinum (1999) asserts that the quality of facilities has

impact not only on educational outcomes but on the well being of

students and teachers. Adeboyeje (1994) and Ayodele (2004) have

pointed out that the availability of adequate chairs, desks and other

facilities are necessary for the accomplishment of any educational goals

and objectives. They revealed that effective management of school

facilities brings about development of educational programmes and

facilitates educational process. It also results to boosting of the morale of

teachers and students and enhances the usefulness in the determination

of the worth of a school. In the same vain, Hinum (1999) also report that

33

there is a significance relationship between students achievement and

the condition of the built environment.

The report of primary education in Nigeria by

FGN/UNICEF/UNESCO/UNDP (2000) shows that chalkboard and chalk

were the only materials reported as being adequately available in the

schools. The introduction of Universal Basic Education (UBE) has

increased enrolment in primary school from 17.9 million in 1999 to 19.2

million in 2000 and 19.4 million in 2001, (FME, 2003). This increase

translates to demand for more places at secondary schools resulting to

overstretching of the existing physical facilities.

Investment in education entails the provision of the necessary

infrastructure and facilities that could lead the system to the desired

goals and objectives, (Umoru-Onuka 2004). Adegboyega (2002)

observed that little attention is paid to education in terms of funding and

this money is spent on recurrent expenditure leading to the deterioration

of the existing facilities. The general conditions of infrastructure as well

as instructional materials in some public secondary schools are poor,

(Oredein, 2000). These prevailing condition would definitely show

negative influence on the instructional quality which may translate to

poor academic performance.

Adequate infrastructures are quite essential for conducive and

productive learning. There is an indication that the public secondary

34

school in Enugu State cannot function successfully without adequate

provision of facilities. This is because students need desks and chairs,

teaching staff needs offices and instructional materials if learning must

be effective.

Theoretical framework

Skinnerian environmental theory

This section is based on the fact that environment is vital for the

achievement of educational goal. This becomes necessary since the

study is on the influence of school environment on the student

achievement of public secondary schools in Enugu State.

The origin of environmental theories can be traced to a known

psychologist named John Locke (1917). He is the father of the learning

tradition. He postulated that experience and learning are basic and very

essential to understanding of human behaviour. The environmental

approaches conceive human behaviour as something that is acquired

through the process of interaction with the environment, rather than

inherited. According to this model, behavioral development is controlled

by and is a function of the physical and psycho-social environment,

labara in Ngwoke (1997). Children’s development is believed to be

shaped by the pattern of reinforcement it receives from the environment.

Skinner (1948) contributed in shaping the views expressed by

environmental approach. It includes the work of such people as

35

Thorndike Toleman, Guthrie and Hull. These writers have these basic

assumptions about the process of learning.

These are: Learning is manifested by a change in behaviour, and the

environment shapes behaviour. Therefore learning is the acquisition of

new behaviour through conditioning.

It has been observed that sometimes children develop new

behaviour by observing other people’s behaviour and by observing the

reinforcing or punishing experience of others. Albert Bandura’s social

learning theory emphasizes the importance of observational learning

which occurs when the behaviour is influenced by watching the

behaviour of a model. It is the consequences of the mode’s behaviour

that determines the behaviour of the observer. The common objects in

our environment which children usually adopt as models include stars in

the class, school teacher. Bandura listed four processes involved in

observational learning, intentional, retention, production and motivational

processes. He emphasized that social learning is interactional in nature.

He stressed that human learning involves the interaction of the person,

the person’s behaviour and the environment. It is note worthy that a

child’s progress in the school is influenced by the attitude he develops

towards not only the subjects he is to learn but also the school and the

school milieu, hence his attitude will depend on the sort of experience he

has had. Based on the underlining principles and assumptions guiding

36

the above discussed theories, the current study is therefore, being

anchored on the Bandura’s social learning theory.

Review of empirical studies

Okafor (2003) undertook a survey study to evaluate school plant in

terms of adequacy, usage and maintenance in secondary schools in

Idemili North Local Government Education Area. The descriptive survey

research method was utilized with the questionnaires as the instrument

for data collection. The population of the study comprised all the

principals and the teachers in post primary insititutions in Idemili

Education zone. Two hundred and fifty teachers formed the sample of

the study. There was 90% return rate of the questionnaires. The

statistical technique used in the analysis of the data was the t-test and

mean score.

