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Volume 3, Issue 6, June – 2018 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

School Plant Management and Students’ Academic


Achievement in Public Secondary Schools in AKWA
IBOM State
Daniel Iheanyichukwu Kanu Nwosu
Ph.D, Department of Curriculum Studies, Educational Management and Planning, Faculty of Education,
University of Uyo, Uyo, Akwa Ibom State.

Gomna, Gbenger G.
Ph.D, Department of Management, Faculty of Business Administration,
University of Nigeria, Enugu Campus.

Ekanem Eno Emmanuel


Ph.D, Department of Curriculum Studies, Educational Management and Planning, Faculty of Education,
University of Uyo, Uyo, Akwa Ibom State.

Essien, Usukuma Edet


Department of Educational Foundation, Guidance and Counselling, Faculty of Education, University of Uyo,
Uyo, Akwa Ibom State.

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ABSTRACT

The study examined school plant management and students’ academic achievement in public
secondary schools in Akwa Ibom State. Two research questions were raised and two research hypotheses
were formulated to guide the study. The design of the study was ex-post facto. The study population
consisted of 235 public secondary schools, 48, 840 SSII students and 6755 teachers in 235 public
secondary schools in Akwa Ibom State. The sample comprised 118 Secondary Schools, 977 SSII students
and 811 teachers were selected using multi-stage sampling technique. Two sets of instruments were used
for data collection. These were researcher developed checklist and questionnaire titled “School Plant
Availability Checklist (SPAC) and School Plant Utilization Questionnaire (SPUQ)”. SPUQ was
responded to by both the teachers and students. The reliability co-efficient of the instrument was
determined using the Cronbach Alpha statistic. The Reliability index of 0.82 was obtained. Mean and
Standard Deviation were used to answer the research questions while Analysis of Variance (ANOVA)
was used to test the hypotheses at 0.05 alpha level. The findings of the study revealed that there is a
significant difference of availability and utilization of classroom space and school furniture on students’
academic achievement in English Language, Mathematics and Biology. The study concluded that there is
need to overhaul the existing policy on school plant to ensure proper provision and utilization. It was
recommended that government should make available suitable classrooms, furnitures and all the
materials needed to make them functional.

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I. INTRODUCTION

The school plant consists of the houses within the school, the equipment and all the essential structures,
durable and temporal, as well as mechanical or electrical devices and laboratory equipment such as the
blackboards needed for proper teaching and learning. Yusuf (2008) viewed the school plant as space translation
of the school curriculum. It would be impossible for the curriculum to be implemented if the physical facilities
required for teaching and learning are not available. Ejieh and Fadipe (2011) also included the school sites as
part of the school plant. For the purpose of this study, the term school plant will be restricted to facilities such as
classroom space and furniture, all structures and features such as books, desks, tables, ventilation of the
classrooms and other objects used for the enforcement of educational activities; security and fire prevention
systems. Facilities also include furnishings and classroom space needed for smooth running of an educational
system.

School plants and facilities include non-durable and durable items that are necessary for attainment of
school goals (Madumere, 2007). Under non-durable items there are such facilities like chairs, seats, chalks,
water, light (electricity), chemicals used for experiments in the laboratory, pens, pencils, rulers, exercise books
or note books. These are items that their life span do not exceed one year and are replaceable from time to time.
They are usually replaced under recurrent budget along with staff salary and allowances. The durable items last
for years. Under the durable items are classrooms, or buildings for classrooms, hostels, recreational halls, school
vehicles, generating sets, other machineries for the school, like; the, a library stock with current books,
workshops and laboratories. Some durable items last for fifty years or more depending on the usage. For
example school buildings, school gardens, playgrounds, orchards and swimming pools last pretty long.
Precisely, durable items are associated with capital projects and capital budgets which should serve the need of
the school for a long time. The tools and equipment used in the buildings and outside the school buildings could
be referred to as facilities, so also; the school building all tools, machineries and equipment used in the school.
School plants or facilities are expected to make for to effective teaching and learning and to contribute to
schools goal attainment.

