LEARNING FACILITIES AS IT AFFECTS THE SOCIAL AND ACADEMIC PERFORMANCE OF PUPILS IN PRIMARY SCHOOL
CHAPTER TWO
LITERATURE REVIEW
In this chapter, the related literature will examine under the following subheadings\;
1. Student performance
2. Factors affecting student performance
3. Schools facilities
4. Management of school facilities
5. Relationship between school facilities and students performance
6. creating interest in learning
Student performance
Academic performance is the outcome of education – the extent to which a student, teacher or institution has achieved their educational goals. Academic performance is commonly measured by examination and continuous assessment. Yusuf and Adigun (2010), Lydish and Nasoga (2009) noted that the performance of students in any academic test has always been of special interest to the government, Educationists, Parents and society at large.
Schools are commonly evaluated using students performance data (Heck, 2009). Students assessment result is the basic for judging the performance of teachers and teachers celebrate when their schools and Students are highly ranked.
Smith (2004) noted that in educational institution, success is measured by academic performance or performance or how well a student meets standards set out by the institution itself. Success in educational institution has so much been associated with one’s performance in examinations. Student who do well in examinations get a chance of proceeding to higher level of studies in the subject and its related disciplines and so consequently become a source of man power in the chosen career and therefore with the knowledge and skills that have been acquired, the student will be able to live and independent and useful life both himself / herself and the larger community in which he /she lives. Susan (2000) noted that as career competition grows evermore fierce in the working world, the importance of students doing well in school has caught the attention of parents, legislators and government educational department alike. Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools. Parent cares about their child’s academic performance because they believe good academic result will provide more career choices and job security. Schools, though invested in fostering good academic has it for the same reasons, are also often influenced by concerns about the school’s reputation and the possibility of monetary aid from government institutions, which can hinge on the overall academic performance of the school. State and federal department of education are charge with improving schools, and so devise methods of measuring success in order to create plans for improvement, frank (2003).
In Chile, for instance, teachers are rewarded collectively when they work in schools which are identified as high-performing by National performance Evaluation system of subject subsidized schools (organization for Economic cooperation and Development, 2005).
According to Adediwura and Tayo (2007) academic performance is designated by test and examination scores or marks assigned by the subject teachers. Student performance can be low, average or high (Savowy 1998).
Performance of students can be affected by several factors, which can be student related factors, school related factors (teacher) and home related factors (Adediwura, A.A and Tayo, T. 2007). Savowy (1998) suggested that a catalogue of useful visual aid that are good for teaching and that are good for teaching and that can enhance or improve students’ performance.
Students performance is driven by helping teachers construct learning scenario that are meaningful to individual students, relevant to their circumstances and cognizant of their prior of learning and potential. Understanding what students have achieved, where they should need next and how to effectively reach their destination requires a coordinated effort, bringing together best of breed learning and assessment tools with engaging nd effective content and instruction.
Summary, several factor have been identified to influence student performance which may be low, high or medium performances.
FACTORS AFFECTING STUDENT PERFORMANCE
Many researchers has listed different factors that affected students academic performance in their research. According to Herb and El-Sharawin, (2006) there are two type of factors affecting student performance. These are internal and external classroom factors. Internal classroom factors includes student competence, class schedules, class size, textbooks, class test result, learning facilities, environment of the class, complexity of course materials, teacher role in the class, technology used in the class and exam systems. External ones include extra- curricular activities, family problems, financial problems, social and other problems.
Noble (2006) emphasized student academic accomplishment and activities, perception of their coping strategies and positive attributions and background characteristics (i.e family income, parent level of education guidance from parent and number of negative situation in the home) were indirectly related to their composite scores through academic performance in high school.
Young (1999), held the view that students performance are intend with the use of library and level of their parental education. To Hussan (2006), the guidance from parent and the teachers indirectly affects the performance of students. According to Reid (1995), learning preferences refers to a person’s natural habitual and preferred way of assimilating new information. A good match between students learning preferences and instruction teaching style has been demonstrated to have positive effect on student’s performance (Herb and El-sharawi 2006). Self motivation, age of student, learning preference are identified as factors affecting students performance. (Arpin, Mahmood, Rohazaid, yeop and Anuar, 2008), keman, Bogart and Whet 2010) held that academic success of graduate student will be enhanced if the optimal related barrier are low. A student performance have been to affected by several factors and this depend on time, location, age, competence.
