Full Project - EFFECT OF SCHOOL LOCATION ON LEARNER PERFORMANCE - A CASE STUDY OF SECONDARY SCHOOLS LEARNERS IN OBIO/AKPOR LGA,RIVERS STATE

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Full Project – EFFECT OF SCHOOL LOCATION ON LEARNER PERFORMANCE – A CASE STUDY OF SECONDARY SCHOOLS LEARNERS IN OBIO/AKPOR LGA,RIVERS STATE

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CHAPTER ONE

INTRODUCTION

Background to the study

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. 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):

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.

Location can be defined as a system within which living organisms interacts with the physical element while education location 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 locations as consisting of all elements existing around man and which exert some effect on him. These include physical, biological and social attributes. Location can also be seen as aggregate of all the external condition and effect affecting the life and development of an organism.

In this study, location includes all the external condition and effects in the school that affect the academic performance of the learner such as laboratory equipment, library facilities, qualified teachers, furniture, school building, good administrative management, teacher pupil relationship and school location among others. Location for the purpose of this work can be divided into two parts-home location and school location.

School location is the thread that connects the multitude of activities on the school. In many respects, this thread is almost invisible, yet everyone experiences its effect. Dudek (2000) opined that it could be said to be the external effects in the school that can effect academic performance of learners irrespective of their intelligent quotient. School location 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 location and heredity can hardly be separated from education in influencing performance, hence a child’s life and ability is effectd by nature and nurture. Heredity provides the natural disposition while a healthy location makes available a window of opportunities to the learner (Ohuche 2001). The location variable of the setting helps to a large extent in ensuring attainability of the goals of such setting. The location 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 learners. This shows that the learning facilities children are exposed to and the socio-economic effect on them can affect their academic performance.

School location 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 location can then be seen to include material and human resources, a learning place which consist of the entire interaction. The learning location is both the natural and provided setting where teaching and learning takes place. Maduewesi (1990) referred to teaching and learning location as the setting physical and conceptual in which teaching and learning are carried out as deliberately planned. And to Okobia in Maduewesi (1990) learning location means classroom surroundings, physical facilities in the classroom and teacher – pupil relationship.

Studies on the relationship between availability of resources and learners academic performance have revealed that secondary schools provided with adequate education resources performed significantly better than those provided with inadequate resources (Balogun, 1995). Location is a very important factor in performance of goal of any educational programme. People acquire most of their knowledge through the interaction with facilities provided in the location for learning. Also learning is effectd by the location people are exposed to and the facilities provided in such location lead to experience. As in the words of Piaget (1964) that active interaction with the location 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 location 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 location for accommodation, furniture and all form of equipment for certain activities like club or village meetings, wedding reception and church services. There is need for a well planned and organized educational location enrichment because it fosters good interpersonal relationship. Moreover, Ajayi and Ashaolu (2005) opined that location enrichment regarding physical facilities is a major factor in learners’ academic performance. Supporting this Ayodele (2005) and Ajayi (2007), have shown that school resources aid learners academic performance.

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 location 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 learners’ academic performance, most public schools, in River state are in poor physical condition. It is in line with this that Earthman (2004) opined that the building in which learners spends a good deal of learning does effect 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 location 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 learner’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 learners 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 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 location (rural and urban) effects learners performance. She further stated that the individual learner’s academic behaviour is effectd 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, learners in urban schools perform better than those in rural schools in language learning. The reason he gave include the fact that rural learners have limited access to reading materials, inadequate reading culture and insufficient graduate teachers in rural schools. Therefore, the location of school has tremendous effect on children’s academic performance.

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 performance. 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 location plays a crucial role in academic performance of a child. This problem of poor performance is more pronounced in ill-equipped schools hence it becomes necessary to find out the effect of school location on the learner performance in secondary schools in River State.

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 location than others. It has been very difficult if not impossible for government to standardize the school location. Thus the location 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 learners and are therefore bound to effect their academic performance. The problem of this study put in a question form is: What is the effect of school facilities and equipment on the learner performance in secondary schools in River State?

Purpose of the study

The main purpose of the study is to determine the effect of school location on the learner performance in secondary school in Obio/Akpor River State.

Specifically the study intends to:

Investigate the extent the quality of the physical school location with regard to school buildings affect the academic performances of learners of public secondary school in River State.
Determine the extent the library services affects learner performance in secondary schools in River State.
Find out the extent school location affect learner’s academic performance of public secondary schools.
Ascertain the extents the school facilities affect learners academic performance 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 learner 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.

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 learners academic performance. 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 location that will lead to quality school products. Finally, it will be of benefit to the learner 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 effect of school location on the learners’ performance of public secondary schools in Obio/Akpor River State. The content area covers school building, library services, school location and school facilities.

Research questions

The following research questions will guide the study:

To what extent do the qualities of the physical school location with regard to school building affect the academic performances of learners of public secondary schools?

To what extent do the library services affect the academic performances of learners of public secondary schools?

How does school location affect academic performances of learners of public secondary schools?

To what extent do the school facilities affect learners’ academic

performances 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 performances of learners 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 learners’ academic performance.

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Full Project – EFFECT OF SCHOOL LOCATION ON LEARNER PERFORMANCE – A CASE STUDY OF SECONDARY SCHOOLS LEARNERS IN OBIO/AKPOR LGA,RIVERS STATE

Click here to Get The Complete Research Project Chapter 1-5

Full Project – EFFECT OF SCHOOL LOCATION ON LEARNER PERFORMANCE – A CASE STUDY OF SECONDARY SCHOOLS LEARNERS IN OBIO/AKPOR LGA,RIVERS STATE

Full Project – EFFECT OF SCHOOL LOCATION ON LEARNER PERFORMANCE – A CASE STUDY OF SECONDARY SCHOOLS LEARNERS IN OBIO/AKPOR LGA,RIVERS STATE

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