ASSESSMENT OF THE IMPACT OF ENVIRONMENTAL FACTORS ON EFFECTIVE TEACHING AND LEARNING OF PHYSICAL EDUCATION AND SPORTS (ENVIRONMENTAL SCIENCE PROJECT TOPICS AND MATERIALS)
ABSTRACT
This study explored the impact of environmental factors on the effective teaching and learning of physical education and sports in Lagos state secondary schools. The study was guided by research objectives, questions and hypotheses that included the influence of school location, school facilities and modern supervision techniques on the effective teaching and learning of physical education and sports in Lagos state secondary schools. Literature review covered relevant texts and documents on the research topic. The researcher adopted the descriptive survey research design. A sample of 100 teachers was taken from Education District (IV) of Lagos state which was the area of the research. The researcher used questionnaires for the selected respondents for data collection. Descriptive statistics of percentage and inferential statistics of chi-square were used to test the hypotheses at 0.05 level of significance. The results of the study showed that school location will influence the effective teaching of physical education and sports in secondary schools; school facilities will influence the effective teaching of physical education and sports in secondary schools and modern management techniques will influence the effective teaching of physical education and sports in secondary schools.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
There is no gainsaying the fact that education is very vital to the pace of social, political and economic development of any nation. This is why most nations of the world strive to devote a sizeable proportion of their Gross National Income to develop the educational sector. In Nigeria, between 7.6% and 9.9% of our annual expenditure is devoted to education (Durosaro, 2003). The proportion earmarked in the approved national budget is meant to finance capital and recurrent expenditure of schools. The physical structures which is capital intensive takes the larger part of the cost since the physical environment of a school adds a lot of value to the school (Obong, 2007).
Egim (2003) observed in her study that the physical environment contributes either negatively or positively to the effectiveness of teaching and learning in the school. The school physical environment includes the buildings, classrooms, furniture, equipment, instructional materials, laboratories, libraries, play grounds, and so on. Others are walls, machinery, decorative objects, play fields, skating rinks, swimming pools, audio-visual equipment (Mckay, 1964 in Egim, 2003). Egim (2003) maintained that in a bid to expand the educational enterprise, educational planners are more interested in issues such as the number of schools, teachers, students’ infrastructural facilities like classrooms and school buildings. Little attention is paid to the quality of the environment (Obong. 2010).