Jeynes (2002) held that parent socio-economic condition, which includes parent’s academic and professional qualification, revenue and occupational affliction, is also associated with academic gain of students. The result of many studies confirmed that academic performance of student is contingent upon parent’s socio-economic status. So the students belonging to background from higher social economic standard will perform better than those student associated with low socio-economic status is generally determined by combining parents’ qualification, occupation and income standard” (Harry 2002). Among many
research studies conducted on academic performance, it is not very surprising to observe the socio-economic status is one of the main element studies while predicting academic performance.
Gractz (1995) conducted a study on socio-economic status of the parents of students and concluded that the socio-economic background has a great impact on student academic performance, main source of educational imbalance among student’s academic success contingent very strongly on parents’ standard. Cosidine and Zappala (2002) also having the same view as Coreaz (1995), in their study on the influence of social and economic disadvantage in the academic performance of school students noticed, where the parents or guardian have succeed, educational and economical advantage of definitely strengthen the higher level of success in future. It is also noted that these parent make available sufficient psychological and emotional shore up to their children by providing good educational and learning environment that produce confidence and the improvement of skills needed for success.
It is also assumed the learning outcome of student are strongly affected by the standard and type of educational institution in which students get their education. The educational environment of the school one attends sets the parameters of students learning outcomes. Considine and Zappala (2002) quoted sparkles (1999) showed that schools environment and teachers expectations from their student also have strong influence on student performance. Most of the teachers working in poor schools having run short of basic facilities often have low performance expectations from their students and when students know that their teachers have low performance expectation from them, hence it leads to poor performance by the students. Kwesiga (2002) approved that performance of the student is also influenced by the school in which they studies but he also usually determine the quality of the school, which in turn affect the performance and accomplishment of its student.
Sentamu (2003) argue that schools influence educational process in content organization, teacher and teaching, learning and in the end evaluation of all.
Many studies on the influence of environment have come out with the view that the home, the schools, and the communities determine the extent of students performance in school. Human being differs from one another due to heredity and environmental factors. In the development of an individual both heredity and environmental interact, that is inter play of these two factors.
Darwin’s theory of a national selection on survival of the fittest postulate the roles that environment plays in the development of individual. Many support
Darwin’s view that man is what he is because of his social environment. It is believed that through the interplay of the environmental and biological inheristics, man has developed physical characteristic that enable him to cope with the demand of his environment.
Noble (2006) asserted that family is the first socializing agent and the most influential, it is responsible for rearing and educating the children during their early years.
Herb and El-sharawin (2006) concluded that the major motivation to learn or not to learn start with the family is reinforce by respected comparison and occasion is strengthen by neighbours, community and teacher. Teachers build upon what has been initiated by a father, a mother, a brother, a sister, friends or perhaps relatives.
However, Afe (2001) pointed out that the school environment is exerting the greatest influence next to the home on the students developing, according to him a favourable school environment is the one which stimulate sufficient and relevant physical facilities like libraries, teaching materials space and instructional resources. It is one in which there is a sense of psychological well being, in which the teacher is capable of establishing report mutual esteem, good relationship and enhance the mental health of the learners. Keeves (1982) is one of the view that educational environment is related to student’s performance. He describes three educational environment, the home, the school and peer group to investigate the influence these factors have on academic performance. Keeves found out that the inspiration and attitude of parent towards the student influence of parent influence their level of performance in social studies and other sciences subjects.
Teacher qualifications is also one of the factors affecting the teaching – learning process as well student’s academic performance in social studies. According to national policy on education (1977) no education system can rise above the quality of teachers. Teachers of social studies should be social studies specialist and effectively handle the teaching of social studies. In support of national policy on education, Afe (2001), opined that whatever the profession, there is need for training in order to create awareness of the problems of that profession, he further stressed that such training would improve the level of competence of dealing with such problem. Adediwura (2007) observed that some principal accept ordinary diploma holder in microsocial studies to handle social studies subject in higher classes. As a result of this, there was increase in failure rate of student in the subject. The government knows that importance of the suitable staffing in schools as one of the solution to arrest the dedening standard in public examination.
Akintola (1997) stated that the Nigeria Education research council (NERC), point of view and experiences gathered across the country, it is our discovery that the teaching of social studies in Nigeria primary school had been growing downwards for the teacher to be effective, he must have in addition to interest, the right training and qualification. In education, resources are the sum total of everything used directly or indirectly for the purpose of educational training to support, facilitate or encourage the acquisition of knowledge, competent, skill, and know-how (Hallack 1990). He divide the resources into human and materials resources, according to him, human resources refers to teachers and other support personnel who assist in the ;process of teaching. Teachers have been identified or recognized as indispensable human resources and infact the single most importance element in the school system, more important than the quality of equipment and materials (Hallak 1990).