The word management has been viewed in diverse ways by different authors. Griffin (2003) viewed it as
a set of roles which point at making good use of available resources in the achievement of organizational
objectives: Terry and Franklin (2003) were more involved in the activities of management. According to them,
management is a process involving the activities of planning, organizing, co-ordinating, and controlling,
execute to achieve the stated objectives with the utilization of human and material resources.

Planning is the first stage in any administrative role. It is the making of arrangement for the future. It
consists of ideas on how to utilise time, money, human resource and equipment in future. Plans are made after
objectives are set. Planning is usually considered as a search for the best method of realising these goals. In
organizing, the administrator chooses what task would have to be filled and the function assign to each one.
Effective organization implies that the main people are assigned to do the appropriate job at the right time.
Activities should be assigned to individuals on the basis of their ascertained qualification, experience and
interests. On the part of the administrator, the knowledge of leadership is required. Directing involves giving
staff all needed on now to go about their duty. It is not once for-all activity but an on-going one. Officers should
be directed on the right path to do their job.

Co-ordinating relates to the activities of diverse units to one another to ensure that the various activities
are met, to achieve the set goals. Co-ordination occurs when the Organization’s actions are planned, organized,
directed and controlled. Controlling is the assessment and correcting of actions of subordinates to ensure that

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these actions are contributing to the achievement of planned objectives. Ukeje (1992) pointed out that
assessment and supervision are the administrators’ tools for controlling, directing and leading.

School plant management is an area of management which deals with making of decisions by individuals
and groups in school facilities based on requirements. According to Ejieh and Fadipe (2011) school plant
management involves a number of related activities to determine the need for school plants, educational
programme, school facility design, building construction, furnishing of the school at the right time. Effective
school plant management ensures that school facilities are adequately used for teaching and learning without
disruptions. Facilities management is a process that ensures that structures support the organizational need.
School plant management should ensure that school facilitate support the provision of education by a school
(Fenker, 2004).

According to Agboola (2015) school plant management should ensure that facilities are kept in good
condition and are properly utilized to achieve the purpose for which they were meant. Ogbodo (1995) classified
school plant management into three activities namely: procurement (availability), utilization (usability) and
maintenance (renovation). This classification is adopted in this study and only availability/procurement and
utilization were of the interest of this research work. That means that this study is interested in all the external
conditions, objects available and their usage in public secondary schools in Akwa Ibom State that affect the
academic achievement of the students. These include classroom space and furniture among others. The term
furniture refers to such items as desks, tables, chairs, seats, and benches. They can be made of wood, mental or
plastics and are easily moveable. According to Agboola (2015) furniture in education are provided in the school
to enhance students’ academic achievement. The two major factors that needed consideration before the
provisions of furniture in the school are comfort and the safety of the students who will make use of the
furniture. Furniture is an important aspect of the school management because students spend most of their time
seated on it. “It should be moveable and easy for arrangement as to allow students seat in best seated for their
learning pattern” (Lawrence, 2009,p.167).

A classroom can be defined as rooms where a class of students is taught. A classroom is a learning space
or room in which classes are organised. Classrooms are found in schools from pre-schools to tertiary level, and
may also be found on other places such as corporations, religious and humanitarian organisations. The
classroom provides a space where learning takes place without disruptions. Classroom space is the physical
arrangement of seats and resources in the class. Classroom space is the arrangement of the classroom to reflect
the kind of learning that takes place in the classroom (UNICEF, 2000). According to Evertson (2001), the
concrete organisation of the supplies and resources in a classroom is a critical factor in promoting learning
activities. A well-designed classroom promote a better interaction between teachers and students.

