School Plants And Its Impact On Teaching Of Geography In Secondary Schools

School Plants And Its Impact On Teaching Of Geography In Secondary Schools

 

ABSTRACT

This research work investigated the school plant and its impact on teaching of Geography in Senior Secondary Schools in Ado-Ekiti Local Government Area of Ekiti State. The main purpose of this study was to use it findings to make useful recommendation that could help to improve the school plant in secondary school and also improve the teaching and learning of Geography. Research questions were on the following variables: whether there is relationship between school building and student academic performance, whether there is relationship between school building and teacher’s classroom behaviour; whether there is relationship between school library and students performances, whether there is relationship between laboratory and learners interest in learning of Geography. The population comprises of all Senior Secondary Schools out of which One hundred and twenty (120) respondents were randomly selected from four schools. Questionnaire was the instrument used. The data collected were analyzed through the use of simple percentage procedure. The findings of the study revealed that school plant has impact on teaching and learning of Geography in Senior Secondary. On the basis of the findings, some recommendations were made that Parent-Teacher’s Association should put more effort in building classrooms and purchasing equipment on facilities for the activities taking place in the school and that school library should be well stocked.

 

TABLE OF CONTENTS

TITLE PAGE………………………………………………………….i

CERTIFICATION…………………………………………………….ii

DEDICATION…………………………………………………..……iii

ACKNOWLEDGEMENTS…………………………………………..iv

ABSTRACT……………………………………………………………vii

TABLE OF CONTENTS………………………………………………ix

CHAPTER ONE: INTRODUCTION……………………………….1

Background to the Study………………………………………………1

Statement of the Problem………………………………………………6

Purpose of the Study……………………………………………………7

Research Question………………………………………………………8

Research Hypothesis…………………………………………………..9

Significance of the Study……………………………………………..10

Delimitation of the Study…………………………………………….11

Definition of Terms……………………………………………………11

CHAPTER TWO: REVIEW OF RELATED LITERATURE………13

Meaning of School Plant………………………………………………14

The Concept of School Plant Management………………….….…..15

Importance of School Plant in Effective Teaching and Learning………………………………………………………………..21

Method Adopts in Provision & Maintenance of School Plant……       26

Problems of School Plant Maintenance in

school Administration……………………………………………….28

Possible Solution to the Problem…………………………………….31

Summary………………………………………………………………33

CHAPTER THREE: RESEARCH METHODOLOGY……………34

Research Design………………………………………………………34

Population…………………………………………………………….35

Sample and Sampling Techniques…………………………………..35

Research Instrument………………………………………………….36

Validity and Reliability of the Instrument………………………….37

Administration of Research Instrument…………………..………..37

Procedure for Data Analysis…………………………………………37

CHAPTER FOUR: RESULTS AND DISCUSSION………………38

Presentation of Results         ………………………………………………38

Discussion of Finding……………………………………………….48

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION51

Summary………………………………………………………………51

Conclusion……………………………………………………………..52

Recommendation………………………………………………………53

REFERENCES………………………………………………………….55

Appendix………………………………………………………………57

 

CHAPTER ONE

INTRODUCTION

Background of the Study

Whatever perspective one view education, it is aimed at preparing one for life, Education is supposed to prepare one for a better living. One must be certain on what he can achieve through it, and from what discipline he earns attain it. It has been observed that so many students fear is characterized mass disenchantment among the students towards the subject and the content to withdraw by professionals. The end product is declining popularity of the subject over the years (Ogbemudia, 2013; Oyeleke, 2018).

Durosaro (2017) stated that the concept of school plant embraces both permanent and semi permanent structures on the school site as well as machine, transport, teaching equipment and even the cleaner’s tools. To him, the school plant management is the process of planning to neat the head of the process of facilities constructing such facilities and keeping the facilities in good condition so that they aim be put into operation when required for teaching and learning.

Ojodele (2002) refers to school plant as the site and all the structure that has been put in place to aid achieve teaching and learning in the school, in the school field and structures such as classroom building that immovable and chairs, desks, locker, table and so on that are movable. There are also non-consumable items constituting the school plant. Effective parents-teachers association can have far reaching values in increasing parental understanding of the children and also in appreciation of educational development like the provision of school libraries, school buses, laboratory, geographical information center, workshops and enough classrooms for lecturing. More so, teacher benefits through knowledge of the home, environments of parents for the children as well as for increasing cooperation and meeting the need of the children in the school and the community. The research on parents involvement indicate that parents and teachers can create viable partnership by engaging in joint learning activities, conducting collaborative curriculum project in the classroom participating together in various decision making activities and being advocate for children (Swick,2000). Also, these activities are the various parents and teacher’s roles and behaviors that make for successful association. Parent’s roles are performed within the family school relationship. Parents must carry out learning, doing supporting and decision making roles.

