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SECONDARY SCHOOL SYSTEM PLANNING AND ITS IMPACT ON EFFECTIVE LEARNING

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is often thought to be the true engine of a country’s progress. This is because educated people contribute to the advancement of scientific, social – economic, and political structures that benefit individuals, families, and society as a whole. In light of these ideals, education in the twenty-first century must equip children to operate effectively as adults (Danladi, 2010). However, Nigerian schools are the least prepared to adjust to the daily bombardment of new knowledge and practices, owing to a variety of difficulties ranging from academic staff strikes to inadequate school plant design to a lack of funding for infrastructural improvement. This is demonstrated by the assertion that instructors are handicapped by insufficient training and resources, making it difficult for teachers to prepare pupils for the new development. The school buildings themselves, which house instructors and students, obstruct rather than facilitate effective teaching procedures (Aloga, 2014).

School plant planning, which includes instructional areas, administrative spaces, circulation spaces, restrooms, and accessories, is critical to the teaching-learning process. The degree to which these spaces can support teaching and learning is determined by their position within the school site, their construction, and their accessories. It is considered that a well-planned school plant would optimize educational outcomes by facilitating students’ social, political, and economic emancipation, as well as effective teaching and learning processes and academic success (Adesina, 2011).

Oluchukwu (2000) argued that school plant planning is a necessary component of educational planning, citing the relevance of school plant planning to students’ academic achievement. He continued by stating that without well-suited schools, well designed facilities, and properly employed and maintained equipment, much teaching and learning may be impossible.

Today’s school facilities in the majority of Nigerian schools are designed to enhance rote learning and further impair pupils’ capacity for autonomous and creative thought. In Nigeria, a typical school facility is often composed of a series of basic classroom constructions – frequently composed of rectangular-shaped walls in which seats, tables, and pupils compete for space. According to Ezeocha (quoted in Aloga, 2014), insufficient physical facilities can result in undesired personal behaviors, and big group interaction activities such as sports/games and theatre cannot be done efficiently without sufficient physical space and equipment.

While Oyesola (2007) emphasized the relevance of school plant planning to students’ learning outcomes, he claimed that the primary purpose of school plant planning is to meet educational goals established by educational planners. He underlined that better planned school plants will support better school programs and community requirements by providing a space for students and teachers’ psychological and physical safety, as well as increasing the quality and quantity of education.

Similarly, Ajayi (2007) asserted that high-quality student learning outcomes may not be guaranteed if school site planning, instructional space planning, administrative space planning, space of convenience planning, and circulation space planning are inadequate, and the plant components themselves are structurally deficient, inadequately ventilated, and insufficiently spacious for use.

1.2 STATEMENT OF THE PROBLEM

According to the Akpakpan (2012), many of Nigeria’s secondary schools confront a slew of issues, including inadequate school plant planning, deteriorating facilities, out-of-date design, and capacity utilization constraints. These combined shortcomings degrade the quality of teaching and learning and also present health and safety concerns for faculty and students. Poor school plant design and care jeopardize school management, curriculum delivery, and student academic success.

Additionally, the researcher found during his monitoring visits to many schools that the majority of the school complexes were overgrown, had old buildings with leaking roofs, broken chairs and desks, rough flooring, and windows without louvers. Some of the schools had filthy structures and no lightning, while others had blown-off roofs, indicating a lack of or insufficient planning. Pedro (2012) noted that in most institutions, the roadways leading to the sports field were overgrown with weeds. Appropriate administration and repair of the existing school infrastructure appears to be lacking. The location of schools does not appear to have been a priority for those in charge of them. For example, schools are frequently positioned near business and other noise-generating activities such as autos, neighborhood human debates, and discotheques, all of which disturb pupils’ focus (Akpakpan, 2012).

On the other side, buildings are a source of concern. The majority of school facilities are not painted on a regular basis. They are dilapidated and frequently in shambles, rendering schools dull and unattractive; this equates to the establishment of an extremely hostile study infrastructure that is inhospitable to Nigeria’s children, who must compete for leadership positions with their counterparts in the developed world. During rains, it is typical to see class rooms leak; school infrastructures are inundated with run-off, creating an unpleasant environment for the students (Adeboye, 2019). Once again, all of them appear to be the outcome of insufficient or bad preparation. These are the issues that this research thoroughly examined in the Abakaliki, school infrastructure.

1.3 OBJECTIVES OF THE STUDY

The broad objective of this study is to examine secondary schools system planning and its impact on effective learning. Specifically but not limited to, other objectives of this study are;

i.          To examine the extent school planning is carried out in Nigerian secondary schools.

ii.        To investigate whether school spacing has an impact on academic performance of students.

iii.      To find out if there is any relationship between instructional space planning and students’ academic performance.

iv.      To determine the effects of school planning on the academic performance of students.

1.4 RESEARCH QUESTIONS

The following research questions which are in line with the objectives of this study will be answered;

i.          To what extent is school planning carried out in Nigerian secondary schools?

ii.        Does school spacing have an impact on academic performance of students?

iii.      Is there any relationship between instructional space planning and students’ academic performance?

iv.      What are the effects of school planning on the academic performance of students?

1.5 SIGNIFICANCE OF THE STUDY

The study’s conclusions are applicable to students, instructors, parents, guardians, and school administration. To the students, the findings of this study will reveal the impact appropriate school planning has on their academic performance.

To the school administrators and policy makers, this study will reveal the importance of school planning and its effects thus enabling the creation of an effective school planning system.

1.6 SCOPE OF THE STUDY

Broadly, this study will be focused on examining secondary schools system planning and its impact on effective learning. Specifically, this study will be focused on examining the extent school planning is carried out in Nigerian secondary schools, investigating whether school spacing has an impact on academic performance of students, finding out if there is any relationship between instructional space planning and students’ academic performance and determining the effects of school planning on the academic performance of students.

Students of selected secondary schools in Abakaliki, Ebonyi State will serve as respondents for the survey of this study.

1.7 LIMITATIONS OF THE STUDY

As with any human endeavor, the researcher experienced small impediments while performing the study. Due to the scarcity of literature on the subject as a result of the discourse’s nature, the researcher incurred additional financial expenses and spent additional time sourcing for relevant materials, literature, or information, as well as during the data collection process, which is why the researcher chose a small sample size. Additionally, the researcher conducted this inquiry in conjunction with other scholarly pursuits. Additionally, because only a small number of respondents were chosen to complete the research instrument, the results cannot be applied to other secondary schools outside the state. Regardless of the limits faced throughout the investigation, all aspects were reduced to ensure the best outcomes and the most productive research.

1.8 DEFINITION OF TERMS

Impact: A marked effect or influence.

Planning: The control of urban development by a local government authority, from which a licence must be obtained to build a new property or change an existing one.

Secondary school: A secondary school describes an institution that provides secondary education and also usually includes the building where this takes place.

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