Dusenbury (2012) viewed classroom space as the physical organisation of the classroom for movement
and interaction. Classroom space makes it easy for students to relate with one another. Easy movement around
the classroom make teaching more interactive and promote classroom control. Blatchford, Edmonds and Martin
(2003), in their study classroom space and students’ behaviour, observed that students in a well-organised
classroom used more time for learning activities. Cakmak (2009).in a study of influence of class space on
classroom control, observed that large classrooms are hard for teachers to control the students, resulting in the
focus of the classroom environment being more on students’ behaviour than on students’ academic
achievement. Adeyemi (2008) in a findings on the influence of classroom space on the quality of output in
secondary schools revealed that schools having a well space classroom obtained better result in the secondary
schools certificate examination (SSCE) than schools having an unspaced classrooms. Fletcher in Sita (2010)

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found that a well-spaced classroom is safer and more effective and that when a class is congested it becomes
more isolated which contributes to unhealthy activities.

The research on the impact of school facilities on students and teachers. A summary of the studies
published since 2000 combined with Schneider’s (2002) study on how school facilities affect academic
outcome, give us a substantial body of evidence relating outcome of classroom space. Many of these studies
have used regression modelling and in themselves are inclusive but when combined give a strong indication of
the links. These conclude: Indoor air quality, temperature and humidity, ventilation and air flow, terminal
comfort, lighting, acoustics, Building Age, Quality and aesthetics, poor work attitudes and behaviours, not cost
effective, increases violence and disruptive behaviour. All these result to poor academic achievement of
students (Blackmore, Baleman, Mara and Loughlin, n.d, p18).

Nwosu (2016) conducted a study on class size and teachers’ effectiveness in public secondary schools in
Uyo local educational zone. Ex-post Facto research design was employed in the study. The population consisted
of all the principals and 4937 SSII students of the 14 public secondary schools in Uyo local Education
committee, while the sample consisted of 543 SSII students drawn using stratified random sampling technique.
The instrument for data collection was titled Class size and Teachers Effectiveness Questionnaire (CSTEQ)
which was validated by three experts. The reliability of the instrument was determined using test re-test method
which was tested using Cronbach Alpha; it yielded an overall reliability coefficient of 0.86. The research
questions were answered using mean and standard deviation while independent t-test was used in testing the
null hypotheses at 0.05 significant levels. The finding revealed that there is a significant difference in teachers’
classroom control, discipline and interaction based on class size.

The term furniture refers to such items as desks tables, chairs, seats and benches. They are made of wood,
metal or plastics and are usually easily moveable. The relationship between the students and the classroom
environment needs to be better understood (Hemmingsson and Borell, 2011) in order to promote academic
achievement for all students in inclusive classrooms: one potential area to explore is classroom furniture. The
furniture in each classroom should function to facilitate learning while allowing the appropriate level of
participation without distractions.

A variety of non-traditional classroom furniture options are available that can help to meet the movement
needs of students while they are engaged in instructional activities. Options for ball chair, stranded desks and
treadmill desk now exist for schools, each of which advertises benefits for users on multiple levels.
Unfortunately, marketing does not always portray the reality of the effectiveness of these alternatives. Schools
are understandable hesitant to invest in materials or tools until their value and cost-effectiveness is clearly
evident, especially with the increasing Fiscal demands places on school systems. Both financial and societal
standards influence what modifications are acceptable and therefore implemented (Eriksson and Grandlund,
2004).

There is need to give considerable attraction to the selection of the appropriate furniture for the school.
According to Ejieh and Fadipe (2011), some useful criteria for the selection of furniture include durability of the
furniture, comfort, safety, availability, and cost.