The importance of teachers was given prominent by federal republic of Nigeria National policy on education. When it stated that no education system can rise above the quality of its teachers and as such teacher’s education will continue to be given a major emphasis in all educational planning. Emeke and Yoleye (1992) in reviewing current research of science and its implication for primary school teacher brought out the fact that teaching methodology in science goes a long way to determine the quality of learning that takes place in the students.
In the view of Wright, Horn and Sander (1997) teachers play a crucial role in education attachment because they are ultimately responsible for translating policy into action and principle and they concluded that the most important factor influencing student learning is the teacher. Teacher is the interface of the transmission of knowledge, values and skills in the learning process. If the teacher is ineffective, students under the tutelage of such teacher may achieve inadequate progress academically; this is regardless of how similar or different the students are in terms of individual potential in academic performance.
SCHOOL FACILITIES
Writing on the role of school facilities in enhancing student performance, Balogun (2004) submitted that no effective science education programme cannot exist without facilities for teaching. This is because facilities enable learners or student to develop scientific attitudes and problem solving skills. Akinfolarin (2006) identified facilities as a major contributing factor to academic performance in the school system.
Different studies conducted by Ayodele (2000) and vandiver (2004) showed that a positive relationship exist between availability and student performance. Bandele (2003) noted that the importance of school facilities cannot be relegated. Facilities like modern laboratories, libraries and classrooms are to be put in place in all school.
Adesola (2008) found out the level of available resources is indeed a plus to the teachers and goes a long way to show the level of ingenuity and commitment of the teacher towards effective delivery of lesson.
RELATIONSHIP BETWEEN STUDENT PERFORMANCE AND
SCHOOL FACILITIES.
The relationship between school facilities and student performance has been investigated for instance, Aderounmu, aworant and Kasali (2001) investigated “the impact of the school facility in science, mathematic and mathematics education on student performance at the National Technical certificate (NBC) examination in five government technical colleges in Oyo state from 2000-2005 and found that facilities has a significant influence on student performance. Ivowi (2000) and Cirfat and Zumyil (2000) observed that lack of science equipment and laboratories are major causes of poor performance in science subjects in primary schools in Nigeria. Dan Azumi (1998) recterated that one of the most repeatedly mentioned problems causing poor performance in science subjects, social studies inclusive since the introduction of SSCE is lack of equipment and materials to conduct practical.
From the foregoing discussion, there is a strong indication that academic performance of science students correlates with school facilities available at their disposal in the school. Some elements that constitutes these facilities and their impact on academic performance of students. They are:
Library
Laboratory
School building
LIBRARY AND ACADEMIC PERFORMANCE
Oxford advance learner’s dictionary described a library as a building or room in which collection of books, tapes, newspaper e.t.c are kept for people to read, study or borrow. Library is an organized collection of sources of information and similar resources, made available to a defined community for reference or borrowing. It provides a physical or digital access material and may be a physical building or room or virtual space or both.
According to frank (2003), a library must be up to date and at the same time allow access to older materials. It must be properly supported financially to fund materials and services among others.
While itemizing the types of libraries, Ola (2000) opined that primary school library in whatever form has replaced the radiation method of “chalk and talk” in impacting knowledge to students, that it effects on academic performance need not be over-emphasized. He concluded that a well equipped library is a major academic performance of high educational standard. In his words, Farombi (1998) reiterated that school libraries may not be effective if the books therein are not adequate and up to date as its impact may be meaningful if the library could be opened to the student always for a considerable length of time in a school day. The importance of library has been demonstrated by the government when she expressed in the National policy on education (NPE) that every state ministry needs to provide funds the establishment of libraries in all her educational institutions and to train librarian and library assistants. As a resources it occupies a central and primary place in any school system. It supports all functions of school teaching and provides service and guidance to its readers. Moreover, fuller (1986) identified a school library as an instructional resources which may significantly influence students’ performance after controlling for students’ family background, he found that effected library size and its activity have been positive in 15 out of 18 analysis.