Naturally, parents use these various roles across contexts but they emphasize particular roles as family or family school situations dictate (Schuefer, 2001). For example, recent findings suggest that when parents sense an inviting school climate, they emphasize nurturing and supporting behaviors in their interactions with teachers and their participation in the school environment also increase.

Teacher’s roles that focus on family involvement in school and classroom activities include those of nurturing, supporting, guiding, and decision making. Together parents and teachers can foster their participation through such behavior as collaborating, planning, communicating and evaluating (Epistem and Dauber, 2000, Swick, 2000). The term school plant is an important aspect of school administration, it is more related to education and it can also be associated with the development of formal education in Nigeria. In western education, students learn in an environment known as the school which contains the physical structures for teaching and learning process. These are some involvement in the school such as site, wall, building, classroom, staffroom, library, workshop, laboratories and geographical information system laboratory. All these physical structures are essential as aspects in education System.

Broadly (2000) said this is so because the impact of the school plants has been felt on the educational programme and process. In general, the educational programme and processes are felt only in the kind of programme that would be possible but also on the diversity of each programme and the entire school environment. Therefore, for effective and efficient teaching and learning process, school environment must be made conclusive for both the teachers and the students.

Durosaro (2003) is of the opinion that the type of school plant planning, construction and maintenance would reflect the type of community and their interest in providing quality education for their children. The school plant provision is to meet the needs of the school in terms of physical facilities in good condition, so that they can be put into operation where requested for teaching and leaning process. The school plant provision and maintenance is one of the major tasks for a school principal or school proprietor to embark upon. The researcher acknowledges the fact that school plant provision and maintenance is an essential aspect of school management and administration and that school management would promote effective provision and maintenance of the school plant for teaching and learning process.

Statement of the Problem

In more recent times, the general academic performance in geography in most of Nigeria schools has been very poor. This is attributable to many factors namely school plant paucity and teachers attitude towards teaching of geography, student interest, weak inspectorate system among others. The concern of this work is on school plant. Infrastructural facilities of the school are deficiency, many lack laboratory, library, staff room, science laboratory, geographical garden, Rainguage and geographical information system. The following general questions are asked. What is the level of provision and maintenance of school plants on student’s academic performance? Can we totally do without the school plant for the study geography?

Purpose of the Study.

The purpose of the study is to determine the impact of school plant on teaching and learning of geography in secondary school in Ado-Ekiti local government area. It is the intention of the study to use its findings to make useful recommendations that could help improve the school and by extension improve the teaching and learning of geography.

Research Questions

The following questions will be answered

(i)      Is there any relationship between school building and students academic performance in geography?

(ii)     Is there any relationship between school building and teacher classroom behavior in teaching and learning of geography?

(iii)    Is there any relationship between school library and student performance in Geography?

(iv)    Is there any relationship between laboratory and student academic performance in geography?

(v)     Is there any relationship between laboratory and learners interest in the learning of geography?

Research Hypotheses                    

The following hypotheses will be tested:

(i)      There is no significant relationship between school building and student academic performance in geography.

(ii)     There is no significant relationship between school building and teacher class room behavior.

(iii)    There is no significant relationship between school library and student performance in geography.

(iv)    There is no significant relationship between school laboratory and student academic performance in geography.

(v)   There is no significant relationship between school laboratory and learner interest in the learning of geography.

 

Significance of the Study.

The researcher hopes that at the end of the study, the findings may be useful to the government. School principals, geography teachers and students in secondary school. The study would draw attention of the P.T.A and Inspectorates Division of the Ministry of Education to widening scope of it activities and the necessity to make school plants more regular and constant. The research would serve as a literature to all practicing geography teachers, students and help future researcher and investigator to use the research as a base for further studies. It would help school principal to know the effectiveness and efficient of school plant in school management and administration and by extension promote students academic performance.

 

Delimitation of the Study.

This study is limited to this topic because school plant as an integral part of education can not be exhausted in one research. It is limited to Ado- Ekiti Local government area of Ekiti state because; the researcher is residing in ado and for some hindering factors like cost of transportation to other local government and shortness of time for the research.

Definition of Terms.

In order to remove difficulty and misunderstanding of terms the following ways and expression are defined

School Plant: This refers to physical properties belonging to a school like school building, laboratory, workshop, school site and cleaners.

Parent Teacher’s Association: this is an association that was established for consultation and cooperation between the school and the home from education of the students.

School Plant Maintenance: is a process of repairing servicing renovating, rehabilitating and safe keeping of the physical facilities in the school.

Role: This refers to as task or work in an undertaking.

Community: it can be defined as a group of who have common attachment to a given area and who possess strong identifies.

School Plant Provision: is a way of putting and making both permanent and semi-permanent structure available in the school environment in order.

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