CHAPTER ONE
INTRODUCTION
Background to the Study
The school environment which include the classrooms, libraries, technical workshops, laboratories, teachers’ quality, school management, teaching methods, peers e.t.c are variables that aect students’ academic achievement (Oluchukwu, 2000). Hence, the school environment remains an important area that should be studied and well managed to enhance students’ academic performance. The Issue of Poor Academic Performance of Students has been of much concern to the government, parents, teachers and even students themselves. The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the school environment (Ajao, 2001). School environment which include instructional spaces planning, administrative places planning, circulation spaces planning, spaces for conveniences planning, accessories planning, the teachers as well as the students themselves are essential in teaching-learning process. The extent to which student learning could be enhanced depends on their location within the school compound, the structure of their classroom, availability of instructional facilities and accessories. It is believed that a well planned school will gear up expected outcomes of education that will facilitate good social, political and economic emancipation, effective teaching and learning process and academic performance of the students. Relating this study to international occurrences is the assertions of Marsden (2005).
That safe and orderly classroom environment (aspect of instructional space), school facilities (accessories) were significantly related to students’ academic performance in schools and that a comfortable and caring environment among other treatments helped to contribute to students’ academic performance. The physical characteristics of the school have a variety of effects on teachers, students and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms and inconsistent temperatures make teaching and learning difficult. Poor maintenance and ineffective ventilation systems lead to poor health among students as well as teachers, which leads to poor performance and higher absentee rates (Frazier, 2002).
These factors can adversely affect student behavior and lead to higher levels of frustration among teachers, and poor learning attitude among students. Beyond the direct effects that poor facilities have on student’s ability to learn, the combination of poor facilities, which create an uncomfortable and uninviting workplace for teachers, combined with frustrating behavior by students including poor concentration and hyperactivity, lethargy, or apathy, creates a stressful set of working conditions for teachers. Because stress and job dissatisfaction are common pre-cursors to lowered teacher enthusiasm, it is possible that the aforementioned characteristics of school facilities have an effect upon the academic performance of students. Statement of the Problem School environment is an essential aspect of educational planning. Unless schools are well suited, buildings adequately constructed and equipment adequately utilized and maintained, much teaching and learning may not take place. The high levels of students’ academic performance may not be guaranteed where instructional space such as classrooms, libraries, technical workshops and laboratories are structurally defective. However, little is known on the impact of school environment on students’ academic performance in Etsako East Local Government.
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