ABSTRACT
The study investigated the influence of school plant on teaching learning processes of primary school pupils in Enugu Education Zone. The study sample of 308 head teachers and assistants representing the entire population was used for the study. The research instrument was a 49-item questionnaire. The analysed using frequency and mean score while the hypotheses were tested using t-test statistic. The findings based on the analysis show that school plant provided in schools among others are school buildings, modern classroom furniture, instructional facilities and technology workshop. Also some of the factors like power failure, lack of finance, lack of maintenance culture, political instability, high cost of educational resources among others. Equally the findings revealed that school plant has some influence in teaching-learning processes in primary school while some strategies as creating awareness on the use and management of school plant, ensuring effective maintenance culture, involving the school facilities as well as period inspection and supervision adopted in the management of school plant. Finally, a number of ways were highlighted for improving the provision of school plant. Based on the findings, the implication were highlighted and recommendations made.
CHAPTER ONE
INTRODUCTION
Background to the Study
Primary education is the bedrock on which foundation of education is laid in a nation. It is a veritable instrument in the life of every individual. Primary education, according to Uzodinma (2008), determines the key to the success or failure of any educational system. It is a solid base for the secondary and university education. This is why Lota (2008) stated that primary education provides the necessary foundation upon which the rest of educational system is built. It also serves as the only source of secondary school in-takes. It is the bedrock on which the future of the nation’s economic, political, social and technological development hinges. Infact, any country that allows her children’s education to be dysfunctional may find it difficult to achieve all-embracing national development.
In primary school, children (aged 6 to 11 plus) develop physiologically and psychologically to have little independence or less dependence on their parents. At this stage, children are more able to cater for themselves and learn faster. The three domains (cognitive, affective and psychomotor) are more often displayed at this stage while their muscles and other system can be well coordinated to perform actions that are essential for life (Lota, 2008). Effective interactions with their environment, engaging in play and games will help in the well being of the children.
No meaningful teaching and learning can take place in primary school without an enabling or supportive environment. Okoro in Obiweluozo (2008) noted that most primary schools in Sub-Saharan Africa suffer from very poor conditions for learning. Poor conditions for learning include dilapidated or half-completed buildings, insufficient desks and over-crowded classrooms among other factors. Olatunbosun (2005) referred to the supportive environment as school plant or school facilities. He further stated that school plant is the material resources that facilitate effective teaching and learning in schools. He stressed that any policy either negative or positive on the provision and management of school plant in primary schools will subsequently affect the academic achievements of primary school pupils.
School plant is the location, buildings, equipment and other material resources that are provided in the school for the enhancement of teaching and learning processes. The importance of adequate school plant therefore cannot be over-emphasized. According to Okafor (2003), school plant means the site where school programmes and activities take place or the environment where the school curriculum is implemented. In other words, when school environment is consciously designed and controlled with the intention of promoting teaching and learning activities within the school, adequate school plant has been put in place.
It means then that school environment is important for the health, growth, development and learning of an individual (Frank and Walter, 1996). The school environment include the school buildings and it surroundings, the learners, the teachers and the non-teaching staff. Obi (2006) stated that these elements could promote or mar learning. The elements are physical aspects of school environment. The guiding principle in the choice of an ideal physical learning environment is that the structure and fittings must be suitable, comfortable and in line with the socio-cultural background of the learners. (Ogunu 2000) The environment must be friendly and guaranteed for the safety of the learners.
The accelerated pace of development in educational system has accentuated the need for adequate provision of school plant. This is because; education is generally regarded as an instrument of change, development and advancement. Education is aimed at producing intelligent, responsible and well-informed citizens who take interest in the world around them. Ampene (1980) noted that education is the instrument by which a nation can develop its social, political, economic and cultural system. Nevertheless for this type of education to liberate man and enable him to express his power and become a contributing member of the society; adequate school plant needs to be instituted.
