MANAGING LEARNING ENVIRONMENT FOR ENHANCED STUDENTS’ ACADEMIC ACHIEVEMENT

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MANAGING LEARNING ENVIRONMENT FOR ENHANCED STUDENTS’ ACADEMIC ACHIEVEMENT

CHAPTER ONE

Introduction

Education is the building block upon which every society’s foundation is laid. There is no education without teaching and learning experiences which in a formal setting takes place in a classroom under the supervision of a trained teacher that ensures that the learning environment is conducive. This is in agreement with a Global Monitoring Report on Education for All (2012), that learners in supportive environments have high levels of self-efficacy and self-motivation and use learning as a primary transformative force. In a quote from that Report “Welcoming the learner –child, youth or adult– in an environment where they can feel safe and nurtured for is very important for the development of each individual and the society as a whole.

In his view, Orlu (2013), assented that environment plays major role in the life of every individual whether a students, teachers, employer or employee. Though some people are yet to believe that environment brings about better performance. In addition to this, he further cited Udoh (1980) in his article “The Environmental Health Problems in Nigeria Schools”, to have identified some unhealthy practices in our schools. These include sitting of schools, inadequate facilities, and poor ventilation and lack of teachers training on classroom management which hinders qualitative academic performance in schools.

In a more elaborate stand point, Rohana et al (2009), opined that intelligence is not the only determinant of academic performance of a student. Academic performance of a student is always associated with many components of learning environment. This is in agreement with the views of Bosque and Dore (1998), as cited by Orlu (2013) that learning and teaching environment ought to implement six functions: inform, communicate, collaborate, produce, scaffold, and manage. They added that conceptually speaking, the learning environment refers to the whole range of components and activities within which learning happens. In citing the definition of Sandberg’s (1998), Rohana et al (2009), highlighted that the functions of a learning environment can be quoted as “Teacher component’s role in providing something between loose guidance and direct instruction. It can be a human agent (present or distant), an intelligent agent, and instructions like some text books provided for effective teaching learning experience.

In another perceptive, Duruji, et al (2014), opinzed that in Nigeria, the importance of learning environment to educational development was so upheld by the authorities and regulatory institutions that school inspectors were parts and parcel of the school system before the advent of military regime in the country. The neglect this aspect has received due to poor funding by the successive regimes of government in the country also reflected in paucity of studies that focuses on this issue. As such learning environment remains an important area that should be studied and well managed to enhance students’ academic performance.

Equally, The Global Monitoring Report on Education for All (2012) while acknowledging the role of government in ensuring an enabling learning environment acquiesced that the issue is even more critical in countries with limited financial resources as well as countries with poor culture of maintenance of existing facilities in schools which has negatively affected the learning environment. The report while appraising various stages of education among UN member states, ranging from Primary Education, Secondary Education and Higher Education, placed greater emphasis on the 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 equally advocated the importance of extending access and improving the relevance of secondary schooling to ensure that all young people are equipped with the skills they need as they enter the workplace.

With such a responsibility that education shoulders, it is therefore imperative to create an environment suitable for both teaching and learning experience to foster which is a gateway to achieving quality academic performance across board.

1.2 Statement of the Problem

In Nigerian educational system, the secondary school system is at medium level in the cadre of formal educational classification. The secondary school education is expected to last for a period of six (6) years classified into three (6) junior secondary and Senior Secondary, though the 9-3-4 system gives the three (3) years of junior secondary to the basic education, but secondary education lasts for a period of six (6) years. The expected result upon graduation from secondary school is that students would be self-reliant.

With this expectation stated, it is therefore important to create in the system a high ranking learning experience which is a guarantee to quality academic performance by providing enabling learning environment by all stakeholders particularly by the teachers and the government.

It is on this note that the work is set to investigate the effect of learning environment on academic performance of secondary school students in local government areas of Abia State.

Aims and Objectives

The purpose of this study is broadly to examine the relationship between learning environment and academic performance of secondary school students in Local Government Areas of Abia State?

Specifically, the purpose of this study was to:

To ascertain the effect of learning environments on academic performance of students in selected public schools of local government Areas in Abia State
To examine the role of teachers in ensuring an enabling learning environment in secondary school students in Local Government Areas of Abia State?
To examine the role of government in ensuring an enabling learning environment in secondary school students in Local Government Areas of Abia State?

1.4 Research Questions

The following research questions were posed to guide the study:-

Is there any significant relationship between learning environment and academic performance of secondary school students in Local Government Areas of Abia State?

What is the role of teachers in ensuring an enabling learning environment?

What is the role of government in ensuring enabling learning environment?

1.5 Research Hypotheses

In the course of this work the following hypothesis or assumptions were raised

Ho: 1 There is significant relationship between learning environment and the academic performance Of secondary school students in Local Government Areas of Abia State.

Ho: 2 There is no significant relationship between an enabling learning environment and teachers’ role in secondary school students in ensuring an enabling learning environment.

Ho: 2 There is no significant relationship between an enabling learning environment in secondary school students and government role in ensuring an enabling learning environment.

1.6 Significance of the Study

This work will be significant to various facets of government and the populace in these specific areas:

It will give an insight to the impact of learning environment on academic performance of students in secondary schools.

It will arm the government with the understanding of the importance of maintaining an effective learning environment in secondary schools.

It will reveal to the public the degree of responsiveness of government towards creating an enabling learning environment in secondary schools.

It will provide the policy makers an empirical framework to constructively advice the government on issues relating to learning environment and its effect on academic performance of students in secondary schools.

It will also serve as a good literature for those that would choose to carry out further research on the learning

1.7 Scope of the Study

The scope of the study covered (10) educational Zones in Abia State representing ten (10) Local government Areas from seventeen (17) education zones representing Seventeen (17) Local government Areas of Abia State. Content wise, it investigates the impact of learning environment and academic performance of secondary school students in local government areas of Abia State.

3.2 Study Area

The area covered in this study is the entire local government areas of Abia State Government.

Overview of Abia State.

Abia is a state in the south eastern part of Nigeria. The capital is Umuahia and the major commercial city is Aba. Abia state was created in 1991 from part of Imo State. It is one of the constituent states of the Niger Delta region.

The state occupies about 5,834 square kilometers, and is bounded on the north and northeast by the states of Anambra, Enugu, and Ebonyi. To the west of Abia is Imo State, to the east and southeast are Cross River State and AkwaIbom State, and to the south is Rivers State.

Local Government Areas

Abia State consists of seventeen (17) Local Government Areas as depicted below:

Source: Wikipedia

Educational Zone

In each of the 17 Local government, there is an Educational Zone represented by the Secondary School Management Board (SEMB) making up 17 Educational Zones in Abia State.

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