SECONDARY SCHOOL SYSTEM PLANNING AND ITS IMPACT ON EFFECTIVE LEARNING
1.1 BACKGROUND OF THE STUDY
Education is frequently regarded as the true engine of a country’s progress. This is due to the fact that educated people help to advance scientific, social-economic, and political structures that benefit individuals, families, and society as a whole. Based on these ideals, education in the twenty-first century must prepare children to function effectively as adults (Danladi, 2010). However, due to a variety of challenges ranging from academic staff strikes to inadequate school plant design to a lack of funding for infrastructural improvement, Nigerian schools are the least prepared to adjust to the daily bombardment of new knowledge and practices. This is demonstrated by the claim that teachers are hampered by a lack of training and resources, making it difficult for teachers to prepare students for the
new development. The buildings that house teachers and students obstruct rather than facilitate effective teaching procedures (Aloga, 2014).
School plant planning is critical to the teaching-learning process because it includes instructional areas, administrative spaces, circulation spaces, restrooms, and accessories. The degree to which these spaces can support teaching and learning is determined by their location on the school grounds, construction, and accessories. A well-planned school plant is thought to improve educational outcomes by facilitating students’ social, political, and economic emancipation, as well as effective teaching and learning processes and academic success (Adesina, 2011).
Oluchukwu (2000) contended that school plant planning is an essential component of educational planning, citing the importance of school plant planning to students’ academic achievement. He went on.
by stating that much teaching and learning may be impossible without well-suited schools, well-designed facilities, and properly employed and maintained equipment.
Today’s school facilities in the majority of Nigerian schools are designed to promote rote learning while undermining students’ ability to think independently and creatively. A typical school facility in Nigeria is often made up of a series of basic classroom constructions, which are frequently made up of rectangular-shaped walls in which seats, tables, and students compete for space. Inadequate physical facilities, according to Ezeocha (quoted in Aloga, 2014), can result in undesirable personal behaviors, and large group interaction activities such as sports/games and theater cannot be done efficiently without adequate physical space and equipment.
While Oyesola (2007) emphasized the relevance of school plant planning to students’
by stating that without well-suited schools, well-designed facilities, and properly employed and maintained equipment, much teaching and learning may be impossible.
Today’s school facilities in the majority of Nigerian schools are designed to enhance rote learning while further impairing students’ capacity for autonomous and creative thought. A typical school facility in Nigeria is often composed of a series of basic classroom constructions – frequently composed of rectangular-shaped walls in which seats, tables, and students compete for space. According to Ezeocha (quoted in Aloga, 2014), insufficient physical facilities can lead to undesirable personal behaviors, and large group interaction activities such as sports/games and theater cannot be done efficiently without adequate physical space and equipment.
While Oyesola (2007) emphasized the importance of school plant planning to students’ learning,
Inadequate school plant planning, deteriorating facilities, out-of-date design, and capacity utilization constraints are among the issues. These combined flaws degrade teaching and learning quality while also posing health and safety concerns for faculty and students. Poorly designed and maintained school plants jeopardize school management, curriculum delivery, and student academic success.
Furthermore, the researcher discovered that the majority of the school complexes were overgrown, had old buildings with leaking roofs, broken chairs and desks, rough flooring, and windows without louvers during his monitoring visits to many schools. Some of the schools had filthy structures and no lightning, while others had blown-off roofs, indicating a lack of or insufficient planning. Pedro (2012) noted that in most institutions, the roadways leading to the sports field were overgrown with
weeds. Appropriate administration and maintenance of existing school infrastructure appear to be lacking. School location does not appear to be a priority for those in charge of them. For example, schools are frequently located near commercial and other noise-generating activities such as automobiles, neighborhood human debates, and discotheques, all of which disrupt students’ concentration (Akpakpan, 2012).
Buildings, on the other hand, are a source of concern. The majority of school facilities are not regularly painted. They are dilapidated and frequently in disrepair, making schools dull and unappealing; this equates to the establishment of an extremely hostile study infrastructure that is inhospitable to Nigeria’s children, who must compete for leadership positions with their counterparts in the developed world. During
It is common to see class rooms leak when it rains; school infrastructures are inundated with run-off, creating an unpleasant environment for students (Adeboye, 2019). Once again, they appear to be the result of insufficient or poor preparation. This research thoroughly examined the issues of school infrastructure in Abakaliki.
1.3 THE STUDY’S OBJECTIVES
The study’s overarching goal is to investigate secondary school system planning and its impact on effective learning. Other study objectives include, but are not limited to:
i. To investigate the extent to which school planning is carried out in Nigerian secondary schools.
ii. To investigate whether school spacing affects students’ academic performance.
iii. Determine whether or not there is a relationship
between instructional space planning and students’ academic performance.
iv. To assess the impact of school planning on student academic performance.
1.4 QUESTIONS FOR RESEARCH
The following research questions related to the study’s objectives will be addressed:
i. To what extent is school planning practiced in Nigerian secondary schools?
ii. Does school spacing have an effect on students’ academic performance?
Is there a connection between instructional space planning and student academic performance?
iv. What are the effects of school planning on student academic performance?
1.5 THE STUDY’S IMPORTANCE
The study’s findings apply to students, teachers, parents, guardians, and school administrators. The findings of this study will reveal the appropriate impact to the students.
The impact that school planning has on their academic performance.
This study will show school administrators and policymakers the importance of school planning and its effects, allowing them to create an effective school planning system.
1.6 STUDY OBJECTIVES
This research will look at secondary school system planning and its impact on effective learning. This study will specifically examine the extent to which school planning is carried out in Nigerian secondary schools, investigate whether school spacing has an impact on students’ academic performance, determine if there is any relationship between instructional space planning and students’ academic performance, and determine the effects of school planning on students’ academic performance.
Students from various secondary schools in Abakaliki,
Respondents for this study’s survey will come from Ebonyi State.
1.7 THE STUDY’S LIMITATIONS
As with any human endeavor, the researcher encountered minor setbacks while conducting the study. Because there was a scarcity of literature on the subject due to the nature of the discourse, the researcher incurred additional financial expenses and spent additional time sourcing for relevant materials, literature, or information, as well as during the data collection process, which is why the researcher chose a small sample size. Furthermore, the researcher conducted this investigation in conjunction with other scholarly endeavors. Furthermore, because only a small number of respondents completed the research instrument, the findings cannot be generalized to other secondary schools outside the state. Regardless of the constraints
All aspects of the investigation were reduced to ensure the best outcomes and the most productive research.
1.8 TERM DEFINITION
A significant effect or influence.
Planning: The regulation of urban development by a local government authority, from which a permit is required to construct a new structure or alter an existing one.
Secondary school: A secondary school is an institution that provides secondary education, as well as the building in which it is delivered.