ABSTRACT
The main purpose of this study was to assess the impact of environmental factors on effective teaching and learning of physical education and sports. School environmental factors refer to those aspects within the school surrounding that may influence the process of teaching and learning. The study sought to fulfill the following objectives: to examine the effect of physical facilities on the teaching-learning process; to assess how sufficiency of instructional materials can promote the teaching-learning process; to explore how class size promotes teaching-learning process and to determine how school location affects the process of teaching-learning in public secondary schools. The study was guided by the Systems Theory of organizations. The study adopted descriptive survey design. Questionnaires were used to gather information from teachers and Principals while focus group discussion guide was used with the pupils. The findings of the study revealed that schools have inadequate physical facilities, with some being totally unavailable. Instructional materials are generally insufficient. Majority of the schools had large classes though most teachers prefer small classes. Lastly the teachers prefer working in accessible schools with proximity to adequate social facilities and infrastructure. The study concluded that inadequacy of physical facilities in schools has been found to influence teaching-learning process. In addition, there is general insufficiency of instructional materials in schools has also been found to greatly influence the teaching-learning process. The size of class has been found to greatly influence the teachinglearning process small classes are mostly preferred by most teachers and even pupils yet they have large classes. On school location, the schools in the rural areas are least preferred. Non-cosmopolitanism has also greatly affected the rural schools as the communities still have influence in the administration and operations of the schools. The study recommended that to improve teaching-learning process in the division, school heads should strive to provide physical facilities and instructional materials in schools. Large classes should be broken into two or more streams to make them manageable. Parents and communities living around the school should be sensitized on the importance of supporting school programs and be encouraged to organize fundraisers to put up physical facilities and procure instructional materials in schools. They should also be encouraged to buy revision books for their children.
CHAPTER ONE
INTRODUCTION
1.1Background to the study
It is universally accepted, that education enables individuals to contribute to the development and improvement in the quality of life for themselves, their communities and the nation as a whole. Secondary school is no doubt the foundation of education and has prominently been regarded as a fundamental human right. It is an essential component of human capital and it plays an important role in economic growth and development of a country. Primary education, therefore, remains an important area that should be carefully managed.
The school environment refers to factors within the school that influence the teaching-learning process. The school environment includes classrooms, library, technical workshops, teachers’ quality, teaching methods, peers, among others variables that can affect the teaching–learning process (Ajayi 2001). The extent to which pupils learn could be enhanced depending on what the school environment provides to the learners and the teacher.
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-learning process and academic performance of pupils. Relating this study to international occurrences are the assertions of Williams, Persaud and Turner (2008) quoting Marsden (2005) which reported that safe and orderly classroom environment, school facilities were significantly related to students academic achievement in schools.
In developed countries like the United Kingdom and the Unites States of America, teaching and learning may not be affected by similar challenges as in the developing countries. As the developing countries talk of awareness and wastage due to illiteracy of the parents, the developed countries have concentrated in funding their education without fear of any wastage or poor enrolment (MOEST: Report on Sector Review and Development, 2003).
In New York, the government has put up measures to ensure all public secondary schools have all the required physical facilities, instructional materials among others variables that may lead to effective teaching-learning process. Instructional materials are a major component in the process of teaching and learning and textbooks are often the most cost effective means of improving academic achievement and increasing the efficiency of schools
(Psachropoulous & Woodhall, 1995).
In the developing countries, poor learning environments have always been identified as key factors that lead to poor performance in public secondary schools (UNICEF, 2003). This is due to overstretching of the available resources due to increased enrolment. In Uganda, physical characteristics of the school have a variety of effects on the teachers, pupils and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms and inconsistent temperatures make teaching-learning process difficult. Poor maintenance and ineffective ventilation systems lead to poor health among the pupils and higher absentee rates among pupils (Frazier, 2002 Lyons, 2001and Ostendorf, 2001).
Beyond the direct effects that poor facilities have on pupils’ ability to learn, the combination of poor facilities which creates uncomfortable and uninviting workplace for the teachers combined with frustrating behaviour by the pupil including poor concentration also have an effect on the teaching learning process. The situation is not any different here in Karu LGA where several schools suffer due to lack of or inadequacy of physical facilities and instructional materials (UNICEF, 2003). Unless schools are adequately provided with physical facilities and instructional materials, effective teaching and learning may not take place.
The school administration is a crucial factor in the success of a school. The Principal should be in a position to ensure that all factors within the school that make the school environment favourable for teaching-learning process be put in place to ensure quality standards are maintained. The Education Act of 1968 stipulates that the Principal is responsible for overall management, control and maintenance of standards in the schools and is accountable for all that happens in the school. He is charged with the duty of planning, organizing, staffing, coordinating, reporting and budgeting (Okumbe, 2001) The Principal is the seen as the first supervisor and therefore should always ensure that effective teaching-learning is taking place in the school. Teaching-learning process can be measured through assessment that is done to pupils using continuous assessment tests (CATS), standardized examination.
In Karu LGA school environmental factors such as availability of instructional materials, availability of physical facilities, class size and school location are factors within the school that may affect the teaching-learning process in the Local government area. Effective teaching-learning process may not take place when rate of repetition, drop out and absenteeism seems to be high in the division and this affects performance of learners.
