LACK OF SCHOOL FACILITIES: IMPACTS ON STUDENTS’ ACADEMIC

PERFORMANCE IN NOTRE DAME OF PARANG

JEIRUZ C. ANDALAN

AL - MONER P. ITO

HANNAH A. ALI

HEZEL JANE E. BELTRAN

ALIA C. KUDANDING

SHANIDA A. MOKAMAD

(SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS - ACCOUNTANCY,

AND BUSINESS MANAGEMENT)

NOTRE DAME OF PARANG

JULY 2019 - OCTOBER 2019

 INTRODUCTION

School Facilities used as a place of students to learn, gather knowledge, and do

activities. School facilities are important in developing the academic performance of the

students. It constitutes major factor toward ensuring quality education. It provides

standards in educational growth and development which enhances the students to meet

the needs in academic field.

School that lacks facilities tend to affect students’ academic performance like not

having enough equipment in doing activities. Poor state in school facilities brings

serious concerns to students’ performance in field of academics.

We therefore suggest that conducting a survey for the students will help us to

know how school facilities affect the academic performance. Our study aims to

determine the effects of lack of school facilities in Notre Dame of Parang to students’

academic performances.

Significance of the study

This study is intended to benefit the school of Notre Dame of Parang and its

students. It will give both school and students the most relevant result which we can use

to improve and make this school more competitive in terms of academic in produce

future professionals.

The following will benefit from the result of the study:

 Students- this research study is very important to the students. It helps them to

have proper understandings about this problem and channel their concerns.

School- this study will provide enough information for the school to improve its

facilities and have a good quality of education.

Parents- this study will serve to parents as a standard for choosing school.

Teacher- this study will guide the teachers in proper way of teaching.

Objectives of the Study

The main objective of this is to determine the effects of the lack of school

facilities in Notre Dame of Parang to its students’ academic performances.

Specifically, this study also aims the following:

1. To identify the needed facilities for the academic performances of a student;

2. To determine if school facilities considered as factors in affecting the

students’ academic performance; and

3. To achieve result that will benefit both the school and its students.

Expected Output

1. Identified the needed facilities for the academic performances of a student;

2. School facilities considered as factors in affecting the students’ academic

performance; and

3. The achieve result benefits both the school and its students.
Scope and limitation

The scope of this study is all about the Impacts of School Facilities on Students’

Academic Performances in Notre Dame of Parang. The survey will be conducted inside

the campus which is limited to both Junior and Senior High School students of Notre

Dame of Parang.

Place and Time of the Study

This study will be conducted from August 2019 to October 2019. The data will be

collected from Junior and Senior High school students of Notre Dame of Parang.

Definition of Terms

Academic Performance- this refers to the performance of a student regarding to the

different activities in academic field.

School Facilities- this refers to the equipment or facilities of a school such as

laboratory apparatus, books, technology, etc.

 Learning Facilities- this refers to the materials that enhance effective learning of

the student.

 Teaching Facilities- this refers to the materials that are used by teachers for

teaching and disseminating information learning easier.

 Students- this refers to the people who receive benefits from the school facilities.

 Quality education- this refers to the school facilities as a factor for effective

academic performance.
 REVIEW OF RELATED LITERATURE

Academic Performance

According to Wikipedia (2013), academic performance is the outcome of

education; it is the extent to which a student, teacher or institution has achieved

their educational goals. Thus performance is characterised by performance on tests

associated with coursework and the performance of students on other types of

examinations (Kyoshaba, 2009).

Various studies have been carried out on the factors that affect students’ academic

performance or achievement in schools, colleges and universities. Some of the factors

identified and reported to have affected the academic performance of students in these

different settings are: student effort, previous or prior educational performance, self-

motivation, the social-economic status of the students’ parents, the students’ age, number

of hours of study per day, admission points, different entry qualifications, tuition trends

and the students’ area of residence (rural or urban) (Farooq, Chaudry, Shafiq & Berhanu,

2011; Ali, Haider, Munir, Khan & Ahmed, 2013).