The findings of this study include the following. It was the opinions

of the principals and teachers that they supply physical plant facilities in

the post primary schools in Idemili North, Anambra State which include

science laboratories, classroom, furniture, staffroom, facilities, library

facilities and laboratory equipment.

The principals and teachers posited that students should not be

charged for the cost of repairing of school plant. The post primary school

management Board should employ store officers and other workers to

be in charge of school plant including the maintenance, repairing and

37

distributing. Both the principals and teachers were of the opinions that

community in which the school is located should refurbish the school

plant.

Ebeledike (1990) investigated environment correlation of student in

secondary school chemistry in Ahaocha Anambra State. The study

specifically is to find out professional qualified and experience chemistry

teachers, good laboratory equipment and good administration

management influence on student performance. Random sampling

technique was used for the selection of 200 respondents. Hypotheses

were tested with the Pearson product moment correction coefficient at

0.05 level of significant. Data were analyzed using means and frequency

distribution.

The researcher found out that the performance of student depend

on professional qualified and experience teachers and there is

relationship between students’ performance in chemistry and good

laboratory equipment.

Ezen (1995) conducted a study on relationship between availability

of technical equipment and performance of student in introductory

technology in Afikpo Education zone. The study was conducted to find

out how effectively teachers of introductory technology in Afikpo

education zone are using technical equipment provided in lesson to

students, to enable them improve their performance, to compare the

38

performance of students taught with technical equipment and those

taught without technical equipment and to find out the opinion of

teachers and students on whether the introduction of practical test in

junior school certificate examination will enhance students performance.

260 student and 20 teachers were randomly selected for the study from

the 25 secondary school. The data collected were analyzed using

frequency table, means, percentages, standard deviation, t-score and

Pearson product moment correlation coefficient.

The major findings of the study, are that technical equipment

provided are presently not been effectively utilized to develop the skill of

the student and that the teaching of introductory technology is generally

theoretical.

Akabogu (2001) investigated on the effect of location of school on

secondary school students’ achievement in reading comprehension. The

study specifically is to find out whether urban or rural school effect

performance of students in secondary schools. Two hundred and sixty

(260) senior secondary class 2 (SS2) students in Enugu education zone

of Enugu State were used for the study. The data collected were

analysed using mean and standard deviation. While analysis of co-

variance (ANCOVA) was used to test the null hypothesis at 0.05 Apha

level of significance.

39

Akabogu found out that location of school has significance impact

on achievement in reading comprehension.

Ezudu (2001) studied Girls science classroom environment as

correlates to academic performance of girls in science. He developed

two research questions and a null hypothesis for the study.

Questionnaire was used for the collection of data. The respondents were

allowed to respond to the questionnaire items on four points likert scale.

The population of the study was 200 students randomly drawn from two

secondary schools sampled from, the total population of all female

students in JSS II in Oji-River Local Government Area of Enugu State.

The data collected were analyzed using descriptive and inferential

statistics. The research questions were answered using Pearson product

moment co-efficient while t-test was used in testing the hypothesis at

0.05 level of significant.

From the review of the empirical studies, It is revealed that studies

have been carried out on the issue of correlation in the achievement of

few subjects and the students performance. The review revealed that

such few works centered on academic achievement of students in

relation to classroom environment. It appears none has concentrated on

the general influence of the school environment on the academic

achievement of students of public secondary schools in the state. It is

40

against this background that the present study is being carried out to fill

the gap.

Summary of literature review

The review of literature is based on the following headings:

conceptual framework, theoretical framework and review of empirical

studies. It is evident that environment is a vital tool in effective and

efficient operation of educational programme. Good school environment

contribute immensely to higher level of educational performance.

Regardless of where a school is located, a rich school environment is

comfortable and secure from danger; radiate a sense of well being and

send a caring message. Thus good school environment is the key to a

high performance of education institution. It also discusses the effect of

building, library services school location and school facilities with regard

to quality. The theoretical framework deals with the theories of

environment which includes learning models and social learning

approach.

The researcher reviewed five empirical studies on school

environment and related areas. The findings revealed that school plants,

physical facilities are supplied by the government. The performance of

students depends on professional qualified and experienced teachers.

41

It also revealed that there is low relationship between the girls’

classroom environment and their academic performance. These

problems are identified outside the present area of study. It is this gap

that arouses the researcher’s interest to undertake a study on the

influence of school environment on academic achievement of public

secondary school in Enugu State.

42

CHAPTER THREE

RESEARCH METHOD

This chapter presents the procedure to be used in this study under

following the sub-headings: research design, area of the study,

population of the study, sample and sampling techniques, instrument for

data collection, validation of the instrument, reliability of the instrument,

method of data collection and method of data analysis.