1.2 Statement of the Problem
Over the years, the researcher had noticed that there has been a public outcry on the poor quality of education and continual decline in the standards of education in the country especially at the secondary school level. A careful examination of the environmental factor revealed some of the problems bedeviling the system, and which have been hindering effective administration of any school in Nigeria (Ogunbiyi, 2004; Nwakpa,2008).
Education stakeholders have blamed the quality assurance agents (school supervisors and inspectors of education) for the falling standard due to dilapidated school buildings and structures. The complaint is that infrastructures and facilities are fast decaying and depreciated and that the quality of inspection is below expectation. A lot of problems have been identified to be affecting the state of education, mostly at the secondary school level. The rate at which the standard of education deteriorate cannot be overemphasized. Some of these problems could be traced to inadequate finance that is required to provide for basic school facilities, school plant planning, buildings and structures, libraries building and other social amenities, sports and training facilities(Emeratom,2004).
Good quality education as well as having standardized school in place depends heavily on the provision of adequate educational facilities. This was why Emeratom (2004) insisted that educational curriculum cannot be sound and well operated with poor and badly managed school facilities. By school facilities, he meant a physical resource that pushes up effective teaching and learning. These include blocks of classrooms, laboratories, workshops, libraries, equipment, consumables, electricity, water, visual and audio-visual aids, tables, chairs, playground, storage space and toilets. The shortage or lack of any of these provokes research interest since result of education depends on their availability.
In another vein, Adeboyeje (2000) identified the characteristics of teaching-learning efficiency were noted to include the following conditions:
· Where the teachers create learning environments where students are active participants as individuals and as members of collaborative groups;
· Where teachers encourage students to accept responsibility for their own learning and accommodates and diverse learning needs of all students;
· Where teacher motivate students and nurture their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect;
· Where teachers cultivate cross-cultural understanding and the value of diversity;
· Where they display effective and efficient classroom management which includes classroom routines that promote comfort, order and appropriate student behaviours;
· Where teachers provide students with equal access to technology, space, tools and time;
· Where they effectively allocate time to students for engaging in hands-on experiences, discuss and process content and make meaningful connections; and
· Where teachers design lessons that excite students to participate in activities in which they understand, make mistakes and are empowered as natural part of learning.
Based on the foregoing, the problem of this study is to reveal the environmental factors affecting the effectiveness of teaching and learning of physical education and sports at the secondary school level in Karu LGA Nasarawa State.
1.3 Objective of the study
This study was guided by the following objectives.
1. To examine the effect of physical facilities on the teaching-learning process in public primary schools in Karu LGA of Nasarawa State.
2. To assess how sufficiency of instructional materials can promote the teaching-learning process in public primary schools in Karu LGA of Nasarawa State
3. To establish how class size promotes teaching-learning process in public primary schools in Karu LGA of Nasarawa State
4. To determine how school location affects the process of teaching learning in public primary schools in Karu LGA of Nasarawa State
1.5 Research questions
The study sought to answer the following research questions;
1. To what extent do physical facilities affect the process of teaching and learning in public primary schools in Karu LGA of Nasarawa State?
2. How does sufficiency of instructional materials promote the teaching learning
process in public primary schools in Karu LGA of Nasarawa State?
3. How does class size promote teaching-learning process in public primary schools in Karu LGA of Nasarawa State?
4. To what extent does school location affect the teaching-learning process in public primary schools in Karu LGA of Nasarawa State?
1.5 Significance of the study
This study may be of benefit to various school administrators, ministries of education and other affiliated government agencies.
The outcome of study may facilitate school resource manager towards effective school administration in public schools.
The study may help to ensure that school location is considered first in order to influence effective school administration in public schools.
The research study outcome may ascertain provision of school facilities towards effective school administration in public schools.
The research study outcome may help to utilize all types of modern management techniques like: school supervision, management by objectives, decision making, and other management tools that will influence effective school administration in public schools.
The study may help various school administrators to understand the benefit of effective school environmental factors at various levels of education. It may enable school administrators to know the best management techniques to adopt in order to have sound school effectiveness.
It may also enhance school administrators to understand their position on their job towards effective routine supervision of teachers, non-teaching staff, and students’ academic performances.
The Ministry of Education may also benefit from this study through proper planning and implementation of good policies to various school management.
1.7 Scope of Study
The scope of this study is on impact of environment factors on effective teaching and learning of physical education in Nasarawa state, delimited to secondary schools Karu LGA.
1.8 Definition of terms
The following terms have been defined as they were used during the course of this study:
i. School: this is an environment where students are taught. A typical example is a secondary school.
ii. Performance: this is an obligation or responsibility required from a staff by the superior officer.
iii. Quality: this is the degree of conformity or the process of complying with the required standards.
iv. Supervise: this is to be in charge of a group within and outside academic monitoring team and be responsible for making sure that they do their work properly.
v. Quality control: this is the practice of maintaining the standard requires in order to be efficient.
vi. School supervision: it is a process of evidence gathering in order to provide assessment on how well a school is performing.