Learning Environment and Mathematics Achievement of Secondary School Student

Abstract

This study focused on how students’ math achievement in public junior secondary schools in the Ojo local government area was influenced by their learning environment. The purpose of this study was to determine how the learning environment affects students’ math achievement. In order to complete the literature review, the researcher took the time to read books, journals, and other materials that related to the many headings. 80 pupils from four public secondary schools in the ojo local government area of Lagos state made up the study population for this investigation. Questionnaires were the instrument utilized to gather data for this investigation. The SPSS software was used to examine the data. The results show a strong correlation between the learning environment and mathematical achievement.

Chapter One Summary

The following questions are raised with regard to this research:

1. what is the impact of classroom building on the mathematics achievement of students in junior secondary schools in Lagos State?
2. what is the impact of the provision of adequate class furniture on the mathematics achievement of students in junior secondary schools in Lagos State?
3. what is the impact of small class population on the mathematics achievement of students in junior secondary schools in Lagos State?
4. what is the impact of the use of instructional materials on the mathematics achievement of students in junior secondary schools in Lagos State?

Chapter Two Summary

The theoretical framework for this study is based on the theory of Stimulus -Response as propounded by Ivan Pavlov (1849 – 1936) and John Watson (1878-1958). Papalia, Feldman and Olds (2007) asserted that Stimulus- Response is a type of learning which is based on the association of stimulus that does not ordinarily elicit a particular response with another stimulus that does not elicit a response. While studying the functioning of the digestive system, Ivan Pavlov encountered an unforeseen problem. The dogs in his experiment salivated not only upon actually eating but also when they saw the food, noticed the man who usually brought it or even heard his footsteps. Pavlov began to study this phenomenon, which he called „conditioning.‟‟ Since the type of conditioning emphasized was a classical one quite different from the conditioning emphasized by other psychologists at the later stage, it has been renamed classical conditioning.

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Chapter Three summary

A quasi-experimental research design, involving a pre-test, post-test and non-equivalent research design groups was used for the study. This type of research design is appropriate for studying how the peculiarities of a learning environment would affect the performance of different students groups at the secondary school level. In other words, the research design is appropriate to the type of research conducted which is largely an evaluation. The purpose of using this design agreed with Kolo (2003) who says that “experimental is to investigate possible cause and effect as well as relationship between two or more variables by the application of treatment which cannot be resolved by observation or description”. Pp 6

Thus, Asika (2010) has identified the following conceptual model for this design EG      

O_{1                                                  X}                               O₂

CG                                                 O₁                          O₂

Chapter Four Summary

The issue of school physical facilities truly is paramount to meaningful implementation of educational programmes as well as actualization of students‟ educational objectives. Virtually, nothing can be achieved without adequate provisions of the school facilities required in order to facilitate the attainment of educational objectives. The study examined the Impact of Learning Environment on the Mathematics achievement of students in  in Junior Secondary Schools in Lagos State.

Research question one indicated that significant difference existed in the performances of students taught  in classroom buildings and those taught in dilapidated class buildings, mean scores 23.33846 and 42.6923.The results showed that students that were taught  in a classroom building performed significantly better than those in a dilapidated classroom. Decaying classroom buildings such as peeling paints, crumbling plaster, non- functional toilet, poor lighting, inadequate ventilation, and inoperative heating and cooling system threaten the, safety and learning opportunities of students.

Chapter Five summary

This study has shown a positive and significant relationship between the physical characteristics of the school such as classroom buildings, furniture, instructional facilities and students‟ mathematics achievement in junior secondary schools in Lagos State. This is an indication that these facilities in secondary schools should be a prime concern of the education stakeholders in the state and the nation in general. However, the extent to which students‟ learning could be enhanced depends on the structure of their classroom, availability of the classrooms, instructional facilities and accessories. It is believed that conducive learning environment with available school facilities will gear up expected outcomes of education that will facilitate good social, political and economic emancipation, effective teaching and learning process as well as academic achievements of students.

References

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