CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

It has been found that school buildings have a significant role in quantitative instruction. It is impossible to overstate the significance of providing and utilizing suitable educational facilities for teaching and learning. The adage "instruction is inseparable from learning, but learning is not inseparable from teaching" means that teachers instruct students in order for them to learn, but students may also learn without teachers. Afigbo (1996) cites Akande (2022) as stating that learning may occur through contact with one's surroundings. Environment in this context refers to the amenities available to assist the learning result of pupils. It contains books, audio-visual, software, and hardware of instructional technology; classroom size, seating position and layout, availability of tables, seats, chalkboards, and shelves on which practical instruments are stored (Fayo, 2022).

According to Oni (2022), facilities are a strategic aspect in the operation of an organization. This is because they play a significant role in the efficient operation of any social structure or system, including education. He said that their availability, adequacy, and relevance impact productivity and efficiency. In his words, Farombi (1998) opines that the wealth of a nation or society could determine the quality of education in that nation or society, emphasizing that a wealthy society will establish good schools with quality teachers and learning infrastructures, allowing students to learn with ease and resulting in good academic performance. Balogun (2022), referenced by Anameze (2022) in an article on the significance of facilities in teaching, argued that no efficient scientific education program can exist without instructional equipment. This is due to the fact that facilities allow students to acquire problem-solving and scientific mindsets. Ajayi & Ogunyemi (2022) highlighted in their contribution that when facilities are supplied to satisfy the relative demands of a school system, not only will pupils have access to the reference materials stated by the instructor, but they would also learn at their own paces. The net result is an improvement in the academic performance of all students.

In his research on the correlations between resource concentration, usage, and management and student learning results, Fayo (2022) discovered that the classroom learning environment in certain schools was substandard. He provided instances of schools without a blackboard, a ceiling, certain roofing sheets, and windows and doors, all of which were deemed by the researcher to be detrimental to the health of the students. According to a Nigerian Tribune article titled "Mass Failure Will Continue Until..." published on November 25, 1999, the head of the National Committee of WAEC, Dr. U.B. Ahmed, stated that the classroom is the source of failure... A detailed examination of the public schools and their activities reveals that the majority of schools cannot produce anything positive because they lack the infrastructure and human resources necessary to prepare candidates for the WASCE.

The above comment suggests that the widespread failure of applicants on the WAEC's structured test will persist unless the situation in the nation's public schools improves. World Bank publication (2022), citing Mwamwenda & Mwamwenda (1987), linked student performance to the provision of adequate facilities, citing a survey of 51 primary schools in Botswana that found students performed significantly better on academic tests when they had adequate classrooms, desks, and books. Previously, Fagbamiye (2022) studied 559 instances from 13 secondary schools in Lagos State utilizing age, kind of school (day or boarding, mixed or single sex), instructors' credentials and teaching experience, as well as intake quality as measured by students' admission examination results. His research demonstrated that schools with enough resources had higher performance rates and attract more pupils. He came to the conclusion that quality schools in terms

The performance of facilities and younger students is enhanced on the WASCE.

Adesina (2022) cited inadequate physical facilities, outmoded teaching methods, and overcrowded classrooms, among other problems, to explain why high academic achievement is not prevalent in Nigeria.

Fabunmi (2021), shedding more light on school facilities and moral guiding provision, asserted that school facilities, when provided, will aid the teaching-learning program and consequently improve the academic achievement of students, while the models guiding their provision to schools may take any rational bureaucratic or political form. According to him, regardless of the model chosen, there is always variation in the allocation of facilities to schools. In his words, Ojoawo (2022) observed that certain schools are preferred over others in the allotment of facilities. Writing about the low performance of students in public tests, London (2022) asserts that in many developing nations, certain physical facilities do not exist, and where they do, their quality is often substandard. Even more concerning is the association, according to these observers, between facility quality and academic success. Akinkugbe (2022) laments the glaring inadequacies of school facilities in our education industry, stating that everywhere you look, in primary, secondary, special, technical, and tertiary schools, there is abundant evidence of inertia, criminal neglect, and a pervasive decline in values and standards.

1.2 STATEMENT OF THE PROBLEM

Academic performance is determined by a student's scholastic success. This academic accomplishment is determined by instructional evaluation and other linked invisible but actual elements, such as school facilities, that affect performance.

Several variables have been cited as the reason for the low performance in our public secondary schools. Critics have blamed instructors, society, parents, school inspectorates, and the government for the incapacity of students to do exceptionally well (Onyechere, 2022). However, sociologists are quick to note that the environment determines a person's behavior; hence, poor and frequently insufficient educational facilities bear the brunt of the responsibility for kids' academic achievement (Gousie, 2022).

Therefore, the optimization of school facilities is so essential and contributes so greatly to student accomplishment that it cannot be ignored in the growth of the education sector. According to Oni (2022), the availability and appropriateness in number and quality of the physical/material facilities enable a school's smooth operation and increase effective teaching-learning activity, resulting in the students' attainment of higher educational levels.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to assess the use of school facilities and students’ academic performance in secondary schools. Specifically, this study seeks to:

i.          Determine the extent of school facilities availability in secondary schools.

ii.        Determine the extent of use of school facilities in secondary schools.

iii.      Determine whether the use of school facilities affects students’ academic performance in secondary schools.

1.4 RESEARCH QUESTIONS

The following research questions will be answered in this study:

i.          What is the extent of school facilities availability in secondary schools?

ii.        What is the extent of use of school facilities in secondary schools?

iii.      Does the use of school facilities affects students’ academic performance in secondary schools?

1.5 SIGNIFICANCE OF THE STUDY

The study will add to existing knowledge in the the use of school facilities and students’ academic performance in secondary schools in Kogi State and Nigeria in general. This is due to the fact that the findings will aid in the better understanding and improvement of school facilities.

This study will also be of benefit to school administrators and owners as the results will show how impactful educational facilities on educational performance. This study will also be of great benefit to students as they will know the reasons why they should make effective use of available educational facilities.

Finally, this study will serve as existing material for future reference and further studies.

1.6 SCOPE OF THE STUDY

This study is focused on the use of school facilities and students’ academic performance in secondary schools. Precisely, this study is focused on determining the extent of school facilities availability in secondary schools, determining the extent of use of school facilities in secondary schools and determining whether the use of school facilities affects students’ academic performance in secondary schools.

Students of selected secondary schools in Ajaokuta, Kogi State will be the respondents of this study.

1.7 LIMITATIONS OF THE STUDY

This study is limited to the use of school facilities and students’ academic performance in secondary schools. Precisely, this study is limited to determining the extent of school facilities availability in secondary schools, determining the extent of use of school facilities in secondary schools and determining whether the use of school facilities affects students’ academic performance in secondary schools.

Students of selected secondary schools in Ajaokuta, Kogi State will be the respondents of this study, thus further research is needed.

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