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ANALYSIS OF
THE ENVIRONMENTAL INFLUENCE ON STUDENTS ACADEMIC PERFORMANCE
ABSTRACT
Environment
according to Denek, described someone who is ready and able to learn and also
wants to learn, if this same person is kept in a room without books, pictures
and has no one to talk to, such a person might not learn effectively. Thus, for learning to take place and the
performance of students be enhanced, the school surrounding must be stimulating
and encouraging. The school environment
must be inviting or welcoming, conducive and accommodating for adequate and
effective learning to take place.
According to
Grant (1985), school buildings should be a suitable building furnished and well
equipped for habitation. As
dilapidating buildings, lacking mental stimulating facilities that are
characterized with low or no seating arrangement will also be destructive to
students’ academic achievement.
It has been
proved that students that are taught in stimulating environment with laboratory
equipment, rich instructional aids, pictures and are allowed to demonstrate
using their functional peripheral nerves like eyes, hands and sense of taste
performed better than those trained under theoretical and canopy of
abstraction.
Alban (1971)
believes that each class should have a separate area of quite lesson. According to him, it will be difficult for
the students to concentrate if they can hear what is happening in another
class. And that each room should be
large enough for the students to sit on desks when necessary and yet leave a
good space between desks so that the teacher can easily reach the students to
give individual help.
Bowers and
Burkett (1987) found that improper maintenance of fixtures can lead to low
academic performance of students in a school setting and it can lead to
misinterpretation of written words especially on the chalkboard.
Thus,
teaching and learning should be done under an organized, planned and fortified
environment with learning instructional aids to stimulate students’ sense of
conception, perception and concentration in order to facilitate systematic
understanding and requisition of knowledge in them.
More also
Dunn (1985) insisted that the lighting of a school should be considered an
active element of the total educational environment. He found that good lighting contributes
significantly to the aesthetics and psychological character of the learning
space, while inappropriate illumination levels abuse the human eyes and leave
unfortunate physiological consequences on students’ academic performance.
Boekaert
(1993) had indicated that a supportive/aesthetic academic setting is considered
by students as an extension of their personal resources and it serves to reduce
anxiety and negative effect that can arise in their performance.
Bandural
(1997) in support believe that good aesthetic environment foster psychological
growth that contributes to the quality of life beyond the vocational domain.
It is well
accepted in the scientific community that prolonged exposure to high intensity
noise in community or school setting is often harmful to the health and
behaviour of large segments of the exposed population or students. This in turn reduces students’
concentration or conceptual focus to learning.
Evans and
Martin (1991) discovered in their findings that there are significant increases
in blood pressure associated with students in schools near to noisy urban
streets, market and around airport.Â
Students in such noisy environment are often associated with deficits in
mental concentration, making more errors on difficult task and greater
likelihood of giving up on tasks before the time allocated has expired. In effect, therefore, the location of schools
is of critical importance.
Hence,
Sprinthall (1987) says markets and garages located near school have always pose
a threats to students. Therefore, for
an effective learning and high academic performance, schools in both rural and
sub-urban and urban areas should be located off zones, characterized with
smoke/gas pollution and market centres.
According to
the National Centre for Educational Statistics (NCES) (2007), observed that a
new building with inadequate educational facilities and aesthetic design
influences students attitude and their performance.
More also,
location of schools especially at the rural areas is a factor to students
attitude to school, as most students are made to walk several kilometres to
their school every morning thereby getting them weak and tired for effective
concentration. And this invariably
leads to poor academic performance.
In an
article “science facilities for our schoolsâ€, the National Science Teachers
Association (NSTA) (1975) reported that the teaching of science was concerned
with helping students understand the facts, concepts, principle and
generalization of science. And science
as a problem solving skills and techniques requires adequate laboratory
facilities for wide variety of learning activities and experience. But in most rural schools, the equipment are
either inadequate or non-existence.
Home
Environment
It is an indisputable fact that the home
environment/ background exert considerable influence on the development and
academic performance of the child/student.
The home
being the first and major agency of socialization has great influence and
bearing on the development of the child.Â
Most students who are successful/great achievers and well adjusted come
from families where sustaining wholesome relationship exist.
It is the
home which sets pattern for the child’s attitude towards people and society,
aids intellectual growth in the child and support his aspirations and
achievement. A child’s home
environment affects his/her degree of achievement academically.
According to
Morrison (1975), many of the distinctive characteristics of a child’s home in
relation to his experience in school may be seen to influence his academic
achievement. Â Students from homes where books, magazines, newspapers,
periodicals and other reading materials are bound to achieve more academically
than the rest of his/her mates who may not be opportuned to such an enabling
environment and materials.
Oladele
(1981) supported this view by claiming that home should provide the opportunity
for the child to show his interest and ability by providing an environment
intellectually stimulating to the child
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