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THE
INFLUENCE OF SOME SCHOOL FACTORS ON ACADEMIC PERFORMANCE IN SELECTED
PRE-PRIMARY SCHOOL
ABSTRACT
The
influence of some school factors on academic performance in pre-primary schools
in a research work carried out in four (04) selected private Nursery School in
Sagamu Local Government Area of Ogun State. The population for the study were
sixty pupils drawn from urban and rural nursery schools. The instrument used in
collecting data is item questionnaire for the teachers and 20 achievement test
items for the children. 30 teachers and 30 pupils from urban and rural
schools. Simple frequency summation,
means and percentage statistics were used to analyse the data collected. These
findings show that the school factors like facilities for the pupils table and
chairs, well lifted classroom, clean and adequate toilet put source of portable
water, safe play ground and equipment help to promote good academic performance
of pupils in primary schools. The result of the achievement test conducted show
that there was a significant difference between the performance of pupils in
the school where school factors are favourable than schools were most of the
appropriate facilities are not in place.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The school factors, which include
the classrooms, teaching method, teacher’s quality, school management, and
peers are some of the variables that affect pupils academics achievement
(Ajayi, 2001 and Oluchukwu, 2000). Hence, the school factors remains an
integral part that should be a studied and well managed to enhanced pupils
academic performance.
The influence of school factors on
academic performance of pre-primary school pupils in Nigeria has been of much
concern to the pare3nts, teachers, and the school management. the quality of
education not only depends on the teachers as reflected in the performance of
their duties, but also kin the effective coordination of the school management.
School factors which include
instructional spaces planning, administrative space planning, circulation space
planning for conveniences planning, accessories planning, the teachers as well
as the pupils themselves are essential in the teaching-learning process. The
extent to which pupils learning could be enhanced depends on their location
within the school compound, the structure of their classroom, availability of
instructional facilities and accessories. It is believed that a well planned
will gear up expected outcomes of education that will facilitate good social,
political and economic emancipation, effect teaching and learning process and
academic performance of the pupils.
Williams, persuade, and Turner
(2008), quoting Marsden (2005), asserted that safe and orderly classroom
environment (aspect of instructional spaces) and school facilities
(accessories) were significantly related to pupil’s academic performance in
schools. The three researchers also quoted Glassman (1994), asserting that a
comfortable and caring environment among other treatments helped to contribute
to pupils academic performance.
The physical characteristic of the
school have a variety of effects on
teachers, pupils and the learning process poor lighting, noise, high level of
carbondioxide in classrooms and in consistent temperatures make teaching and
learning difficult. Poor maintenance and in effective ventilation systems lead
to poor health among pupils as well as teachers, which lead to poor performance
and higher absence rates (Frazier 2002 Lyons, 2001; and Ostendorf, 2001). These
factors can adversely affect pupils behaviour and lead to higher levels of
frustration among teachers and poor learning attitude among pupils.
Beyond the direct effects that poor
facilities have on pupil’s ability to learn, the combination of poor
facilities, which create an uncomfortable and uninviting workplace for teaches,
combined with frustrating behaviour by pupils including poor concentration and
hyperactivity, lethargy, or apathy, create a stressful set of working
conditions for teachers. Because stress and job dissatisfaction are common
pre-cursors to lowered teacher enthusiasm, it is possible that the
aforementioned characteristics of school facilities have an effect upon the
academic performance of pupils.
Previous studies have investigated
the relationship of poor school environment including problems with student
teacher ratio, school location, school population, classroom ventilation, poor
lighting in classrooms and inconsistent temperature in the classroom with
pupils health problem, pupils behaviour, and pupils achievement (Cranolell
& Smaldino, 2000; Davis 2001; Johnson, 2001; Lysons 2001; Moore 2002; Stricherz,
2000; Tanner, 2000). To complement these studies, the present research will
examine the afore-mentioned areas of schools environment as they affect
pre-primary schools pupils’ performance in Nigerian schools.
1.2 STATEMENT OF THE PROBLEM
Emphasizing the importance and influence
of some school factors to pupil’s academic performance, Oluchukwu (2000)
asserted that the school environment is a basic factor that affect the academic
performance of pupils. He went further to explain that “unless schools are well
suited, buildings adequately constructed and equipment adequately utilized and
maintained, much teaching and learning may not take place.
The high level of pupils academic
performance may not be guaranteed where instructional space such as classrooms
and school environment are structurally defective. However, little is known on
the influence of the factors on pupils academic performance in an urban city
like Ogun State. Therefore this study aims at investigating the influence of
some school factors (such as school location, availabilities/conducive
classroom class size) on academic performance in selected pre-primary schools.
1.3 OBJECTIVES OF THE STUDY
The purposes of this study are:-
1. To examine the relationship between
school environment and the pupils academic performance.
2. To examine the impact of school
facilities on the performance of pupi8ls in the pre-primary school
3. To examine factors such as class size
that have been perceived to promote or inhibit pulps learning in the academic
process of pupils in pre-primary school.
4. To investigate the extent to which school
location affects the academic achievement of pre-primary school pupils.
1.4 RESEARCH QUESTIONS
The following questions were raised
to which answers will be sought in their study:-
i. Is there any relationship
between school environment in terms of location and the pupils academic
performance?
ii. To what extent do school
facilities such as conducive classroom affect pupils performance in pre-primary
school?
iii. To what extent does
availability of good quality teachers influence the achievement of pre-primary
school pupils?
iv. What effect does class size
have on the academic performance of pupils in pre-primary school?
v. What in the perception of
pre-primary school teaches on the influence of school factors achievement?
1.5 SIGNIFICANCE OF THE STUDY
It is hoped that this study will
provide information for parents, educators and school administrators concerning
various factors that help pupils in achieving their academic goals. in so
doing, they can investigate the possibility of introducing those factors to
their schools and children which may consequently lead to enhancing students
educational outcomes in schools. In addition the fact that this study is
conducted in private schools, it share quite a lot similarities with many other
counter parts. in this connection this study provides a valuable reference for
other schools (both public and private) as regards the school factors that
affect the academic performance of
pupils in pre-primary schools. The findings of this study would also be a
pointer to the government on which school facilities as well as component of
the school environment ought to be provided in order to enhance the academic
performance of pre-primary school
children.
1.6 SCOPE OF THE STUDY
This
research work focuses on the influence of school factors on academic
performance of pre-primary school in some selected schools in Sagamu Local
Government Area of Ogun State. This research work is however delimited to five
private primary schools within the Local Government Area.
1.7 DEFINITION OF TERMS
SCHOOL: A
school is an institution designed for the teaching of pupils under the
direction of teachers.
SCHOOL
FACTORS: A schools physical factor include the equipment and material used to
facilitate the teaching and learning process. Examples instructional materials.
PRIVATE
SCHOOL: a school established and controlled privately and supported by
endowment and tuition.
TEACHER
QUALITY: Abilities and competencies of a teacher determined by their
qualifications, experience and mode of delivery during the teaching and
learning process.
ACADEMIC
PERFORMANCE: Measurement of academic performance and progress of individual
pupils. This would be determined in this study by the scores of the pupils on
the achievement test constructed by the researcher.
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