CHAPTER ONE

INTRODUCTION

1.1              BACKGROUND OF THE STUDY

The entire amount of what surrounds something or someone is referred to as the environment. It consists of both living things and natural forces (Ajayi, 2001). The environment of living things provides opportunities for development and expansion, as well as danger and harm; living things do not simply exist in their environment; they interact with it continually. Organisms change in reaction to changes in their environment, which includes interactions between plants, animals, soil, water, temperature, light, and other living and nonliving objects (Oluchukwu, 2000). As a result, people from many domains of study (such as history, geography, and biology) use the term environment to refer to a variety of topics. The different radio waves that equipment such as a radio and a reader might encounter make up an electromagnetic environment. The situation between the stove is referred to as the galactic environment. The physical items, locations, and experiences that a person lives with are referred to as the individual's environment in psychology and medicine. The person's behavior is influenced by their surroundings (Gilbert, 2001). It has an impact on a person's body, mind, and heart (Goliber, 2003). Nature vs. nurture debates are sometimes framed as heredity vs. environment. The only planet in the solar system that supports life is Earth. The environment in biology and ecology refers to all natural materials and living things, including sunlight. The natural environment is another name for this. Some people call themselves environmentalists, and they believe that the environment must be protected (to keep it safe). They believe that individuals should not pollute the environment with so much rubbish. Sunlight and woods are two crucial aspects of the environment that humans cherish. These are renewable natural resources because as we consume them, more naturally grows. Non-renewable natural resources, such as coal and natural grass, are vital components of the ecosystem that do not regenerate naturally (Banning 2001). Furthermore, the amount to which student learning may be improved is determined by the school's location, the classroom's structure, and the availability of instructional facilities and access to them. A well-planned school, it is claimed, would set up intended educational outcomes that will promote excellent social, political, and economic emancipation, effective teaching and learning processes, and learners' academic achievement.

1.2              STATEMENT OF THE PROBLEM

Emphasizing the significance of the educational environment in terms of student success Ohichukwu, (2000) said that the environment is an important component of educational design; he went on to say that until schools are well-suited, buildings are properly created, and equipment is properly used and maintained, much teaching and learning will be impossible. Where instructional space, such as classrooms, technical, workshop, and labs, is physically deficient, good levels of learner performance may not be assured. However, little is known about how the environment affects a student's success

1.3              OBJECTIVES OF THE STUDY

The study's particular goals are to:

i. investigate the link between school environment and student success;

ii. investigate the influence of school amenities on student success.

iii. To see how much the location of a school influences a student's academic success.

1.4              RESEARCH QUESTION

i.What is the link between school environment and student success?

ii.What is  the influence of school amenities on student success?

iii.How can the location of a school influence a student's academic success?

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