CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The primary purpose of the teaching and learning process is to bring about in the learner desirable change in behavior through critical
thinking and innovation. This process does not take place in a vacuum but rather in an environment structured to facilitate learning. Stoner,
Freeman and Gilbert (1996) described the environment of an organization as all elements relevant to its operation and they include direct
and indirect action elements. School facilities like school workshops constitute the major components of both direct and indirect action
elements in the environment of learning. Several studies have shown that a close relationship exists between the physical environment and
the academic performance of students. Nwagwu (1978) and Ogunsaju (1980) maintained that the quality of education that children receive
bears direct relevance to the availability or lack thereof of physical facilities like school workshops and overall atmosphere in which learning
takes place. These facilities play pivotal role in the actualization of the educational goals and objectives by satisfying the physical and
emotional needs of the staff and students of the school. Knezevich (1975, p.563) emphasized that the physical needs are met through
provision of safe structure, adequate sanitary facilities, a balanced visual environment, appropriate thermal environment, and sufficient
shelter space for his work and play. His emotional needs are met by creating pleasant surroundings, a friendly atmosphere, and an inspiring
environment. The educational system has undergone tremendous changes in the form of its philosophy, broadened goals and objectives,
new approaches to service delivery and architectural design, quantum leap in school enrollment, multiplicity of curricula programmes and
extra-curricula activities, introduction of technical education and expanded academic support services such as guidance services to
students, teachers and the community, integration of the school and community. The resultant effect of all these changes is the need for
creative and innovative steps in the management of School workshops. For example, research findings have shown that students learn
better when a combination of methods and materials are employed during teaching. Furthermore, emphasis has shied towards giving
individual attention to students as against teaching large classes which presupposes that all students in a class have the ability to learn at
the same pace.
The implication of the foregoing is that in designing Workshop, provision should be made for individual and small group
interaction and for large groups for academic and social activities. Fenker (2004) stated that facilities management which includes
workshop maintenance is a process that ensures that buildings and other technical systems support the operations of an organization. The
International Facilities Management Association (2002) asserts that facilities management is the practice of co-ordination of the physical
workplace like school workshops with the people and the work of the organization; it integrates the principles of business administration,
architecture and the behavioral and engineering sciences. School workshops maintenance is the application of scientific and practical
methods in the planning, organizing and taking adequate care of the workshops in other to enhance instructional delivery thus improving
teaching and learning.
STATEMENT OF THE GENERAL PROBLEM
Workshop maintenance is an inevitable administrative role of a school administrator. It is an intellectually demanding job which requires
combined talent and activities of an educational administrator. Proper Workshop maintenance is necessary to provide a satisfactory
learning environment, ensures the usefulness of facilities for as long a possible, controls expenditure and improves the general atmosphere
of a school for effective teaching and learning operations. However, as a result of inadequate financing of educational institutions coupled
with negligence of administrative roles by some school administrators due to sheer apathy, some tertiary institutions in Nigeria fail to adopt
proper Workshop maintenance strategies thus leading to the poor performance of students.
AIMS AND OBJECTIVES OF THE STUDY
The major aim of the study is to examine the strategies for adequate maintenance of workshops for effective instructional delivery. Other
specific objectives of the study include;
- To examine the level of workshop maintenance in Nigeria educational institutions.
- To determine the importance of workshop to adequate teaching and learning in Nigerian educational institutions.
- To assess the level of use of school workshop maintenance in Nigeria educational institutions.
- To examine the impact of workshop maintenance on effective instructional strategy and academic performance of students.
- RESEARCH QUESTIONS
- What is the level of workshop maintenance in Nigeria educational institutions?
- What is the importance of workshop to adequate teaching and learning in Nigerian educational institutions?
- What is the level of use of school workshop maintenance in Nigeria educational institutions?
- What is the impact of workshop maintenance on effective instructional strategy and academic performance of students?
RESEARCH HYPOTHESIS
H0: There are significantly no different strategies for adequate maintenance of workshops for effective instructional delivery.
H1: There are significantly different strategies for adequate maintenance of workshops for effective instructional delivery. - SIGNIFICANCE OF THE STUDY
The study would be of immense importance towards the improvement of teaching and learning in educational institutions with the sole aim
of improving academic performance through effective instructional delivery. The study would also benefit students, researchers and
scholars who are interested in developing further studies on the subject matter through the provision of relevant literature