Also, in his study on the relationship between instructional facilities and academic performance, popoola (1999) discovered that library correlates with academic performance and those school with well equipped library normally maintain high academic performance. In addition to providing materials, libraries also provide the service of librarians who are expert of finding and organizing information and at interpreting information needs.
Modern library are increasingly being redefined as a place to get unrestricted access to information in many format and from many sources, they are extending services beyond the physical walls of a building by providing materials accessible by electronic means and by providing assistance of librarians in navigating and analyzing very large amount of information with variety of digital tools, Adewale (2000).
Library is an essential factor in teaching –learning process. It forms one of the most important educational services. The educational process functions in a world of books. The chief purpose of a school library is to make available to students at his /her convenience, all book, periodicals and other reproduced materials which one of interest and value to him /her.
LABORATORY AND ACADEMIC PERFORMANCE
Laboratory has been conceptualized as a room or building specially built for teaching and demonstration of theoretical phenomenon into practical terms. A laboratory is a facility that provides controlled conditions in which scientific or technological research, experiments and measurement may be performed. Laboratories are used for scientific research takes many form because of the differing requirement of specialists in the various of field of sciences. Faronmi (1998) argued the saying that a seeing is believing as the effect of using laboratories in teaching of science subjects as student tends to understand and recall what they see than they hear or were told . laboratory is essential to the teaching of sciences and the success of any science course is much dependent on laboratory practical provision made for it.
Affirming this, Ogunniyi (1999) said that there is a general consensus among science educators that the laboratory occupies a central position in science instruction. It could be describes as a place where theoretical works practicalised whereas practical in any leaving experience involve students in activities such as observing, measuring, experimenting, recording, counting and carrying out field work.
According to Shulman and Tamir, in the book of research or science teaching (1999) listed some objectives that may be achieved through the use of laboratory in teaching learning process of science as follows;
1. Skills – Manipulative, inquiry, investigative, organization, communicative
etc.
2. Concepts – such as theoretical model and hypothesis
3. Cognitive abilities – critical thinking, or problem solving, application analysis synhthesis
4. Understanding the nature of science – such as scientific enterprise, scientist and how they work, existence of multiplicity of scientific methods, inter relationship between science and technology and among other various disciplines in science.
5. Scientific attitudes – curiosity, interest risk taking, objectivity, precision, responsibility, perseverance, consensus satisfaction e.t.c
Soyibo (2004), laboratory helps to provide a forum wherein the learner is given the exercise to subject his beliefs, ideas statement, theoretical proposition e.t.c to some form of experimental test.
In terms of academic performance, soyibo and Nyong (2004) have shown that school with well equipped laboratories have better result in the school certificate eveninetion than those that are ill-equipped.
Corroborating this, Gona (1998) reitaracted that student instructed entirely by the laboratory method had higher attitudes are.
Yader (2007) opined that no course in science can be complete without including some practical work. The practical work ought to be carried out by individuals either in science laboratory or classes.
At school level, practical is even more important because of the fact that we easily learn by doing. Scientific practical and application are thus rendered more meaningful.
It is an established truth that an object handled impress itself more firmly on the mind and memory than the object merely seen from a distance or an illustration. This practical work forms an important factor in any science course
(UNESCO, 2008).
School building and academic performance
Many researches finding have shown that the success of any educational endeavour rest on the availability the school building.
Writing on its importance, Olutola (2004) noted that the availability of school building and classroom and other plats contribute good academic performance as they can enhance effective teaching –learning process, he further stated, that well sited schools building should be comfortable, pleasant and psychological uplifting. It should produce a passive physical setting that is educationally stimulating, it should produce a feeling of well-being among its occupants; the student and it should support the educational process all these condition can only be met through the cooperative effort of imaginative teachers and administrators and a creative knowledgeable architect.
Earlier in his study, Williams (2003) scientifically said that school building are very vital input to educational system; emphasizing that even they do not teach but their use may facilitate or impede learning. However, he did not see school building as one of the critical variable affecting student performance because he found no evidence that expensive school would necessarily improve academic performance.
Management of school facilities: Provision, utilization, maintenance and improvement.
Application of appropriate management techniques would assist in taking care of all available facilities. In other words, facilities which might have suffered neglect is a result of careless, ignorance, lack of commitment and lack of resources for management, would receive attention from school administrators and inspectors. Also school facilities which are well managed are likely to be durable. This will save us the lost replacement within a short period of procurement.