Research design

The design for this study is descriptive survey. It is to provide the

opinion of the respondents on the influence of environment on the

academic achievement of public secondary schools in Enugu state.

Nworgu (2006) defines descriptive survey design as those studies that

aim at collecting data and describing them in a systematic way, the

features of a given population. The design is considered appropriate

because it will enable the researcher to identify the characteristic of the

population objectively.

Area of the study

This study was carried out in the six Education zones of Enugu

State comprising seventeen Local Government Areas as at the time of

study with an estimated population of about 3,257,298 people.

(Population Census Commission, Enugu State, 2007).

43

The six education zones include Agbani comprising Enugu South,

Nkanu East and Nkanu West Local Government Areas, Awgu zone

comprising Awgu, Aninri and Oji River Local Government Areas. Enugu

zone comprises Enugu East, Enugu North and Isi-Uzo Local

Government Areas. Obollo Afor zone comprises Igboeze North, Igboeze

South and Udenu Local Government Areas. Nsukka zone comprises

Nsukka, Igbo-Etiti, Uzo-Uwani local Government Areas and Udi zone

comprising of Ezeagu and Udi Local Government Areas. Enugu State is

chosen for the study because it has a lot of public secondary schools.

Population for the study

The population for the study comprised 287 principals and 6438

teachers across the six education zone the state. Source (PPSMB 2010)

Sample and sampling technique

The sample size of the study was 600 respondents. Simple

random sampling technique was used in selecting 150 principals of

public secondary schools in the state and 450 teachers from the six

education zones across the state. The figures from the 100 simple

randomly selected schools in the six zones are shown below.

Instrument for data collection

The instrument for data collection was questionnaire titled

“Influence of Environment on the Academic Achievement of Public

Secondary Schools. Questionnaire” (IEAAPSSQ). The instrument was

44

developed by the researcher. It consisted of 29 items structured in the

following order of Very Great Extent (VGE) 3.49-4, Great Extent (GE)

2.50 – 3.49, Low Extent (LE) 1.50 – 2.49, and Very Low Extent (VLE)

0.50 – 1.49.

Part A of the questionnaire provides information on demographic

data of the respondents while part B centered on the request for the

respondents to complete the questionnaire meant to answer the

research questions posed for the study.

Validation of the instrument

The instrument was subjected to face validation by three experts

from the field of Education Administration and Planning, in the

Department of Educational Foundations and one in Measurement and

Evaluation, of the faculty of Education, University of Nigeria, Nsukka.

The experts were requested to look at the adequacy of the items in line

with the purpose research questions as well as the rating scale.

Corrections were affected in some of the items and on the response

options. The instrument was considered valid by the experts for the

study.

Reliability of the instrument

To ascertain the reliability of the instrument, a trial test was carried

out. The instrument was administered to ten principals and ten teachers

from Awka Education zone of Anambra State, outside the study area.

45

Cronbach Alpha coefficients of 0.93, 0.90, 0,85 and 0.90 were obtained

for clusters A.B.C and D respectively. The overall reliability estimate

obtained for instrument was 0.90. This confirmed that the instrument was

reliable for the study.

Method of data collection

Direct method was used to administer and collect the instrument

by the researcher and her four trained research assistants. They helped

in the administration and collection of the questionnaire after completion

by the respondents. The reason is to ensure a high return rate of the

instrument.

Method of data analysis

Mean and standard deviation were used to answer the four

research questions posed for the study. The mean range which

determined the acceptance level is 2.50 to 3.49 and above, using real

number limits as shown below. While t-tests statistic was used in testing

the two null hypotheses formulated at 0.05 level of significant

VGE = 3.49 - 4

GE = 2.50 – 3.49

LE = 1.50 – 2.49

VLE = 0 – 0.49

46

CHAPTER FOUR

RESULTS

This chapter presents the analysis and results of data collected.

The presentation is based on the four research questions and two null

hypotheses postulated to guide the study.

Research question one: To what extent do the school buildings affect

the academic achievements of students of public secondary schools?

Table 1: Mean ratings of principals and teachers with regard to the

extent school buildings affect academic achievement of students in

public secondary schools.

