CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
Just the way a bird cannot fly without feathers, an academic establishment cannot thrive satisfactorily if it is not imbued with the necessary facilities that are required to fortify the human efforts of the teaches and the academic staff as a whole.
The constant desire of education stakeholders to achieve optimum efficiency in their profession has been the backbone of several works of psychological, philosophical, sociological, economic and even architectural research and propositions.
Several needs are required for the attainment of genuine proficiency in the teaching-learning activities of a school, none of which can be neglected. Some of these needs are qualified personnel, financial resources, adequate school buildings, academic equipment, IT facilities and health facilities just to mention a few. This research, however, focuses on the physical rather than the human aspects of teaching-learning advancement regarded as school supportive resources.
The availability and placement of supportive resources in a school determines how much productivity teachers could derive from their expertise and , consequently, how much learners can gain by interacting with their teachers and from their own personal learning activities.
Kolb (1995) stated that learning styles can be ranked along a continuum ranging from :
1. Concrete experience(being involved in a new experience), through
2. Reflective observation (watching others or developing observations through our own experience)
3. Abstract conceptualization (creating theories to explain observations)
4. Active experimentation (using theories to solve problems and make decisions).
Litzinger and Osif (2004) called these different types of learners accommodators, divergers, convergers, and assimilators according to Kolb’s classification above.
Concerning individual differences in the area of intelligence, Gardner (2005) theorized that people do not have one general intelligence, but are characterized by a range of intelligences instead. So rather than being globally intelligent, one may be particularly strong in certain areas, for example mathematics, while someone else may be particularly strong in another area, for example, physical sports. He distinguishes seven main types of intelligence, namely:
i. Visual/spatial intelligence
ii. Verbal/linguistic intelligence
iii. Logical/Mathematical intelligence
iv. Bodily/Kinaesthetic intelligence
v. Musical/rhythmic intelligence
vi. Interpersonal intelligence and
vii. Intrapersonal intelligence
We need to take into account the different learning styles and the different intelligence patterns of learners and the way teachers should approach and care for these differences. Furthermore, we need to underline how the school management should provide for these differences. These are important if teachers are to provide education that is unbiased, diversified and personalized.
1.2 Statement of the problem
According to Adeboyeje (2000) and Emeratom (2004), school facilities are the physical and spatial enablers of teaching and learning which will increase the production of results. School facilities serve as pillars of support for effective teaching and learning. Oyesola (2000) sees school facilities to include permanent and semi-permanent structures such as machinery, laboratory equipment, the blackboard, teacher’s tools and other equipment as well as consumables.
Good quality and standard of school depends largely on the provision,adequacy,utilization and management of educational facilities. Akinsolu (2004) asserted that educational curriculum cannot be sound and well operated with poor and badly managed school facilities. From all indications, school facilities are physical resources that facilitate effective teaching and learning. They include blocks of classrooms, laboratories, workshops, libraries, equipment, consumables, electricity, water, visual and audio-visual aids, tables, chairs, playground, storage space and toilets.
According to Dharmadasa (2007), the characteristics of teaching-learning efficiency include the following:
i. Teacher creates learning environments where students are active participants as individuals and as members of collaborative groups.
ii. Teacher encourages students to accept responsibility for their own learning and accommodates and diverse learning needs of all students.
iii. Teacher motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect.
iv. Teacher cultivates cross-cultural understanding and the value of diversity.
v. Teacher displays effective and efficient classroom management which includes classroom routines that promote comfort,order and appropriate student behaviours.