THE EFFECT OF POOR LEARNING ENVIRONMENT ON THE ACADEMIC ACHIEVEMENT OF PRIMARY SCHOOL PUPILS IN UDI LOCAL GOVERNMENT AREA
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THE EFFECT
OF POOR LEARNING ENVIRONMENT ON THE ACADEMIC ACHIEVEMENT OF PRIMARY SCHOOL
PUPILS IN UDI LOCAL GOVERNMENT AREA
Abstract
This research project is aimed at
finding the effect of poor learning environment on the Academic achievement of
primary schools in Nigeria. This study
was conducted in some primary schools.
To Udi local government area in Enugu State to determine the
multi-dimensional influence, which the school environment has on the Academic
achievement of pupils in primary schools in Nigeria, especially in Udi local
government area. The instruments used to obtain information were questionnaire
(Directed to pupils, school records and schedules). The data collected were analyzed to the form
of percentages. The findings that school
environment consists of a set of physical, socio-economic and psychological
elements, which affects the performance of pupils both positively and
negatively, paves way for the knowledge of the problems of school pupils in Udi
local government area. These elements
and conditions were, school building and other facilities, the teacher, his
leadership styles and competence including instructional materials/Aids.
However, this study therefore, will look at the environmental effect on
Academic achievement of Nigerian school children in Udi local government area
of Enugu State.
CHAPTER I
INTRODUCTION
In Africa, the child is regarded as very
important and highly valued. Due to this
reason, the Africans do not disregard their futures and fate. There is a general belief or assumption in
Africa that the children will grow up, tend and take care of their old parents.
Emphasis is thereby laid on the primary
education of the child, which is seen as the basic foundation the child needs
in order to equip him for the future education and adulthood.
1.1 Background of the Study
The school as a formal institution is
established and set aside by the society for learning, transformation and
preservation of the cultural heritage of the people. Nevertheless, teaching and learning can also
take place in other places like the family, the church, the mass media and
other formal and informal organizations.
Primary education is the bedrock of the
entire educational structure and also the gateway to whatever endeavors the
individual pursues and achieve in life.
A good primary education is a sineque-non, a requirement to solid
secondary and tertiary education.
In the education of the child, the
primary school plays a very crucial role.
To this effect, the National Policy on education (NPE) states that,
primary education refers to the education given in institution for children
aged 6 to 11 plus. Since the rest of the
education system is built upon it, the primary level is the key to the success
or failure of the whole system.
According to Ugwu (2000), the goals of primary education are to:
a. Inculcate permanent literacy and
numeracy and ability to communicate effectively.
b. To lay a sound basis for scientific
and reflective thinking.
c. To give citizenship education as a
basis for effective participation and contribution to the life of the society.
d. To mold the character and develop
sound attitude and morals in the child.
e. To develop in the child the ability
to adapt to the child’s changing environment.
f. Again, to give the child
opportunities for developing manipulative skills that will enable the child
function effectively in the society within the limits of the child’s capacity.
g. Finally, to provide the child with
basic tools for further educational advancement, including preparation for
trades and crafts of the locality.
In a study
by Earthman, (2004), the school environment refers to all the objects, forces
and conditions in the school, which influence the child physically,
intellectually, and emotionally. He also
concluded that the quality of the physical environment significantly affects
students’ achievement. There is
sufficient research to state without equivocation that the building in which
students spends a good deal of their time learning does in fact influence how
well they learn.
According to
Fisher (2000), Desirable designs include having friendly and agreeable’
entrance areas, supervised private places for students, as well as public
spaces that foster a sense of community, with particular attention to the
colour used.
Obasi (1981)
opines that, in the school environment, the child is exposed to set of
interaction with the classmates and teachers, school buildings and facilities
laid down rules and regulations, prevailing norms, values and social sanctions.
Undoubtedly,
school environment vary between local government area: some are more conducive
to learning situation than others. Some educators try to disagree that a
fascinating school environment is one where there are adequate and qualified
human and material resources. Most of
the information about the learning environment in our schools are not
encouraging. The prevailing situation is
far from satisfactory and effective teaching and learning.