S/N Items Principals 150

Teachers 450

Overall

mean

Overall

SD

1 2

3 4

5

6

The extent school buildings affect the academic achievement of students. Offices for staff

Reading rooms for students Dinning hall for students Classroom spaces for teaching students Common room for teachers Hall for Exams

X

3.17 3.07 2.86

3.38 2.81 2.81

X

3.20 3.18 2.88

3.44 3.34 2.89

X

3.185

3.125

2.87 3.41 3.295

2.85

SD

0.73 0.79 0.75

0.77 0.74 0.70

Decision

GE GE GE

GE GE GE

47

Table 1 shows the opinions of respondents on the extent school

buildings affect the academic achievement of students in public

secondary schools. From the table, the mean scores of the respondents

– 3.185, 3.125, 2.87, 3.41, 3.295 and 2.85 with their corresponding

standard deviation for items 1,2,3,4,5 and 6 respectively. These are

seen to be within the criterion mean of 2.50 - 3.49 for acceptance level.

The result from the table indicated that both respondents agreed

on the extent items 1-6, affect the academic achievement of students in

public secondary school. The result revealed that reading room for

students; classroom spaces for teaching and common room for teachers

with mean scores of 3.185, 3.125, 3.41 to a very great extent affect the

students academic achievements in public schools.

Research questions two: To what extent do library services affect the

academic achievement of students in public secondary school?

Table 2: The mean ratings of the respondents with regard to the extent

library services affect the academic achievement of students in public

secondary schools

48

S/N ITEMS Principals 150

Teachers 450

Overall

mean

Overall

SD

The extent library service affects students. X

X

X

SD Decision

7

8

9

10

11

12

Provision of seat for use in the library. Current materials/books for students in the library Books for lending to students/teachers Physical presence of library assistants to help and guide. Working hours during which library is open for use. Extension of working workers

3.18

3.23

3.10

2.83

2.93

2.84

3.22

3.19

3.16

2.91

2.80

2.83

3.20

3.21

3.13

2.87

2.865

2.835

0.86

0.65

0.94

0.93

0.84

0.69

GE

GE

GE

GE

GE

GE

Table 2 presents the views of the respondents with regard to the extent

library services affect the academic achievement of students in the

public secondary schools. The result in the table revealed that all the

items 7-12, represented the views of the respondents with regard to how

they affect the academic achievement of students.

The mean scores of the respondents – 3.20, 3.21, 3.13, 2.87,

2.865, 2.835 with their corresponding standard deviations respectively,

indicated that the items to a great extent affect the students achievement

in the schools. The result also shows that items 7,8 and 9 represented

49

the major areas that to great extent affect, the academic achievement of

the students in the school as regards library services. These include lack

of seats, lack of current materials and books for lending the students.

Research question three

How does school location affect the academic achievement of students

in public secondary schools?

Table 3: Mean ratings of the respondents with regards to how school

location affects the academic achievement of students in public

secondary schools?

S/N

Items Principals 150

Teachers 450

Overall

mean

Overall

SD

How school location affects students academic achievement

X

X

X

SD Decision

13 14

15

16

Nearness to your home/village Lack of facilities near to the school Lack of where to buy school (student) needs near the school. Limited access to reading materials near or around the school.

2.88

2.92

2.84

3.10

2.95

2.83

2.84

3.19

2.915

2.875

2.84

3.145

0.58

0.84

0.69

0.94

GE

GE

GE

GE

50

17

18

19

Inadequate fund to procure materials for school shop/store. Teachers’ inability to have access to materials for teaching. Insufficient qualified teachers due to the isolated nature of the school.

2.80

3.18

3.23

2.83

3.22

3.16

2.815

3.20

3.195

0.88

0.86

0.65

GE

GE

GE

The table presents the opinion of the respondents with regard to

how school location affects the academic achievement of students in

public secondary schools. The result from the table indicated that the

mean scores of the respondents with their corresponding standard

deviations show that items 13-19 listed to a great extent affect the

academic achievement of the students. The mean scores of the

respondents- 3.145, 3,20, 3.195 respectively indicated that such items to

a Great Extent constituted the major areas the school location affects the

academic achievement of the students in public secondary schools.

51

Research questions four: To what extent do the school facilities affect

students’ academic achievements of public secondary school?

S/N How facilities affect students academic achievement

Principals 150

Teachers 450

Overall

mean

Overall

SD

Items X

X

X

SD Decision

20 21 22 23 24

Desk, chairs Teaching aids Electric generators for hostels/classrooms Blackboard for classroom/laboratories Calculator/specimens/laboratory equipment.