In addition, there would be safety from danger, disaster and theft when facilities are well managed, certain facilities, especially the ones in the laboratories, are delicate, dangerous, expensive and explosive. They need to be well managed in order to avoid the danger which would arise from their usage. Also, disaster such as flood and could be avoided if their proper planning for safety precautions. Stages of facility management includes;
1. Provision of school facilities
Execution of educational programme demands that facilities are provided if success is to be achieved. Government, school proprietors, parents and other stakeholders are expected to provide the facilities for the schools, the government stated that all stake holders could be involved in evry areas of school management, provision of facilities inclusive, however, this aspect is one of the most neglected areas in school system Olagboye (2004), as a result there is disparity in provision of facility from one school to another in urban center while the schools in rural areas are neglected.
2. Utilization of school facilities.
Adeboyeje (2000) stated that utilization is the degree or extent to which an item has been put to effective. According to him, various degree of utilization include non-utilization, under -utilization, maximum – utilization, optimum utilization and over- utilization. Non-utilization occurs when a facility is not put into use at all. When a facility is not used in its full capacity, under utilization occurs. There is over- utilization when a facility is used more than its capacity. These degree of utilization constitute a waste of resource and counter productive. On the other hand maximum utilization occurs when facilities are put into effective usage in line with the primary objectives. Optimum utilization occurs when facilities are used for many purposes by the school and members of the community.
Resources put into maximum and optimum usage are not wasted. They are likely to enhance performance of educational objectives.
Olagunju (2010) states that the process of managing and organizing resources is called resource utilization. The utilization of resources in teaching brings about fruitful learning since it stimulate student sense as well as motivating them Olagunju (2010).
Akaro (2005) and Eze (2002) held that resources can only be utilized when they are available and that there should be invested in this wise in educational institutions for proper utilization of materials resources and skills for effective teaching of science. The facilities should be provided in quality and quantity in science, technical and mathematics classroom for effective teaching and learning process (Umeoduagu, 2006).
3. Maintenance of school facilities.
Facilities tends to depreciate as soon as they are provided and put into use. Therefore, there is need for maintenance through repair and serving of components in order to restore their physical condition and sustain their working capacity. Maintenance enhances performance and durability. It is also prevent wastages.
There are preventive, corrective, breakdown and shutdown
maintenance sources (Adeboyeje, 2000).
Preventive maintenance occurs regularly by checking and
rechecking the available facilities and taking necessary measures to prevent mal functioning or non-functioning a particular facility. Prevention is not only better: it is also cheaper than any other measures, it is proactive in nature corrective maintenance involves reactivation or replacement of facilities in order to normalize their performance. When a facility or equipment breaks down completely, a major repair or replacement may be needed.
4. Improvement of facilities
Apart from depreciation, facilities tend to be out dated as a result of changing needs of the society which necessitate a change in school curriculum (Frank 2006). In this regard, facilities will need to be improved different period. Improvement of facilities implies alteration or modification of facilities to suit a new demand, new situation or programme, whenever there are changes in any part of the education system, the existing facilities will require modification or replacement.
Creating interest in student:
As educators, we know that giving an interest and strong background in science and technology is vital for our student’s success. Creating interest refers to the degree to which the student pursue goals with commitment and takes pride in accomplishment (Lenclech, 2010), several facilities and methods have been identified as a means of arousing or motivating students. Savory (1958), added that a well planted and imaginative use of visual aids in lesson should do much to beamish apathy, supplement inadequacy of books as well as arouse student interest by giving them something practical to see and do, and at the same time helping to train them to think things out themselves. It has been reported that inquiry based strategies are intended to increase student. Inquiry is the basis building block for science education for elementary schools (Bee, 2011). Inquiry uses skills that are active, persistent and based on a person’s knowledge and is vibrant approach to learning that involves exploration, questioning, making discovers and testing discoveries to search for a new understanding (Lemlech, 2010). The five E/instructional model is used to create or develop interest in student and this involves five phases that begin with the letter E- engage, explore, explain, elaborate and evaluate. The National Science Teacher Association (NSTA) also supports curriculum incorporating inquiry for student.
Interest of student in a subject can be developed and interest in certain subject affects student performance (Lemhech, 2010).
In summary, several factors have been recognized as a prominent factor affecting student performance or performance. The influence of school facilities as one of those factors affecting student’s performance cannot be over-emphasized, therefore, availability of these facilities in adequate quality and quantity is capable of enhancing students academic performance. The facilities have to be properly managed in order to be able to contribute positively to performance of educational objectives.