Stricherz in
Higgins et al (2005) stated that, school environment is an important factor
that contributes to the learning and assimilating level of the pupils. The environment can help the child to realize
or hinder his goals in life. In other
words, the school setting determines how well the child is able to realize his
or her goals or destroys it. some
environment can be loving or frightening, stimulating or boring, conducive or
inhibiting to the development of the purpose and goals for which it was
established. The school environment
should be motivating, challenging and learning inspiring. When these qualities are achieved by the
pupils, we then assume it to be a conducive environment for learning.
According to
Ukeje (1970), the health of the pupils are determined by how healthy the school
environment is. Adequate space in the
compound, toilet facilities and other appropriate facilities assumed a healthy
living in the environment. It is
believed that the best physical environment can be wasted unless the teacher is
alert to its utilization and opportunities for learning. A dirty compound littered with rubbish by
teachers and pupils, bad toilets and bathrooms can result to health hazard to
the users and can create an undesirable habits and attitudes in pupils. In Nigeria, most public schools lack toilet
facilities and those that exist, exist in a dilapidated root, making the place
look dirty and unkempt. Pupils excrete
from the entrance and this can be hazardous to their health, and also makes the
environment dirty.
Apart from
this, Akpan (1992) talked about the disciplinary aspect of the pupils in
school. He said that discipline of
pupils in school significantly depends on the interpersonal relationship
exhibited by the headmistress. When
interest is shown on the pupils, they are motivated to be effective, punctual
to school, partake in curricular activities and behave well. An environment that lacks discipline tends to
breed irresponsible pupils, and a high level of poor performance.
According to
Schlafly (2000), gender speaks more or contributes a lot in the academic
achievement of primary school pupil. He
believed that because of biological predetermination, girls are less
intelligent than boys and that they cannot achieve academically at the same
level. Due to this fact, a poor learning
environment will affect the academic performance of the girls negatively, then
that of the boys, simply because girls are intellectually inferior to boys.
Mahapatra
(1994) states that, girls think they are clever, more successful and harder
working than boys from as young as four.
He further said that boys come round to this view by the age of seven or
eight and assume that girls will outperform tham at school and behave better in
lessons.
However,
Mahapatra (1994) argues that, teachers have lower expectations of boys than
girls in a poor learning environment, due to distractions and inadequacy of
learning facility and this belief fulfils itself throughout primary and
secondary school. Simply because, girls
are clever, performed better and are focused.
Thus their performance at school may be boosted by what they perceive to
be their teacher’s belief that they will achieve higher results and be more
conscientious than boys, and also that boys may underachieve because they pick
up on their teachers’ assumptions that they will obtain lower results than
girls and have less drive.
According to
Marzano (2000), boys and girls and affected, academically in a poor learning
environment. Based on this proposition; it is generally assumed that school
environment has or should have same influence on the academic performance of
the learner. Consequent upon this back
ground, the aim of this research is to find out the impact or influence of
school environment on the Academic performance of primary school pupils. In other words, the research is aimed at
finding the relationship between the school environment and the Academic
performance of primary school pupils in Udi Local Government Area.
1.2 Statement of Problem
The Academic performance of the pupils
in school has been attributed to different factors. The home environment, Educational background
or parents, the teachers competence, teachers-pupils-relationship, gender and
general school environment. Scholars
over the years have been arguing on which of the aforementioned factors has the
greatest influence on the academic performance of the pupils in school.
However, there is a conception that
school environment affects pupils academic performance. This implies that the pupils are prepared to
learn more and perform better if the school environment is motivating, and
challenging, compare to when it is otherwise.
But one of the inadequacies of this opinion is that it is not backed up
by enough empirical evidence especially in Nigeria. The level to which each of these factors
could produce results on pupils performance has been a subject of interest to
many scholars over the years.
School environment is a vital factor to
be considered in the choice of site for primary school, having in mind its
influence on the academic performance.
