LEARNING ENVIRONMENT AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN NIGERIA
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Abstract
The study examined the effect of learning environment on academic performance of secondary school students in Local Government Areas of Abia State. The population comprises of 1000 respondents, 348 teachers and 652 students from Abia State’s seventeen (17) educational zones. The sample includes 83 teachers, 152 students, and is drawn from ten (10) educational zones in Abia State. The sample was chosen using a stratified random sampling procedure. The researchers’ self-constructed questionnaire titled “The effect of learning environment on academic performance of secondary school students in Local Government Areas of Abia State Questionnaire (TELEAPSSLGAABSQ)” was used to collect data from the respondents. Three research questions were developed to lead the investigation, and three null hypotheses were developed to evaluate the research hypothesis at 0.05 significance levels. To address the three research questions, the basic percentage technique was utilized, and the three null hypotheses were tested using Student T-test statistics. According to the findings, the status of the learning environment common in a school setting influences kids’ academic achievement to a higher extent. The teacher has a significant role to play in providing a conducive learning environment, notably in how he runs the classroom and interacts with pupils professionally. It is the obligation of the government to provide a conducive learning environment for high academic performance. The following recommendations were made: – Teachers who are the initial point of contact for students should be frequently taught in best practices for efficient classroom management. That government should provide appropriate provision of infrastructure, equipment, and materials to enable teachers to successfully teach their subject areas. The provision of adequate workshops, labs, and classrooms to allow students to gain practical experience in the program is one of the instructional materials required for effective teaching and learning practice. The Ministry of Education’s monitoring and evaluation section should be reinforced in order to regularly supervise instructors in their general classroom management conduct.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The physical, social, cultural, and psychological environments all have a role in the educational process of development. A suitable and sufficient setting is crucial for a child’s learning to be fruitful. The conducive learning environment in schools provide the required stimulation for educational experiences. The majority of the children’s time is spent at school, where the curriculum, methods of instruction, and interpersonal interactions all have an impact on student achievement. Every society’s foundation is built on the cornerstone of education. Without teaching and learning experiences, education cannot exist. In a formal context, these occur in a classroom under the guidance of a qualified teacher who makes sure that the environment is favorable for learning. This is consistent with a (Global Monitoring Report on Education, 2012) for All, which found that learners in supportive circumstances use learning as the main transforming force and have high levels of self-efficacy and self-motivation. A passage from the report reads, “It is crucial for the growth of every person and the society at large to welcome the learner—child, teenager, or adult—into a setting where they can feel safe and nurtured.
Orlu (2013) agreed that an individual’s environment has a significant impact on their lives, regardless of whether they are a student, teacher, employer, or employee. However, some people still do not think that a better atmosphere leads to improved performance. Furthermore, he quoted Udoh (1980) in his article “The Environmental Health Problems in Nigeria Schools,” which noted several harmful practices that exist in our educational system. These include the arrangement of classrooms, inadequate facilities, inadequate ventilation, and a lack of classroom management training for instructors, all of which have a negative impact on the quality of academic achievement in schools.
More elaborately, Rohana et al. (2009) claimed that a student’s academic achievement is determined by factors other than intellect. A student’s academic achievement is always correlated with a variety of elements of the learning environment. This aligns with the opinions of Bosque and Dore (1998), referenced by Orlu (2013), who stated that a learning and teaching environment should incorporate the following six functions: manage, generate, cooperate, inform, and scaffold. They also mentioned that, in a conceptual sense, the term “learning environment” refers to the entire set of elements and activities that make up a learning environment. The purpose of a learning environment can be defined as “The teacher component’s role in providing something between loose guidance and direct instruction,” as stated by Rohana et al. (2009), following Sandberg’s (1998) definition. An intelligent agent, a human agent (whether nearby or far away), and guidelines similar to those found in textbooks can all be used to create an efficient teaching and learning environment.
Duruji et al. (2014) opined that in Nigeria, the importance of the learning environment to educational development was so strongly supported by the authorities and regulatory institutions that school inspectors were an integral part of the school system prior to the advent of the country’s military regime. The disregard of this component as a result of insufficient funding by various regimes of government in the country has also resulted in a scarcity of studies focusing on this subject. As a result, the learning environment remains an important topic that should be researched and carefully managed in order to improve students’ academic performance.
Similarly, while acknowledging the role of government in ensuring an enabling learning environment, the Global Monitoring Report on Education for All (2012) acknowledged that the issue is even more critical in countries with limited financial resources as well as countries with a poor culture of maintaining existing facilities in schools, which has negatively impacted the learning environment. While evaluating various stages of education among UN member states, including Primary Education, Secondary Education, and Higher Education, the report placed a greater emphasis on secondary education, as secondary education is regarded as a bridge for young people from the world of school to the world of work. The report also emphasized the significance of expanding access and increasing the relevance of secondary schooling to ensure that all young people are prepared to enter the workforce.
Given the weight of responsibility that education bears, it is crucial to establish an atmosphere that supports effective teaching and learning, as this is the first step toward obtaining high standards of academic achievement across the board.
1.2 Statement of the Problem
The secondary school system in the Nigerian educational system is categorized as medium in the formal educational hierarchy. The duration of secondary education is six (6) years, divided into three (6) junior secondary and Senior Secondary years. Although the 9-3-4 system allocates the first three (3) junior secondary years to basic education, secondary education lasts for six (6) years. After completing secondary school, it is anticipated that children would be independent.
Given these expectations, it is crucial to build a high-caliber learning environment inside the system that ensures high-caliber academic success. This environment should be provided by all stakeholders, but especially by the government and educators. On this point, the effort will investigate the effect of learning environment on academic performance of secondary school pupils in Abia State’s local government regions.
- Aims and Objectives
The goal of this study is to investigate the association between learning environment and academic performance of secondary school students in Abia State’s Local Government Areas.
The specific goal of this research was to:
- Examine the effect of learning environments on academic performance of students in selected public schools of local government Areas in Abia State
- Ascertain the role of teachers in ensuring an enabling learning environment in secondary school students in Local Government Areas of Abia State?
- Determine the role of government in ensuring an enabling learning environment in secondary school students in Local Government Areas of Abia State?
1.4 Significance of the Study
This effort will be significant to many aspects of government and the public in the following areas: It will provide insight into the impact of learning environment on academic achievement of secondary school pupils.
It will provide the government with a better grasp of the importance of preserving an effective learning environment in secondary schools.
It will show the public how responsive the government is to building an enabling learning environment in secondary schools.
It will equip policymakers with an empirical framework to constructively advise the government on issues connected to the learning environment and its impact on students’ academic achievement in secondary schools.
It will also act as a useful source of literature for individuals who wish to conduct additional research on the learning.
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