Ivory (2011) conducted a study on how dynamic classroom furniture may influence classroom
achievement such as attention, work neatness, and work completion in a second grade general education
classroom of 19 students. All students in the classroom were included in this study to understand the
implications of environmental modifications on the learning process in general education settings. A descriptive

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method provided information about the interaction of furniture on identified learning parts. Three different
dynamic furniture options were provided: Zuma chairs®, Disc ‘O’ Sits® (inflated seat cushions), and standing
desks with the Original Foot Fidget®. The class was randomly divided into four groups of up to five students.
The groups were rotated through the furniture, allowing one week per group with each type of furniture. The
Sensory Processing Measure (Parham & Ecker, 2007) was used to screen the sensory processing of students and
a daily self-report rubric provided data on attention behaviours and perception of the dynamic furniture options.
Data were graphed and visually analyzed for differences in responses to types of furniture. Responses on the
rubrics indicate that the different types of furniture impacted different components of learning in a variety of
ways. The data from this study indicates that no one type of furniture provides the same effect for all elementary
students, but rather that personal characteristics may dictate the best match for focus, work completion, and
neatness. The reviewed works have a relationship with present study as they all focused on some aspect of
school plant; however they also differed significantly from present study in content, geographical location and
time span.

A. Statement of the Problem


School Plants, particularly buildings, protect students and teachers from the sun, the rain, heat, cold,
violent storm and insects. It also represents a learning environment which has a tremendous positive impact on
the comfort, safety and academic achievement of students. School plant management is a process of ensuring
that facilities are available, maintained and utilized for the purpose of the realization of educational goals.
Students learn best when they can actively explore an environment rich in materials. The school plant is also
relevant for community activities such as extra moral classes, adult education and home economic centres,
youth club meetings, sports, conferences and so on.

It is apparently that the school environment is a very important factor in the achievement of educational
objectives. In developing countries, the school plant tends to lack some of the basic systems and structures
which make teaching and learning effective. However, where school plants are inadequate and unutilised the
teaching – learning process will be hampered. For instance, many secondary schools in Nigeria and Akwa Ibom
State in particular, were yet to install their basic technology equipment and machines in the workshops almost
thirty years after they were supplied by the Federal Government. Most secondary schools lack electric supply,
most seem to lack of functional libraries, laboratories and safe sources of drinking water supply. Also, it has
been observed that while government encourages technical education, schools are not equipped with the
necessary infrastructure and materials. For examples the 9-3-4 system of education proposes that students be
taught a number of technical and vocational subjects. Unfortunately, implementation has been a far cry as the
problems are compounded by the inability of teachers to involve students in practical work and for lack of
equipment in public secondary schools.

The physical conditions under which teachers work have been established to have direct positive and
negative effects on their morale, sense of personal safety, feeling of effectiveness in the classroom and the
general learning environment. It has also been observed that poor ventilation in schools, accumulation of dust
and growth of mould in ceilings and walls can lead to respiratory infections, headaches, and sleepiness among
students and staff. Here in Akwa Ibom State, the researcher observed “window dressing” tendency in some
public secondary school buildings along the road. That is, most schools along the roads, in Akwa Ibom State
have more presentable plants than schools in the interior areas. The fundamental problems for this study are
students’ academic achievement in relation to school plant management. The elements of the problem are
students’ academic achievement in relation to classroom space and school furniture. Hence, the researcher
intends to investigate school plant management of classroom space, furniture as they relate to students’
academic achievement in Akwa Ibom State public secondary schools.

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Volume 3, Issue 6, June – 2018 International Journal of Innovative Science and Research Technology
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B. Purpose of the Study
The purpose of this study was to investigate into school plant management and students’ academic
achievement in public secondary schools in Akwa Ibom State. Specifically, the study is set to determine the
difference in.
 Students’ academic achievement in Akwa Ibom State based on availability and utilization of classroom
space.
 Students’ academic achievement in public secondary schools in Akwa Ibom State based on availability and
utilization of school furniture.

C. Research Questions
The following research questions were raised to guide the study.
 What is the difference in the students’ academic achievement in public secondary schools in Akwa Ibom
State based on availability and utilization of classroom space.
 What is the difference in the students’ academic achievement in public secondary schools in Akwa Ibom
State based on availability and utilization of school furniture.

