Academia.eduAcademia.edu
European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu doi: 10.5281/zenodo.998534 Volume 3 │ Issue 9 │ 2017 THE IMPACT OF EDUCATIONAL FACILITIES ON STUDENTS’ TEACHING/LEARNING PROCESS IN ABEOKUTA, OGUN STATE, NIGERIA: NEED FOR COUNSELLING APPROACHES Adigeb, P. A.1, Anake, P. M.2i, Akomaye, A. U.3 Department of Guidance and Counselling, University of Calabar, Calabar, Nigeria Abstract: The main thrust of this study was to examine the impact of educational facilities on students’ academic performance in Abeokuta North Local Government Area of Ogun, Nigeria. To achieve the purpose, two null hypotheses were formulated to direct the study. Literature review was carried out accordingly. Ex-post facto research design was adopted for the study. A sample size of five hundred and fifty secondary schools students were randomly selected, through the simply random sampling techniques. The questionnaire was the main instrument used for data collection. The reliability estimate of the instrument was established through the test-re-test method. Independent t-test analysis was the statistical analysis adopted to test the hypotheses. Each hypothesis was tested at .05 level of significance. The result of the analysis revealed that good classroom buildings and the use of ICT significantly affect students differently in their academic performance. Based on the findings, it was recommended that adequate well structure classroom buildings and the use of ICT in teaching and learning process should be made available for all school. Also, learners should be encouraged to take active part in the learning process with computers. Keywords: educational facilities, teaching/learning process, counselling approaches Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 611 Adigeb, P. A., Anake, P. M., Akomaye, A. U. THE IMPACT OF EDUCATIONAL FACILITIES ON STUDENTS’ TEACHING/LEARNING PROCESS IN ABEOKUTA, OGUN STATE, NIGERIA: NEED FOR COUNSELLING APPROACHES 1. Introduction Educational environments are usually established for the purpose of teaching and learning. This purpose may however not be achieved when the constituting components of educational environments like school buildings, library facilities, furniture items, instructional materials, lighting, and so on, are either not available inadequate or properly structured and organized. The Nigerian National Policy on Education (NPE, 2004) expects the secondary school level of education to be given in two stages and to be six years duration. The first stage is JS 1 - 3 while the second stage is SS 1 - 3. In order to achieve the objective, it is obvious that the needed resources (physical and human) of such an organization must be harnessed for effective implementation process (Nkang, 2000). The researcher's interest in this area stem from two factors: The first is the apparent lack of awareness on the part of some education planners regarding the relationship/correlation of the use of educational facilities with students' performance. The second is the attitude of those government agencies and some education planners towards the provision of the required educational facilities as well as the need to maintain those already provided. Perhaps a third factor for understanding research in this area is counselling approaches are not adequately applied in the teaching/learning situations in all learning activities. Counselling deals with the process of helping, directing, assisting an individual(s) with problems in their educational, vocational and personal social needs to resolve their differences within and outside his environment and forge ahead with their normal life or learning process. Therefore, the quality and quantity of school environment like building structure, general condition of learning and equipment create a great impact in the teaching/learning situation of the child. Hence, a man is the product of his environment (parents, teachers, students and school system). Parents for instance hold the view that if buildings and other learning facilities are adequate, well maintained and utilized in the school setting, also the care and seriousness would be pass on to the academic activities of the institution. Thus, the external configuration of the school, the quality of academic programmes of a school could reasonably be assessed based on the facilities and the nature of the environmental condition of the school in question. It is on this basis that Nuhu (2003) points out that serious attention should be given to the provision of good and workable school buildings, equipment, facilities and educational processes and methodology applied within the system. Moreover, the recent development in Nigerian system of education, in relation to population and the UBE programmes is imperative for the government to improve the European Journal of Education Studies - Volume 3 │ Issue 9 │ 2017 612 Adigeb, P. A., Anake, P. M., Akomaye, A. U. THE IMPACT OF EDUCATIONAL FACILITIES ON STUDENTS’ TEACHING/LEARNING PROCESS IN ABEOKUTA, OGUN STATE, NIGERIA: NEED FOR COUNSELLING APPROACHES standard and quality of classroom buildings and provision of other physical facilities. This in essence will help to promote effective teaching and learning in our schools (Umoren, 2001). This therefore has necessitated updating school curriculum and programmes to move at the same space as the modern learning facilities. Again, modern learning facilities like computers, information and communication technology (ICT), internet, slides magnetic board, interactive whiteboard and plasma screen, TV, etc must be made available and also use it for teaching process, (Morrish, 2002). School facilities consist of educational facilities, which include the hardware and software of the organization such as buildings, the library, furniture, textbooks, the laboratory, school equipment. While the software include the visual teaching aids, instructional materials like magnetic tapes, films, transparency, computer assisted instruction (CAI), internet and ICT. The effective utilization and implementation of these learning facilities in teaching social studies depends on its availability and competence of the teachers (Fayose, 2004). In today’s school environment, there exist differences in classroom building structures, instructional resources, library facilities, furniture, computer, internet, information communication technology (ICT), laboratory equipment, social studies resource centre and the teacher who are the promoters and motivators of students' interest in learning (Uline, 2000; Nzeribe, 2002). The term educational facilities means the entire scope of human, physical and social infrastructure provided in the school for the purpose of teaching/learning process (Okokoyo, Nwaham & Ikpeba, 2002). Odor (1995) describes educational facilities as physical resources which the school administrators and his reference group harness, allocate, utilize and maintain for the purpose of effective school administration that will facilitate teaching/learning process in social studies. Educational facilities are those materials that enhance teaching/learning processes. The further stated that educational facilities refer to buildings as well as items such as machines, laboratory equipment, chalkboard and learners' tools. They are those things which enable a skillful teacher to achieve a level of instructional objectives that far exceeds what is possible when they are not provided (Earthman, 2002; Adeipe, 2007; Fabiyi & Uloka, 2009). Therefore, the planning and designing of educational facilities for schools, colleges and universities possess a greater influence on the performance outcome of social studies students. This is certainly true, because deferred maintenance of the educational facilities whether human resources (e.g. teachers), social or physical facilities and inadequate provision of these facilities can create deteriorating environment such as dilapidated buildings, peeling paint, crumbling plaster, broken European Journal of Education Studies - Volume 3 │ Issue 9 │ 2017 613 Adigeb, P. A., Anake, P. M., Akomaye, A. U. THE IMPACT OF EDUCATIONAL FACILITIES ON STUDENTS’ TEACHING/LEARNING PROCESS IN ABEOKUTA, OGUN STATE, NIGERIA: NEED FOR COUNSELLING APPROACHES furniture and non-functioning learning facilities. This of course, affects students learning habit and staff morale. Though educational system in Nigeria has witnessed tremendous increase in the area of expansion and students' enrolment within the past two decades in the midst of limited materials and dilapidated educational facilities, these problems still linger within the Nigerian school system, without a corresponding increase in the area of learning facilities (Higgins, Hall, Wall, Woolner & McCaughey (2005). Based on this, the researchers are motivated to investigate the impact of educational facilities on teaching/learning situation in relation to the following variables like classroom building, information and communication technology (ICT), computer assisted instruction (CAI) and internet services. For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1072 European Journal of Education Studies - Volume 3 │ Issue 9 │ 2017 614