3.03 2.93 2.76 2.72 2.76

3.13 2.95 2.80 2.89 2.95

3.08 2.94

2.78

2.805

2.855

0.96 0.80 0.77

0.82

0.82

GE GE GE

GE GE

25 26 27 28 29

Typewriters for office use Sport facilities School health facilities (school nurse) Fencing of the school/security Electricity

2.88 2.93 3.14 3.07 3.12

2.85 2.76 3.20 3.08 3.21

2.865

2.845

3.17

3.075

3.165

0.76 0.80 0.86 0.97 0.86

GE

GE

GE

GE

GE

Table 4: Mean ratings of the respondents with regard to the extent the

school facilities affect the academic achievement of students in public

secondary schools.

52

The table presents the opinions of the respondents with regard to

the extent school facilities affect the academic achievement of the

students. The table revealed that all the provided items: 20-29,

represented the opinions of the respondents on the extent school

facilities affect the students’ academic achievement. The mean scores of

the respondents 3.08, 2.94, 2.78, 2.805, 2.855, 2.865, 2.845, 3.17,

3.075, 3.165 with their standard deviations respectively indicated the

items affect the students’ academic achievements in the public

secondary schools to some extent. The result showed the respondents

agree that the items 20-29 to a great extent affect the academic

achievement of the students in public secondary schools. The mean

scores of the respondents 3.08, 3.17, 3.075 and 3.165 showed that the

items Very Great effect on the academic achievement of the students.

Hypothesis one (HO1)

There is no significant difference in the mean ratings of principals

and teachers with regard to the extent school environment affects the

academic achievement of students of public secondary schools.

Student t-test analysis of the difference between the mean ratings

of principals and teachers was computed and the result is shown below.

53

Table 5: Summary of t-test analysis for hypothesis one (HO1)

Total number of respondents N=600 S/N Group N

X

SD Degree

of freedom

Level of significant

Calculated t value

Table of t value

Decision

1 Principal 150 3.20 0.176 598 0.05 0.76 1.96 Accepted

2 Teachers 450 3.01 0.182

The table presents the t-test analysis of the difference between the

mean ratings of principal and teachers. From the table, it is indicated that

the calculated t-value is 0.76 at 598 degree of freedom and 0.05 level of

significant since the calculated t-value of 0.76 is less than the table t-

value of 1.96, the first null hypothesis (HO1) of the study is accepted.

Conclusion: The researcher draws the conclusion that there is no

significant different in the mean ratings of principal and teachers on the

extent school environments affect the academic achievement of students

of public secondary schools.

Hypothesis two (HO2)

Principals and teachers do not differ significantly in their mean

ratings with regard to the extent school environment affect students’

academic achievement.

54

Table 6: Summary of t-test analysis for hypothesis two (HO2)

Total number of respondents N= 600 S/N Group N

X

SD Degree

of freedom

Level of significant

Calculated t value

Table of t value

Decision

1 Principal 150 3.20 0.168 598 0.05 0.446 1.97 Accepted

2 Teachers 450 3.15 0.195

The table presents the t-test analysis of the difference between the

mean ratings of principals and teachers’ with regard to the extent school

environment affect the academic achievements of students of public

secondary schools.

From the table, it is indicated that the calculated t-value is 0.446 at

598 degree of freedom and 0.05 level of significant, while the table t-

value is 1.97. Since the calculated t-value of 0.446 is less than the table

t-value of 1.97, the second null hypothesis of the study is accepted.

Conclusion: The conclusion is drawn that Principals and Teachers do

not differ significantly in their mean ratings with regard to the extent

school environment affects students academic achievement.

Summary of Findings

1. The result identified office for teachers, reading room for students

and classroom space for teaching as the major areas that to a

great extent affect the academic achievement of students with

regard to buildings in the public secondary schools.

55

2. It also identified provision of seat and current materials as well as

books for lending and the presence of the library assistant as the

areas affecting the academic achievement of students with regard

to library services in the public secondary schools

3. The findings indicated that limited access to reading materials and

nearness to the school affects the academic achievement of the

students.

4. It also revealed that teachers’ inability to have access to materials

for teaching and insufficient qualified teachers due to school

location as the major areas that greatly affect the academic

achievement of students of public secondary schools, with regard

to school location.

5. It identified desks and chairs as well as health facilities as

important areas affecting the academic achievement of students.

6. The findings also revealed that fencing of the school for security

influences the academic achievement of students in the public

schools.

7. The findings revealed that electricity is a major factor with regard

to facilities that affect the academic achievement of students in

public secondary schools.