D. Null Hypotheses
The following null hypotheses were formulated to guide the study.
HO1: There is no significant difference in students’ academic achievement in public secondary schools in
Akwa Ibom State based on availability and utilization of classroom space.
HO2: There is no significant difference in students’ academic achievement in public secondary schools in
Akwa Ibom State based on availability and utilization of school furniture.

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II. RESEARCH METHOD

In this chapter the research design and method of study are presented. It describes the conduct of the
research under the following sub-heading: design of the study, area of the study, sample and sampling
techniques, instrumentation, validation of the instrument, reliability of the instrument, administration of the
instrument and method data analysis.

A. Design of the Study


The design which was used for this study is the ex-post facto survey design. The ex-post facto design is
considered appropriate because the phenomena (school plant and academic achievement), had already occurred
and it is not possible to manipulate the characteristics of these variables to arrive at the answer. The design is
suitable because it is non-experimental and involves the study of facts that cannot be manipulated. The survey
method of the ex-post-facto design was used because the researcher intends to establish differences between the
independent variable (availability and utilization of instructional materials, school library, information and
communication technology equipment, science laboratories, recreational facilities, classroom space and
furniture) units with the dependent variables (students’ academic achievement in English Language,
Mathematics and Biology).

B. Area of the Study


The research area for this study was Akwa Ibom State. Akwa Ibom State was created on 27 th September,
1987. It was carved out of the former Cross River State. Akwa Ibom State has 31 Local Government Area with
Uyo as the state capital. Akwa Ibom State is one of the largest oil producing states in the South-South
geopolitical zone of Nigeria. The State is situated within the tropics. The state shares a common boundary with
Abia State in the north, Cross Rivers State in the East, Bight of Bonny in the South and Rivers state in the west.
The state lies between latitude 4033’ and 5033’ North and longitude 7025 and 8025 East. Akwa Ibom State has a
population of 3.9 million people (National Population Commission, 2007).

The state occupies a total land mass of 7,245, 935 sqkms. The state has 234 government owned secondary
schools clusters into 17 Local Education Committees (LECs), and two Federal Government (Unity) secondary
schools at Ikot Ekpene and at Ikot Obio Itong, Mkpat Enin. There are 1,146 public primary schools. The state
has higher educational institutions which include; one Federal University at Uyo, the state headquarters, one
state university, the Akwa Ibom State University, at Mkpat Enin, one Federal Polytechnic at Ukana Essien
Udim, one State owned Polytechnic at Ikot Osurua, one Maritime academy at Oron, one state college of
education at Afaha Nsit. Others include; the School of Health Technology, Etinan, the School of Nursing and
Midwifery, Uyo. The state is recently blessed with some private higher institutions, notably Obong University.

Akwa Ibom State is divided into three major political zones namely, Uyo Senatorial District. Eket
Senatorial District and Ikot Ekpene Senatorial District. The major ethnic groups in Akwa Ibom State are the
Ibibios, the Annang, the Orons and the Andonis. The occupation of the people of the state is fishing, farming,
trading, while a good number of people of Akwa Ibom State are civil servants.

Akwa Ibom State makes immense human and material inputs to the nation and numerous oils wells are
located here. She is believed to have contributed a greater percentage to the nation’s wealth. Hence, the
researcher’s interest in the area is to establish the influence of management of the school plants and students’
academic achievement in Akwa Ibom State secondary schools.

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C. Population of the Study
The population of this study consisted of all the 48,840 SSII students and 6755 teachers in 235 public
secondary schools in Akwa Ibom State.

D. Sample and Sampling Technique


The sample of this study consisted of 977 SSII students (2%) of the students’ population, 811 teachers
(12%) of the teachers’ population and 118 schools (70%) of the 235 public secondary schools in Akwa Ibom
State. The multistage sampling technique was used for the study. Cluster sampling technique was used for
grouping the respondents into the three Senatorial Districts in Akwa Ibom State. Seventy percent of schools
from each local government cluster from the senatorial zones were sampled; two percent of SSII students’
results and twelve percent of teachers were drawn from the three senatorial zone. Simple random sampling
technique was used both in selecting the schools, teachers and students from each school. The hat and draw
method which gave the highest probability of selecting a representative sample was used in selecting the
respondents so that every respondent would have equal chance of being selected. Systematic sampling
technique was used in selecting students’ results. The Sampling Frame is shown in Table 1.