 Admission points and the different entry qualifications, which are the results

of prior or previous academic performance likely to affect the students’ future

academic performance, have been considered in this study, as this research

concerns the academic performance of students admitted with different entry

certificates. Tertiary institutions all over the world, including Nigeria, use prior

academic performance in terms of admission points or different entry

qualifications/certificates as a basis for selecting students for admission into the

colleges of education, polytechnic schools and universities. These admission points

or entry certificates are always of equivalent rating or value, even though they may

be awarded by different examination bodies. Thus Bratti and Staffolani (2002)

observed that the measurement of the students’ prior educational outcomes or

performance is the most important indicator or determinant of the students’ future

academic performance.

The type of school a child attended also affects the academic performance of

the student. In this regard, Kyoshaba (2009) observed that students’ educational

outcome and academic success is greatly influenced by the type of school which

they attended. The school we attend is the institutional environment that sets the

parameters of a student’s learning experience. In agreement with this, Considine

and Zappala (2002) reported that the type of school a child attends influences the

educational outcomes; furthermore, schools have an independent effect on t he

students’ educational attainment, and this is likely to operate through the variation

of quality and attitudes. In the same vein, Miller and Birch (2007), while studying the
influence of the high school attended on university performance, observed that

outcomes at the university level differ according to the type of high school attended.

Thus, a student’s school background is positively related to his or her academic

performance at an undergraduate level. In addition, Ali et al. (2013) and Kwesiga

(2002) also observed that the learning outcomes and educational performance of

students are strongly affected by the type of educational institution where they

received their education. However, this is a function of the number of facilities a

school offers, which usually determines their quality, and which in turn affects the

performance and accomplishments of its students.

Entry qualifications linked to different certificates of equivalent value for

student admission into post-secondary institutions is another factor that affects the

students’ academic performance at post-secondary levels. Although the certificates

each group of students obtained from different examination bodies may be

equivalent, the curriculum content and the expected educational outcomes may not

be exactly the same. In a study conducted by Ringland and Pearson (2003) on the

difference between diploma entrants and direct ‘A’-Level entrants and the

subsequent performance of each group reported that there was no significant

difference between the groups; however, performance in terms of academic

achievement prior to reaching the university did appear to affect performance at

university to a small extent. In a related study, Mlambo (2011) observed that for a

number of institutions, student admission is based on a number of different

qualifications, to the extent that students receiving instruction in the same course

differ greatly in terms of their prior knowledge.

 This being the case, one might wonder whether other researchers totally

agree that prior educational performance, admission points and different entry

qualifications truly affect future academic performance. The answer is no. In a study

on the relationship between previous academic performance and subsequent

achievement at the university level, Huws, Reddy and Talcott (2006) found that

students learning or studying at the graduate level and scores earned failed to

predict any level of academic achievement at university. The Academic Admission

Council at Oregon State University (2003) also disagreed with the view that

academic performance is determined by prior academic performance. They held

that traditional measures of academic potential, such as grade point average or ‘A’ -

level grades did not predict academic performance at university. Mlambo (2011)

also reported that there was no significant difference in the academic performance

among students due to differences in the admission criteria employed; the same

study observed that while varied, these criteria adequately assessed the potentia l of

students to handle the demands of courses in agriculture. However, holders of

diplomas in agriculture and other qualifications appeared at the bottom of the

academic performance chart.

Nonetheless, it is very important to note that even though these studies do

not agree with former studies that indicate achievement in previous studies affects

future performance, they did confirm that admission scores are related to academic

performance at the university level, but to a very minimal extent (Ali, et al.; Mlambo,

2011; Kyoshaba, 2007).

 In light of the related literature reviewed, it seemed pertinent to find out

whether there is actually any difference in the academic performance of students

with different qualifications. This is because quality technical teachers are very

relevant in technical education. Thus, the success or failure of any technical

education system is dependent on the quality of its teachers (Banjo, 1974). Also,

the level of academic performance of the students in the NCE Technical Progra mme

could prove to be an index of the quality of the technical teachers in the system

(Ihiegbulem, 1992). Thus, this level of academic performance, in terms of the two

groups of students admitted into the NCE Technical Programme with SSCE or C &

G certificates, respectively, was the subject of examination of this study. It also

examined whether the groups differed significantly in terms of their academic

performance.