School plant is a consciously designed and controlled environment with the sole aim of promoting teaching and learning activities within the school. The school plant adds credence to the standard of school products (Akwan, 2005). It therefore signifies that school plant has effects on the teaching–learning processes of learners including primary school pupils in Enugu Education Zone of Enugu State. Orenuga (2005) noted that many primary schools that lack adequate physical facilities are bound to have problems on teaching and learning process. For example, some classrooms are too small that learning group activities are not possible to be carried out. Even teachers’ movement of going around supervising the children while at work is not possible. It brings about interference of different activities taking place concurrently. Some primary schools are located near the market place. Noise from the market disturbs the class lessons or activities to the extent that the pupils may not hear clearly what the teacher says. Other primary schools may be situated in swampy areas. It then becomes a problem for teachers and children during rainy season. With such conditions, teaching and learning may be jeopardized; as such conditions do not make school a supportive learning environment
In Enugu State, it is observed that the launching of Universal Primary Education Scheme of 1957 in Eastern Region of Nigeria ushered in the provision of adequate school plant in schools (Anyiam and Onwe, 2001). However, the provision was improved upon following the launching of Free Universal Primary Education Scheme of 1976 in Nigeria. Such provisions include school buildings, school laboratories and laboratory equipment, desks, school libraries, instructional materials such as chalk, dusters, chalkboards, and other teaching aids. These provisions were followed by the recruitment of tutorial and non-tutorial staff, both male and female. To meet up with effective teaching-learning process, most of the teachers with low qualifications have up-graded and/or up-dated their certificates to the extent that Nigerian Certificate in Education (N.C.E) stands as the least certificate held by primary school teachers in Enugu State. Experienced teachers (both in age and in length of service) are highly needed if there should be adequate and positive interaction between the learners and the supportive environment (school plant). Researchers in the area of school plant provision and management have revealed that there is positive relationship between school facilities and school effectiveness (Olatunbosun, 2005). School plant is needed to be able to develop men and women with the necessary skills needed to exploit the natural resources of the country. Besides, teachers’ productivity and effectiveness on the job is to a great extent determined by the stimulation provided by work environment.
Furthermore, school plant is needed to develop cognitive areas of knowledge, abilities and skills that are necessary pre-requisites for academic achievements. School plant is an essential factor in the fulfillment of school educational programmes and the overall education goals of the nation. In view of the above this study investigated the influence of school plant on teaching-learning processes of primary school pupils in Enugu Education Zone.
Statement of the Problem
Primary schools help in preparing the learners (pupils) for present living, and in the foreseeable future. The preparation of learners is made possible through the use of adequate school plant. School plant therefore helps to protect teachers and pupils from sun, heat, rains, and cold. It also enhances the comfort and safety of teachers and pupils thereby increasing their performances.
However, in spite of all the government initiatives and policies to promote education and enhance the academic performance of the primary school pupils, it seems that little impact has been created. This is because school plant is hardly available in the right quality and quantity. Even the available ones seem to be in deplorable condition. The dearth of major physical facilities needed in classrooms for effective and quality teaching and learning poses a serious concern to the general publics in Enugu State. Such physical facilities as pupils’ desks and chairs, teachers’ tables and chairs as well as chalkboards seem to be very inadequate. In some schools where chairs and desks are absent, about six to eight pupils share any available bench meant for only five pupils. The pupils may not be attentive to lessons because they are not comfortable. In some other schools, pupils are studying dilapidated buildings, some stay under a tree while others stay in a church open hall, village mini hall, and the like. Under these conditions, there is likelihood that adequate teaching-learning process is endangered in primary schools.
Worst still, evidence from ministry of Education statistics unit abound that there have poor results in both First School Leaving Certificate (F.S.L.C) Examinations and Common Entrance Examinations in Enugu State in recent times. Yet, in Enugu Education Zone of Enugu State, there is no documented record to show that any investigation has been carried out in the zone on the extent of provision and management of school plant, and its effects on the academic achievements of primary school pupils. The problem which this study investigates is what is the influence of school plants on teaching-learning process of primary school pupils in Enugu Education Zone. Therefore, the problem of the study is to investigate the effects of school plant on the teaching-learning processes of primary school pupils in terms of its provision, management strategies and factors affecting its provision.
Purpose of the study
The main purpose of the study is to investigate the influence of school plant on the teaching-learning processes of primary school pupils. Specifically, the study:
- Ascertain the extent various types of school plant are provided in primary schools in Enugu Education Zone.
- Identify the factors that militate against the effective provision of school plant in primary schools in Enugu Education Zone.
- Investigate the influence of school plant in teaching-learning processes in primary schools in Enugu Education Zone.
- Identify the strategies adopted by head-teachers in the management of school plant in primary schools.
- Investigate ways for improving the provision of school plant in primary schools in Enugu Education Zone.
Significance of the Study
The findings of this study will be significant to a number of stake holders in the education sector. Such are the teachers, school authorities, SUBEB, government and institutions. Through the findings of the study, the classroom teachers will be able to employ a variety of school plant within the school to achieve greater success in the teaching-learning process. The utilization of the school plant will help make teaching-learning interesting and less drudgery.
Also, the findings of the study will help the school authorities, the Universal Basic Education Board (SUBEB) and the state government to realize the urgent need to provide school plant to the various primary schools in the state.
Professionals and researchers in the field of education will use this study as reference materials. Such professional bodies as Nigerian Union of Teachers (NUT), Conference of Primary School Heads of Nigeria (COPSHON) and National Educational Research and Development Council (NERDC) will be able to mount a serious campaign on the need for provision of adequate school plant, which would facilitate teaching-learning process.
Finally, Colleges of Education and faculties of Education in Nigerian Universities will find this work very useful. It will give them the correct impression on how the teachers teach. It will help them equip their students very well before their graduation so as to be better teachers.
