CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The family, school, church, mosque, social clubs, peer group surroundings, and society at large are all places where pupils teach and learn. Pupils learn more effectively when the teaching and learning environment is accepting, supportive, challenging, and pleasant (Ellis, 2005).
According to Kohl, (1994), the teaching and learning environment offers the required conditions for the pupils’ physical, intellectual, and personality growth. The quality of education is determined by the attitude of parents and teachers as expressed in their fulfillment of their tasks. Over time, academic performance of students in both internal and external examinations was utilized to measure quality in instructor and teaching (LIM, 1993).
Ellis, (2005) opined that children require a safe, healthy, and engaging environment to grow and learn in. During the school year, children may spend 6 to 8 hours at school, where the environment plays an important/critical part in their development. The majority of the time is spent in the schoolyard or on the way to and from school. This condition necessitates meticulous planning and design in order to optimize experiences that promote education, health, and stewardship. As a result, the school environment is critical in developing and reshaping intellectual capabilities. However, a supportive and favorable school environment that is enriched with adequate learning facilities and a favorable climate makes kids more comfortable and focused on their academic tasks, resulting in great academic achievement. The factors of the environment begin to influence the individual’s growth and development even before he is born from his mother’s womb (Reun, 1998). The educational process takes place in the physical, social, cultural, and psychological environments. A proper and adequate setting is essential for the child’s beneficial learning. A stimulating educational atmosphere offers the necessary stimulus for learning experiences. The students spend the majority of their time at school, and the school environment has an impact on their performance through curricular, instructional techniques, and relationships (Kohl, 1994).
The school environment has a tremendous impact on students’ learning and development, including a substantial element of their social, emotional, and ethical development. Students are less likely to engage in substance misuse, violence, or other negative conduct if they perceive their school environment to be helpful and caring. According to the research, supportive schools encourage these positive outcomes through enhancing students’ feelings of affiliation, belonging, or community. These terms are used interchangeably in this context to refer to kids’ perceptions of having close, respectful relationships with their classmates and adults at school. As a result, investing in a school community is a way to promote academic success. Students who perceive their school to be a caring environment are more motivated, ambiguous, and engaged in their learning (Udoka 2013). Students’ active connections with teachers, as well as their views that teachers care about them, are what drive their effort and engagement.
1.2 STATEMENT OF THE PROBLEM
Pupils’ academic progress in primary schools is influenced by the physical school environment. The physical environment of the school is determined by the physical facilities, human resources, and their interactions (Udoka 2013). Studies show that pupils with adequate facilities performed better than those in schools with less or no facilities, simply because facilities enrich the physical classroom environment. Poor environment, facilities and insufficient space, as well as the layout of goods such as seats in the classroom, library, and laboratory, were also determined to have an impact on the organization of the learning environment.
Reun, (1998) noted that academic success is heavily influenced by the school environment. The location of the school has an impact on student achievement. For example, when a school is located in a noisy region, such as an airport or the centre of a city, where activities distract the student’s teaching-learning. Such students in this region are unlikely to perform well academically. Noise in any kind disrupts the teaching/learning process.