It is always a learning inspiring, motivating and challenging one. In Emene like other urban cities in Nigeria,
all these vital factors have not been given adequate attention by the
appropriate authority. The effect of
these neglects on the academic performance of pupils is multidimensional. From observation, it was discovered that the
Nigerian child learns in a complex environment, which can make his educational
development to be very low. According to Ajoka and Achnonye (2001), the child
interacts with his physical and social environment at home, school and in the
community. This interaction to a long
extent, influences his intellectual development, the school which serves as a secondary
socializing agents is the formal learning institution for the child. Apart from
academic preparation, the school aims at making the child a socially, normally
and psychologically balanced individual. Again it produces in the child the
spirit of hard work and creativity. In other wards, if the school default to
provide and enriched social and physical environment for the child, it can
hinder his learning creativity.
Finally, the learning and education of
pupil determines their future and if this primary education is not well
impacted and properly transmitted to them, their future may not be bright. Note “children are the leaders of tomorrow”,
so they need this education in the fullest, so as to lead, function and
contribute effectively in their society.
In the light of the above problem, is
the researchers intent to carry out this study in order to emerge with some
empirical data determining the extent to which the school environment has
influenced or contributed to the effective or non-effective academic
performance of primary school pupils in Udi local government area?
1.4 Purpose of the Study
The purpose of this study includes,
a) To find out if pupils academic
performance have any relationship with their school environment.
b) To discover how poor learning
environment affects pupils gender.
c) Finally, to examine the level at
which the school environment influences the academic performance of pupils in
primary school in Nigeria.
1.5 Research Questions
It is the desire of the researcher of
this study to address the following research questions.
i) There is a strong relationship
between pupils academic performance and their physical environment.
ii) The poor academic performance of
primary school pupil is influenced by their gender.
iii) Poor learning environment contributes a
lot to the poor academic achievement of primary school pupil in Udi local
government area in Nigeria.
1.6 Scope of the Study
Due to transportation cost, time and
financial constraints, the researcher could not use all the primary schools in
Enugu state. Consequently, the researcher was made to delimit the study to same
selected primary schools in Udi local government area.
1.7 Significance of the Study
The researcher hopes that the result of
this study will reveal to the educational authority the role and influence of
learning environment on the academic performance of primary school pupils.
1.8 Limitation of the Study
The researchers’ of this study should
have been the entire staff and pupils of the selected schools, however for
purposes of data collection, validation, time and financial constraint, the
study is limited to pupils academic performance.
1.9 Definition of Terms
In a study of this magnitude, there is
no doubt that there are some terms that requires definition for the purpose of
clarifications, such terms that are in the work includes.
a) School: School is a formal institution established
and set aside for learning, transformation and preservation of the cultural
heritage, social institution and formal agency of socialization, an organizer
of social relationship and stimulator of sentiment.
b) School Environment: The school
environment includes those tangible and intangible objects or those physical
and socio-psychological elements that surrounds the learners and which helps
learning to take place in the school.
They also includes the school building and facilities, the peer group,
the peer group influence horticultural design and instructional aids etc.
1.10 Basic Assumption
After the
review of materials that are related to this study, the researcher believes that
the school environment is made up of different elements and condition can
influence the academic achievement of primary school pupils. The researcher therefore assumes that:-
a) Academic achievement of pupils depends
more on the availability of conducive facilities and equipment more than on the
teacher’s leadership style e.g. library architectural design, horticultural
layout, laboratories etc.
b) There is slight relationship between
pupils academic performance at school and teachers pupil relationship in the
classroom.
c) Pupils academic performance or
achievement at school depends more on their use of instructional materials than
on their peer influence.
d) Academic Performance: This is the
performance of the pupils in school subjects, shown by marks and ranks assigned
by the teacher. It is also the
performance of the child in a given test or examination.
e) Instructional Aids/Materials:- This
includes all those materials that aids
facilitation
of teaching and learning. Kay (2001)
stresses that instructional materials are things, which are intended to help
the teacher to teach effectively or better still which enables other pupils to
learn readily.
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