56

CHAPTER FIVE

Discussion of Results

This chapter presents the results of the study based on the data

analysis made in chapter four. The results are examined, interpreted and

inferences made. The discussion focused on the research questions and

the hypotheses postulated to guide the study. Other areas covered in the

discussion include findings, conclusion, and implications of the study,

recommendation and suggestions.

Extent school buildings affect academic achievement of students

The result of this research question revealed that the respondents

agreed that offices for the teachers, enough reading rooms for students,

more classroom accommodations as well as staff common room are the

major areas that affect students’ academic achievements in the school

with regard to buildings. The identified areas above ranked high in the

opinion of the respondents.

The above views are in agreement with the view of Okafor (2003),

Lew (2000), and Akpa et al (2005) that school buildings, classroom

accommodation for teaching and learning, promote the academic

achievement of students in the school. The result also indicated that

adequate examination hall in the school affects the students academic

performance.

57

The finding above underscores the importance of the provision of

staff offices, adequate classroom accommodation as well as reading

spaces in the school, so as to enhance students’ academic

achievement. This will also promote effective teaching and leaning as

teachers’ performance will also be enhanced.

Extent library services affect academic achievement of students of

public secondary school.

The result of this research questions identified provision of seat for

use in the library, enough current reading materials, as well as books for

lending as the major areas of the library services that to a great extent

affect the academic achievement of students. It was the opinion of the

principals and teachers that the above areas be given adequate

attention for increased students’ academic performances in the schools.

The two groups also agreed that there is the need for the physical

presence of trained library assistants in the school, to help guide and

direct the students in the libraries. The issue of current books and

provision of seats in the library ranked very high in the opinions of the

respondents.

The above findings are in line with the opinion of Keith (2000),

Aguolu (2002) and Mazi (2006) that the provision of enough reading

materials in the school library with good seats and tables help to improve

the quality of the academic achievement of students in the school. This

58

is also in line with the library research service (2002) that a number of

books in the library are nothing if the books are outdated or not current in

the fields. The researcher is therefore of the opinion that such identified

areas above be addressed by the relevant stakeholders to improve

library services in the school.

Extent school location affects academic achievement of the

students

The findings from this research question revealed that nearness to

home, lack of facilities, and inadequate fund to procure books for the

school to great extent affect academic achievement of students in the

schools. However, in the opinion of the respondents, limited access to

reading materials, and teachers inability to have access to current

material for teaching, as well as insufficient qualified teachers ranked

very high as the major areas affecting academic achievement of the

students in schools. This agrees with the opinion of Okonkwo (1997)

Akabogu (2001) and Bello (2008) that school location influences the

academic achievement of the students.

This however, differs with the findings of Okonkwo (1997) that

school location has more effects on the academic achievements of the

students in the rural areas. The result also is in line with the view of

Akabogu that school location has significant influence in the academic

achievement of the students. The researcher supports the view that

59

students are to be made to attend schools that are located very close to

their places of residence. Hence, there is the need to ensure that

students are given access to admission to schools based on nearness to

their places of residence. This will not only promote student participation

in the school activities but reduce cost of transportation to parents.

Extent school facilities affect the academic achievement of student

in the public schools

The result of this research question indicated that principals and

teachers agreed that inadequate desks, chairs, teaching aids,

generators, laboratory equipment, typewriters, sports facilities, school

health services and fencing affect the academic achievement of

students, to a very great extent.

However, the opinion of the respondents indicated that the

following variables desks, chairs, fencing of the school/security, school

health facilities and electricity have great effect on the academic

achievement of students. The findings agreed with the opinion of Okafor

(2003) Ezen (1995) and Ibiain (2004), that adequate provision of

facilities in the school promotes the academic achievement of the

students and also ensures the effective teachers performance in

teaching and learning activities.

It is the opinion of this researcher that the stakeholders in the

education industry should emphasize the need for adequate provision of

60

teaching and learning facilities in the schools. This not only encourages

students’ academic achievement, but goes a long way in enhancing

teachers’ productivity as well as health school academic environment.

The respondents are also in agreement that adequate security in the

schools will promote the academic achievements of the students. This is

because with peace and security, the school environment will be

conducive for effective teaching and learning.

The mean responses of the principals and teachers were

individually identified and subjected to t-test analysis. The findings from

the analysis revealed that respondents agreed on the extent school

buildings affect the academic achievements of the students of public

secondary schools. The findings revealed that staff offices, classroom

accommodations and library are the major areas affecting academic

achievement of the students.