Senatorial No. of Sample of schools Total No. Sample Total Sample


District public selected from the local of of No. of SS11
secondary govts. in each of the Teachers Teachers Students Students
schools Senatorial Zones 70% 12% 2%
Uyo 64 37 1156 139 14335 287
Ikot Ekpene 86 39 2189 263 18792 376
Eket 85 42 3410 409 15713 314
Total 235 118 6755 811 48,840 977
Table 1. The Sampling Frame for the Study

E. Instrumentation
A researcher-developed instruments, titled ‘‘School Plant Availability Checklist (SPAC) and School Plant
Utilization Questionnaire (SPUQ)’’ were used for data collection on school plant, while the SSII Mock
Examination was used to assess students’ academic achievement.

Checklist on item availability in the school plant contained 35 items measured on a 4-point rating scale,
with the following codes: SA - Sufficiently Available - 4 point, MA- Moderately Available - 3 point, IA
- Inadequately available- 2 point UA -Unavailable -1point. The scoring was used for positively-worded items
while the negatives items will take the reverse scoring.

Questionnaire on item utilization contained 35 items for teachers respond and 35 items for students
respond measured on a 4-point rating scale, with the following codes: VHU-Very Highly Utilized-4 points, HU-
Highly Utilized-3 points, FU-Fairly Utilized-2 point, and NU-Not Utilized-1 point. The scoring will be used for
positively-worded items while the negatives items will take the reverse scoring. The availability and utilization
of school plant will be compared with students’ achievement in English Language, Mathematics and Biology.

The achievement was on SSII students 2015/2016 mock examination on English Language, Mathematics
and Biology. The grade was as follows: Distinction-4 points (70% and above), Credit-3 points (50 -69), Pass-
2point (40-49) and Fail-1 point (below 40%). The points on the three subjects were merged using mean.

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F. Validation of the Instrument
The instruments, ‘‘School Plant Availability Checklist (SPAC) and School Plant Utilization Questionnaire
(SPUQ)’’ face validated by one validate in the Departments of Curriculum Studies, Educational Management
and Planning and by two experts in Measurement and Evaluation in the Department of Educational
Foundations, all in the University of Uyo. The corrections such as the removal of some items in the instrument
and reconstructions of the items from these experts were used to modify the instruments SPAC and SPUQ, in
terms of appropriateness, clarity of language and content coverage.

G. Reliability of the Instrument


Reliability ascertains the extent on which an instrument can precisely exhibit the same assessment
potential when used on the same kind of sample twice. To determine the reliability of the instrument: ‘School
Plant Utilization Questionnaire (SPUQ)’’ was trial tested once using 50 students from schools in Ikot Ekpene
Senatorial District that were not part of the sample for the main study. The data obtained were analysed using
cronbach alpha; it yielded an overall reliability coefficient of 0.82

H. Administration of the Instrument


The researcher ticks the checklist on the availability of school plant items in the sampled schools. The
sampled SSII students and teachers responded on the items on school plants utilization.

I. Method of Data Analysis


A Mean scores and standard deviations were used to answer the research questions while the analysis of
variance (ANOVA) was used for analysing the data for hypotheses testing. All the null hypotheses were tested
at 0.05 alpha levels.

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III. RESULTS

The results of the study are presented in the table below according to the research questions and
hypotheses.

Research Question 1
What is the difference in the students’ academic achievement in public secondary schools in Akwa Ibom
State based on availability and utilization of classroom space.

