CHAPTER ONE

INTRODUCTION

Background to the Study

School plants planning such as school site planning, instructional space planning, administrative space planning, space of convenience planning and circulation space planning are essential in teaching and learning process in the school system. The extent to which, these spaces may enhance better teaching and learning depends on their location, structure and facilities within the school premises. It is likely that well planned school plants in terms of location, structure and facilities will facilitate effective teaching and learning process and enhance better learning outcomes of the students.

Odupurokan (2011) states that a well planned school plant will gear up expected outcomes of education, that will facilitate good social, political and economic emancipation; effective teaching and learning and academic performance of students. Therefore it can be said that the school plant is an essential aspect of educational planning because unless schools are well suited, buildings adequately constructed and equipment adequately provided much teaching and learning may not take place. Corroborating these, Mark (2002) and Ajayi (2007) maintained that high levels of students’ academic performance may not be guaranteed where instructional space such as classrooms libraries, technical workshop and laboratories are lacking.

Olagboje (2008) sees school plant maintenance as any work carried out on any component of the plant with a view to keeping it at good working condition. According to Hinum (1999) the quality and durability of a building largely depend on the type and level of servicing, repairs and the rate at which the needs and requirement change. School facilities management involves keeping records of the facilities, supervising the facilities, planning for the facilities, motivating students and students to participate in facilities maintenance and evaluating the available facilities.

Good physical working condition in any occupation can have a positive impact upon job effectiveness and morale. According to Ayodele (2000), it is difficult to separate teaching effectiveness from school environment. Physical surroundings (school plant) impact job satisfaction and hence job performance – teaching.

Bankole (2003) contends that the physical environment has been shown to play a significant role in teaching effectiveness. Students agree that the facilities in which they teach can deter the quality of their teaching, if the physical environment is substandard. A student that teaches in a classroom with a projector and interactive board will definitely be more effective than a student using black board (Chalk and Talk).

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