Furthermore, the responses made by principals were separated

from those made by the teachers. The two groups of data were

subjected to t-test analysis. The result revealed that teachers shared

common opinion on the extent facilities affect the academic achievement

of the students in public schools.

Based on the above results, the two tested hypotheses for the

study were accepted. The researcher draws the conclusion that there is

no significant difference between the mean ratings of respondents with

61

regards to the extent both buildings and facilities affect the academic

achievement of student of public secondary schools.

Conclusion

From the result obtained and the investigation into the influence of

school environment on academic achievement of students of public

secondary schools in Enugu State, the researcher came up with the

following conclusion:-

1. Inadequate offices for staff, classroom accommodation for

teaching students as well as common room for teachers to a great

extent affect the academic achievement of students with regard to

building in the schools.

2. The findings also identified seats/desks, current reading material,

current books for lending and the presence of library assistants in

the schools as critical areas that to a great extent affect the

academic achievement of students of public schools with regard to

library services.

3. The result indicated that limited access to both the students and

teachers to reading material has great the affect academic

achievement of students.

4. The findings also revealed that fencing of the school for security

will to a great extent help to promote the academic achievement of

students.

62

5. It also revealed that teaching aids, provision of generators and

school health services affect academic achievement of the

students.

6. It also identified electricity as an important factor affecting

academic achievement of students of public secondary schools.

Educational Implications

The quality of school building plays vital role in students’ academic

achievement. Since this is so, it is imperative that the government and

other stakeholders in the education industry should give adequate

priority to solid and adequate school structures in the system. They are

to ensure not only their provision, but ensure that school buildings are

regularly maintained to promote durability and usage. All this will help in

promoting student academic achievement and enhancing the

productivity level of the teachers.

The importance of good library in the education sector cannot be

overemphasized. The library remains the heart of the education

enterprise. As a storehouse for knowledge, effort should be made to

equip the libraries with current materials so as to provide learners more

opportunities to acquire knowledge that helps to facilitate high academic

achievement. Qualified library assistants should also be posted to

schools to ensure proper guidance and direction to students for effective

use of the library facilities.

63

Access to school is one of the areas that influence the

achievement of students of public secondary schools. Thus the site and

choice of school locations should guide parents and guardians in

seeking admission for their wards. This will not only ensure the influence

of the child’s environment but will reduce cost especially transportation

burden on parents. Hence, policy makers should ensure proper access

to school location to students in their areas.

The place of electricity in the schools cannot be overstressed.

Efforts should be made to supply schools with electricity and where this

is not possible, generators could be supplied. This will help to promote

teaching and learning activities which will in turn enhance the academic

performance of the students. To also ensure safety of life and property in

the school system, schools are to be fenced and security men employed

to ensure free flow of academic activities in the school.

It therefore, becomes obvious that the government alone cannot

provide all the needed resources and facilities in the public schools. The

implications is that all the stakeholders should close ranks and ensure

that schools are well staffed, equipped and maintained to ensure

effective teaching and learning. This in turn will promote the academic

achievement of the students and improve teachers’ productivity in the

system.

64

From the results of the study, the following Recommendations are

made

1. Adequate classroom buildings to be provided in the public schools

to help promote effective teaching for students improved academic

achievement.

2. Government and communities to ensure that students have access

to the schools nearest to their areas of residence.

3. Efforts should be made by stakeholders to provide schools with

functional libraries, well equipped with current reading reference

materials.

4. Qualified library assistants to be posted to schools to aid the

students on the proper use of the library service

5. Enough security to be provided through fencing of schools to

ensure peaceful school academic environment

6. As may be applicable, schools without power supply to be

provided with generating sets to help promotes effective learning in

the schools.

7. Office accommodations to be provided for teachers to enable them

have appropriate space and time for their lesson note preparations

and other related academic activities.

65

8. Current teaching or instructional materials to be made available to

schools to help teacher’s performance for the best academic

achievement of the students in the schools.

Suggestions for further studies

Based on the findings, the following suggestions are made for

further studies

1. A study on the impact of school plant on students academic

achievement in Enugu Zone

2. A comparative study of the influence of school environment in

Enugu and Ebonyi State on students’ academic achievements.

Summary of the study

The study was carried out to investigate the influence of school

environment on academic achievement of students in Enugu State

public secondary schools. The design of the study is descriptive while

the population comprised principals and teachers in the education zone.

The sample size for the study was 600 respondents while a researchers’

self developed questionnaire formed the instrument for data collection.

