EFFECTS OF ENVIRONMENTAL FACTOR ON STUDENT ACADEMIC PERFORMANCE IN EDU…

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ABSTRACT

This study was designed to find out the effect of environmental factor on student academic performance in educational system of student in some selected secondary school in Ado-Odo Ota Local Government, Ogun State. It made use of five selected secondary schools, and some selected teachers as well as pupils in these schools were made to respond to a set of questionnaire which was used as an instrument to validate this work. Efforts were also made to examine the contribution of individual as well as the government towards provision of basic education for the citizenry. The research is divided into five chapters, chapter one deals with introduction, the background of the study, statement of the problem, purpose of the study, research questions, significance of the study and scope. Chapter two deals with the literature review, chapter three deals with research methodology, chapter four deals with data analysis, chapter five contain the summary, conclusion, recommendation of study .

CHAPTER ONE

 INTRODUCTION

1.1   BACKGROUND OF THE STUDY

A learning environment is one of the most critical areas of education, and it is the area, which is attacked most frequently for the detractors of current educational system.

The information age will not only change with the way we communicate with others, it will also radically change the way we expected our interactions with others to take place, students are no longer satisfied or sometimes capable of sitting in a structured environment receiving instruction in a manner chosen by another.

This is not to say that any of these environments are without values on the contrary, it is the stance in this project that all environment have varying degrees of value to different individuals, the future of educational technology is that more and more individuals will be able to choose which learning environment they prefer.

A prescriptive environment is one which information is chosen by an authoritative entity for the learners to incorporate. A democratic environment is one in which the learners have control of what is learned as well is an example of artificial intelligence or virtual reality systems where the primary control is given to the learners but the system used adapts to the learning style used.    

Tuase (2005) stated that the cybernetic environment is viewed as the adaptive dimension and encompasses both the earlier environments. These definitions are often used in reference to the design of computers based instruction or multimedia programs. However, they mirror three major arguments relating to learning theory epistemologies objectivism, constructivism, and pragmatism. Currently, the trend seems to be towards a constructivist learning.

Since, cognitive considerations can not explain why in the long run, children typically out perform adults in second language production, the influence of another factor was introduced; the learning environment in the process of second language acquisitions.

Dulay, Burt and Krashen (2006) emphasis that child and adult learning differences are due to differences in the kind of language children and adults hear. It has been showed that many mothers and fathers modify their speech to their children in order to help them to understand what is being said. The same applies in the case of child second language, learners who also receives this kind of mother’s tongue in contrast to the adult second language learned, who is provided with an impoverished language environment in the natural communication.

Thus, it is evident from the comparison of adults with children that the conditions for language learning are often very different. Younger learners in formal language learning environments usually have more opportunities to hear and to use the language where they do not experience strong pressure to speak fluently and accurately from the very beginning.

Furthermore, their early imperfect efforts are usually praised, which contributes to there holding less negative attitudes towards other speech communities.

On the other hand, while young learners in an informal second language, learner environment are allowed to be silent until they are ready to speak, older learners are forced to speak to meet the requirements of the classroom. Light Brown 2007 confirmed that they find themselves in situation which demands much more complex language and the experience of much more complicated ideas.

Adults are often embraced by the lack of mastery of language and they may develop a sense of inadequacy after experience of frustration in trying to say exactly what they mean “(Spada, 2006) however, there were cases in which older learners were more adapt in conversational management, flexible enough by changing the topic of discussion because they obtained more comprehensive input via better comprehensive management. Finally, from all the above, it is obvious that the learners age is inextricably related to biological affective, psychological and cognitive variables as well as to the parameter of the learning environments, which altogether play a decisive role in the success of learning a second language. However, it still remains open to question whether adults or children are better at mastering the different properties of second language. Language learning seems to occur at difficult maturity levels from the early years into adult life. No age or stage stand out as optimal or critical for all aspect of second language learning. In some respects all age learning in similar ways and go through similar stages of language learning.

Stem (2005), stated that the only definite thing is that adult often learns certain morphological syntactic parts of a new language more quickly than young children, who seem to acquire native like proficient phonology.  

1.2  PURPOSE OF THE STUDY

The focus of this project is the “environment” as a factor that affects students academic performance. It is intended to enlighten people on the gravity of environmental influence noted on student’s academic performance and possible remedies to reduce its impact.

(i)       To find out the factors that affect student’s academic performance by environment.

(ii)      To find out the adverse effect of socio economic on student academic performance.

(iii)     To find out positive impact of student academic performance and relationship with the environment

1.3   RESEARCH QUESTIONS

          The following research questions are generated in order to be able to carry out this study.

(i)       Does the adverse effect does social amenities factor have on the student academic performance?

(ii)      Does the environment (community) have any relationship with the student academic performance?

(iii)     Does public attitude on environment contribute to in effectiveness of academics of students?

(iv)     Does the culture of the school community have any impact in the student academic performance? 

1.4  SIGNIFICANCE OF THE STUDY

          The research intends to find out and provide solutions as possible as the environmental problems facing student academic performance.

          This study will be significantly useful to students, teachers, and educationist, teachers’ union, curriculum planners and even the governments. It will enable the authority concern with education to re-examine its goals and objectives and how effective its has been in the student academic performance.

          This work will also enable the authority to re-plan its system of education to achieve a better result that will satisfy the nation. The reducing of some courses and also provide adequate facilities including audio visual aids. It will also be of merits for the parents and guidance to know how to give a desired shape and modify the students that perform below expectation through the work of guidance and counselling and lecturers.

1.5   SCOPE OF THE STUDY 

The scope of this project is limited to Ogun State and its effects of environmental factors on student’s academic performance a case study of some selected secondary school in Ado-Odo Ota Local Government.

1.6   DEFINITIONS OF TERMS

Environment: Environment is connected with natural condition in which the people, animal and plant, also connected with the condition that affect the behaviour and the development.

Cybernetic: Cybernetic is the scientific study of communication and control, especially concerned with comparing human and animal brains with machines and electronic devices.

Demographic Environment: Is one in which the learners has control of what is learned as well as how it is learned.

Homogeneity: The condition of all the things in a group being very similar or of the same types.

Discipline: To punish someone for something they have done wrong.

Frustration: An annoyed or impatient feeling that you get when you are prevented from doing what you want it is the act of preventing something or someone from being successful.

Comprehensive: Relation to a system of education in which student of different level of ability are all taught in the same school.

Culture: A set of ideas beliefs, and ways of behaving of a particular organisation or group of people.

Traditions: A very old custom belief or story or an activity that happens regularly and has become the usual thing. 

Optimum size: The best possible option, choice which may or may not be done, at one’s own smallness or largeness choice.

Junior Secondary School: Place in which the younger ones are taught range from age 10-13.

Enrolment range: Write on a list; make someone a member of a group.

School location: The place of a school in either rural or urban areas set up.

Pollution: Release of unwanted substances to the fresh environment.


This material content is developed to serve as a GUIDE for students to conduct academic research

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