School facilities

The term school facilities refers to the school site, the buildings, the playgrounds,

the equipment and other material resources provided in the school for effective teaching

and learning operations. School facilities can be defined as comprising of location,

weather, lighting, ventilation, floor, space per pupil, health, and safety conditions, play

areas, cafeteria and library Also, Ogbaodo (2004) considers school facilities as
synonymous with educational facilities which includes buildings such as classrooms,

assembly halls, libraries, laboratories ,workshop and instructional, materials.

Similarly, Oyedeji in Durosaro and Ogunsaju(2002) defines school facilities to

include the site, the building and other infrastructures. They went further to say that

school facility embraces permanent and semi-permanent structures which includes

items such as machines, laboratory equipment, the chalk board and office assistances

tools such as brooms and cleaning materials. According to Abraham (2003), school

facilities mean all physical facilities and equipment within the school, which are used by

members of the school community. All the physical structures in the school fall within

this category. Facilities are plants (buildings) equipment, materials (Ehiemetalor, 2001).

Whereas, school buildings according to Olutola (2010) include classroom, dormitories,

libraries and laboratory buildings, staff rooms, teachers‘ quarters, examination halls and

administrative buildings; educational equipment include such items as machines, audio-

visual materials, chalkboards, cleaner‘s tools and workshop equipment.

Osahon (2000) provides a much more comprehensive list of educational facilities and

grouped them into two via:

1) School building: These are tangible structures, which serves as shelter for

educational activities. They include among others, classrooms, laboratories, workshops,

teachers’ common rooms/offices, toilets, rest rooms, reading rooms, dispensaries,

libraries, hostels/dormitories, dining halls, assembly hall, and staff quarters.

2) Equipment: School equipment refers to facilities or outputs such as machine and

tools, which ease the operation of academic activities. Various equipment‘s are required

in:

a) Classrooms: For example, desks, chairs, blackboards, cupboards, shelves, dusting

Dusters, wash hand basins, napkins, teaching aids.

b) Laboratories: For example, physics, chemistry, biology, agricultural science,

languages, Geography.

c) Workshop: For example, woodwork, metal works machineries, electronics /electrical,

business studies.

d) Sports/games: For example, football, table tennis, volley ball, net ball, hockey,

tourniquet, Short put, high jump stands/crossbars, javelin, hurdles, trophies, jersey,

bells, notice boards, electric generator, typewriters, photosetting machines, computers .

School facilities have been defined by Ani (2007) as the location of the school

buildings, the equipment in the school and other material resources provided in the

school for the purpose of enhancing teaching and learning processes. To him school

facilities include the fixed and mobile structures and materials in the school such as the

classroom buildings, laboratories and laboratory equipment, the school furniture, the

chalkboards, tools and machines, the chalk, audio and visual aids . School facilities can

also be taken to mean the site where the school Programmes and activities take place

or the environment where the school curriculum is implemented. Thus Obi &Ezegbe
(2002) defined school facilities as the space interpretation of the school curriculum. In

other words, school facilities can be said to be physical expression of the school

programmes and activities. It is a consciously designed and controlled environment with

the sole aim of promoting teaching and learning activities within the school. It is putting

together of facilities to protect the physical well-being of the individuals associated with

the school. School facilities are the operational inputs of every instructional programme.

The school is like a manufacturing organization where plants and equipment must be in

a top operational shape to produce result. Efficiency in the production function depends

on the quantity and quality of the facilities. Since the facilities are used in one way or the

other in the day-to-day business of the school, there is need for its proper management.

Teachers and students are affected and impact by their environments.

In ancient Greece, temples were the seats of learning, while wayside

constructions used to serve the purpose of schools in the ancient Rome. Castaldi

(2011:7] observes that during the Hellenistic 500BC-200BC, there were no school

buildings as we have today. He noted that instructions were generally conducted in the

open air, sometimes in the shadow of the temple or in an enclosure that hardly protect

the students from harsh weather. The meeting place was thus incidental to the learning

process. Before the introduction of formal western education in Nigeria, traditional

system of education existed in every society in one form or the other. Anywhere the

child could stay and learn from thus considered as a classroom and any person capable

of passing useful knowledge be regarded as a teacher, Castaldi (2011:3) affirms that

recent advances in the field of educational psychology and electronic programming

have stimulated the development of wide variety of effective teaching aids which had
and still have profound effect on modern educational thinking. He also emphasized that

excellent school facilities and dedicated teachers are the basic ingredients of a good

educational program.