Three experts validated the instrument and a cronbach Alpha reliability

coefficient method was employed to ensure the reliability of the

instrument.

Four research questions and two null hypotheses guided the

study; while student t-test statistics was used to test the hypotheses at

66

0.05 level of significant. A review of empirical studies was carried out to

guide the researcher into previous studies in the area and also to

provide the researcher with the theoretical base.

A 29-item questionnaire was used to get information from the

respondents. Based on the data collected and analyzed, the following

results were obtained.

That staff office, classroom spaces for teaching students and staff

common room represented the major areas that to a great extent affect

the academic achievement of students in public schools, with regard to

buildings.

It was also revealed that desks, current books and presence of

library assistants constituted the areas of influence to the academic

achievement of the students with regard to library services in the public

secondary schools.

Both the principals and teachers agreed that access to reading

materials in the school, lack of facilities, and nearness to school and in

sufficient qualified teachers very greatly affect the academic

achievement of the students. Inadequate teaching materials were also

noted as a major factor affecting the students’ academic achievement.

The two groups also shared common views in terms of the great

influence of school health services, fencing of school for security and

67

provision of power supply as important variable affecting the academic

achievement of the students of public secondary schools.

Based on the above, the researcher recommends that schools

should be provided with functional libraries, equipped with current

reading materials to help enhance both the students’ academic

achievement and the teachers’ effectiveness in academic activities in the

school.

Also recommended is that school are to be fenced and power

supply provided in the schools by the stakeholders to promote

effectiveness and efficiency among the staff and the students in the

system.

68

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CLUSTER A

S/N SCHOOL BUILDING VGE GE LE VLE

The extent the quality of physical and academic school environment with regard to school building affect the academic achievement of students.

1 Offices for staff

2 Reading rooms for students

3 Dinning hall for students

4 Classroom spaces for teaching students

5 Common room for teachers

6 Hall for Exams

CLUSTERS B

S/N SCHOOL Library Services VGE GE LE VLE

The extent the library service affects the

academic achievement of students.

7 Provision of seat for use in the library.

8 Current materials/books for students in the

library

9 Books for lending to students/teachers

10 Physical presence of library assistants to help

and guide.

11 Working hours during which library is open for

use.

12 Extension of working workers

73

CLUSTER C

S/N SCHOOL LOCATION VGE GE LE VLE

The extent school location affects the academic achievement of students in public secondary school.

13 Nearness to your home/village

14 Lack of facilities near to the school

15 Lack of where to buy school (student) needs near the school.

16 Limited access to reading materials near or around the school.

17 Inadequate fund to procure materials for school shop/store.

18 Teachers inability to have access to materials for teaching.

19 Insufficient qualified teachers due to the isolated nature of the school.

CLUSTER D

S/N SCHOOL FACILITIES VGE GE LE VLE

The extent school facilities affect academic achievement of students.

20 Desk, chairs

21 Teaching aids

22 Electric generators for hostels/classrooms

23 Blackboard for classroom/laboratories

24 Calculator/specimens/laboratory equipment.

25 Typewriters for office use

26 Sport facilities

27 School health facilities (school nurse)

28 Fencing of the school/security

29 Electricity

74

APPENDIX I

Department of Educational Foundations

University of Nigeria, Nsukka. 20th March, 2010.

Dear Sir/Madam,

Influence of school environment on academic achievement of

students of public secondary school in Enugu State.

I am a postgraduate student of the above institution, conducting a

research on the above topic: This is to seek for your permission to

enable me distribute my questionnaire (copy attached) to your teachers

for completion, to enable me carry out this research successfully.

Thanks for your anticipated co-operation.

I am, Yours sincerely, EZE, FIDELIA N. Reg. No: PG/M.ED/05/40416

75

QUESTIONNAIRE ON INFLUENCE OF SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF STUDENTS OF PUBLIC

SECONDARY SCHOOLS IN ENUGU STATE Section A: Personal Data

Instruction: Fill in the correct information by ticking (√) in the

space for each item, where applicable

1) Principal ( )

2) Teacher ( )

SECTION B: information on school environment The possible responses per items are indicated as:

76

Summary of the zones in Enugu State

S/No Zones Schools Principals Teachers

1 Agbani 46 25 75

2 Awgu 56 25 75

3 Enugu 35 25 75

4 Nsukka 59 25 75

5 Obollo Afor 45 25 75

6 Udi 51 25 75

Total 6 287 150 450