Similarly, Nwagu (2010) states that classrooms constitute the most basic facilities

that every school must have, he pointed to the Nigerian situation where many school

buildings and facilities have been constructed without enough consideration for the

comfort of students‘ and teachers‘ who use them. Castaldi (2011) states that one of the

first forms of teaching aids appeared at the turn of the 20th century in the form of an

arch pattern and the next generation of teaching aids marked the beginning of a wide

spread use of supplementary instructional devices. Cushen (2006) maintains that

educational aids have been used for centuries, sand, tray and slates preceded the

blackboard specimen to illustrate lessons from the earliest days of schooling. Alcorn

says equipment and materials are necessary to efficient learning. Moreover, Ozigi

(2013) pointed out that every school needs a wide range of educational equipment such

as textbooks, laboratory, workshop and workshop equipment, audio-visual materials

and items of furniture among others to aid the performance of its operation.

Learning Facilities

Learning may be defined as a change in behaviour which is more or less

permanent in nature that results from activity, training or observation. Max (2010)

defines learning a relatively enduring change in behaviour which is the function of prior
behaviour (usually called practice). The idea of prior behaviour connotes some formal

experiences. In other worlds, learning may be defines as a process whereby, as a result

of experience, some change in patterns of adjustment occur. Psychological definition of

learning is change, or modification of behaviour or responses as a result of some forms

of experiences.

To understand the concept of learning from the point of view of the psychologist

one needs to examine key words, that is change, which implies that learning is a

change of behaviour as a different person from one which he was before he went into it

.this changes is the intellectual and emotional functioning which is important meaning

that the learner now begins to reason in a different ways he sees a problem from a

different perspective becomes increasing aware of the complexity of a particular

problem and interacts in a more socially acceptable way with other people in his

environment (Obanya 2011).

Learning facilities according to Afolabi (2002) refers to the site, building, furniture

and equipment that contribute to a positive learning environment and quality of

education for all students. The learning facilities available within an educational

institution have positive relationship with the quality of teaching and learning activities

which in turn leads to the attainment of goals set. The learning facilities of the school

building and furniture will determine how long such will last while comfortable

classroom.
Teaching Facilities

Olaitan and Agusiobo (2000), teaching can be defined as an attempt to bring out

desirable changes in human learning, activities and behaviour. The aim of teaching

therefore, is to impact learners to make those desirable changes in their behaviour that

contribute to better living. Saylor et al. (2011: 10) define teaching as a process whereby

one person mediates between another and the substance of this world to facilitate

learning. This is deceitful of teaching since everybody is accorded the status of a

teacher. Besides, helping one to learn something does not make one a teacher.

Saylor et al. (2011: 10) define teaching as a process whereby one person mediates

between another and the substance of this world to facilitate learning. This is deceitful of

teaching since everybody is accorded the status of a teacher. Besides, helping one to

learn something does not make one a teacher.

Teaching facilities involves some complex activities on part of both teachers and

learners in the school such as classroom, chalk board, laboratory, chairs, tables, public

address system, flip charts, models, specimens and workshops. According to Bello

(2001) teaching involves activity in which the learners participate so that they can

understand the process and learn.

 Instructional materials of facilities are easily identified with direct teaching

functions. They serve essentially as centers for learning and teaching in the school set

up. Enaohwo and Efferetteya (2000) defined instructional facilities as a systematic way

of designing, carrying out and evaluating the total process of learning and teaching in

terms of specific, objective to bring about more effective learning.

Teaching facilities will therefore, include all forms of information that can be used

to promote and encourage effective teaching learning activities. These are textbooks,

supplementary books, workbooks, reference book, charts, magazines, maps, journals,

periodicals, pamphlets, newspapers, posters, programmed texts and non-printed

materials like, film, filmstrips models, models, mock-up, slides, pictures, audio and

videotapes, records, transparent, globes, board and a host of others. There are also the

range of teaching facilities such as sciences apparatuses and chemicals (National

Education Research Center, 2002).

Importance of Facilities

The importance of school facilities has been highlighted by many educational

administrators and planners. The importance attached to it as a vehicle for effective

teaching and learning cannot be over emphasized to Saiyida in Sidhu (2012), the

importance of school plant was quoted thus: A school or a college is a vital and life-

giving environment to the extent that it brings into the life of its students‘ an abiding love
and appreciation for all that is best and most significant in national and human

life.Kocheny (2012) asserts that as school heads and their academic staff plan and think

together about the present and future needs of school facilities as vital factor that can

contribute to the enrolment of students in the school. He further observes that through

adequate planning of school facilities, they can determine the type of instructional

materials teachers‘ would need for effective instructions and whether the available

classroom are adequate for the anticipated number of students‘ .Mgbodile, (2000)

stressing the need for school facilities, observed that the physical appearance and

general condition of school physical facilities are the striking basis upon which many

parents and friends of any educational institutions may make their initial judgments

about the quality of what goes on in the school. In short, the physical facilities play a

major role in determining the type of relationship between the school and the

community. This is because parents and pupils make their judgments and take their

decisions on whether to associate themselves with a particular school after a careful

evaluation and consideration of the facilities in the school. Ani (2007) while supporting

the above statement opined that if the quality and quantity of physical facilities attracts

the admiration of a parent, the conviction of the parent will be that since the quality and

quantity of facilities is of such level, the quality of the staff and school programme will be

of high standard. Thus Obi (2001) said that the general landscaping of the school

speaks succinctly of the tone of the school and the disposition of the management.

Therefore to attract the admiration and acceptance from the community, there is need

for a well-planned school physical facilities and equipment. In the present day Nigeria,

schools cannot be divorced from the communities. Therefore, there is need for the
planner of the school facilities to bear this observation in mind while structuring and

procuring the plant. In most communities that form the neighbourhood of schools,

certain activities like club or village meetings, marriage ceremonies, church services or

other forms of gathering which require the use of good and appropriate environment

take place in the school.

A school with poorly planned environment in terms of accommodation, furniture

and other forms of equipment cannot attract the attention of the community and thus fail

to satisfy the social needs of the community. Onwurah (2004) citing Whelers stated that

the school facilities plays a crucial role in the development of the three domains of

Bloom‘s Taxonomy of educational objectives namely; cognitive, affective and

Psychomotor. Educational facilities are needed for developing cognitive area of

knowledge, abilities and skill, which are prerequisites for academic achievement. They

are essential for developing values, commitment, positive emotions and social

interactional sensitivity in learners. In addition, they help the school to develop the

hands and muscles of learners. Ejikeme (2008) citing Longman & Longman also called

attention to the fact that Montessori, a specialist in educating children laid emphasis on

the importance of providing an environment physically and psychologically adjusted to

the stages of growth, so that the child could generally master his environment. Some

authorities such as Obi (2001) and Abraham (2003) have seen school management as

judicious use of human and material resources as to achieve the objectives of the

school. In other words, if there are no human and material resources in school, there

will be no administration. Therefore, there is need for a well-planned and organized

school facility to make for effective school administration and management. If there is
shortage of accommodation, furniture, equipment or other material resources, this can

affect the productivity of the teachers, the administrator – teacher relationship and even

administrator – pupil relationship. Moreover, the academic performance of the student s

and their outward behaviour are major yardstick for assessing the effectiveness of

school principals and this criteria as earlier mentioned, is closely tied to conducive

school environment. Obi (2001) also noted that environment can impact the leader and

the led. Therefore, the extent to which the leader will achieve organizational success

depends upon a combination of variables among which effective management of school

facilities is one. Moreover, Adesina and Ogunsaji noted that for effective performance of

educational programmes, the school facilities and educational goals should be viewed

as being closely interwoven and interdependent. Apart from protecting pupils from the

sun, the rain, heat and cold, the school building represent a learning environment which

has a tremendous impact on the comfort, safety and performances of the children.

It is therefore an incontrovertible fact that school facilities are an important factor

in the achievement of educational objectives. It is also obvious that the insufficiency,

non-availability and poor maintenance of the plants would hamper the management of

educational programmes. As the main focus of this study is on the strategies to improve

the management of school facilities, the planning, provision and management of the

school facilities will be looked at more closely.