Classroom Space
Availability Utilization N Mean ( X ) S.D

Adequate High 36 72.72 10.30


Low 39 58.18 10.94
Inadequate High 20 58.85 18.41
Low 23 58.26 15.17

Table 2. mean and standard deviation analysis of the difference on students’ academic achievement in public
secondary schools in Akwa Ibom State based on availability and utilization of classroom space.

Entries in table 2 reveals that schools where classrooms are adequately spaced and highly utilized have
achievement mean score of 72.72, while the lowly utilized have mean score of 58.18. Schools where classroom
spaces are inadequate but highly and lowly utilized have the achievement means score of 58.85 and 58.26
respectively. The result means that, schools where classrooms are adequately spaced have more achievement in
Biology, English Language and Mathematics than school where classroom spaces are inadequately available.
Also where the classroom spaces are highly utilized have a higher achievement in those subjects than those that
lowly utilize the classroom space.

Research Question 2

Classroom Furniture
Availability Utilization N Mean ( X ) S.D

Adequate High 69 65.19 13.05


Low 4 76.00 4.08
Inadequate High 19 72.74 8.75
Low 26 46.92 9.78

Table 3. Mean and standard deviation analysis of the difference on students’ academic achievement in public
secondary schools in Akwa Ibom State based on availability and utilization of school furniture.

Entries in Table 3 reveal that schools where classroom furniture are adequate and highly utilized have
the achievement measures of 65.19 while the lowly utilized have mean score of 76.00. Schools where classroom
furniture is inadequate but are highly and lowly utilized have the achievement means scores of 72.74 and 46.92
respectively. The result means that, schools where classrooms Furniture are adequately available have achieved
more in English Language, Mathematics and Biology than schools where classroom furniture are inadequately

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available. Moreover, where the Furniture is highly utilized have a higher achievement in those subjects than
those that lowly utilize the furniture.

Null Hypothesis 1

Source SS df Ms F-cal F-crit Decision


at p < .05

Corrected model 5162.42a 3 1720.81 9.93

Intercept 418730.22 1 418730.22 2415.27

Class Space 1294.70 1 1294.70 7.47


Availability

Class Space 1558.73 1 1558.73 8.99


Utilization *

CS Availability 899.99 1 899.99 7.65 3.94


*CS Utilization

Error 19763.95 114 173.368

Total 489496.00 118

Corrected total 24926.37 117

Table 4. Result of Analysis of Variance of the difference on Students’ Academic Achievement based on
availability and utilization of classroom space
* = Significant at p < .05

Table 4 shown that the calculated-F value of 7.65 is greater than the critical-F value of 3. 94 with 1 and
114 degrees of freedom at 0.05 level of significant. The result is significant; therefore, the null hypothesis that
there is no significant difference in students’ academic achievement in public secondary schools in Akwa Ibom
State based on availability and utilization of classroom space is rejected. The result means that there is a
significant difference of availability and utilization of classroom space on students’ academic achievement in
English Language, Mathematics and Biology.

Null Hypothesis 2
There is no significant difference in students’ academic achievement in public secondary schools in
Akwa Ibom State based on availability and utilization of school furniture.

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Source SS df Ms F-cal F-crit Decision


at p < .05

Corrected model 9520.29a 3 3173.43 23.48

Intercept 191351.38 1 191351.38 1415.94

School Furn. 1303.41 1 1303.41 9.65


Availability *

School Furn. 632.94 1 632.94 4.68


Utilization

SF Availability 3772.41 1 3772.41 27.92 3.94


*SF Utilization

Error 15406.08 114 135.14

Total 489496.00 118

Corrected total 24926.37 117

Table 5. Result of Analysis of Variance of the difference on Students’ Academic Achievement based on
availability and utilization of classroom furniture
* = Significant at p < .05

Table 5 shows that the calculated-F value of 27.92 is greater than the critical-F value of 3.94 with 1 and
114 degrees of freedom at 0.05 level of significant. The result is significant; therefore the null hypothesis that
there is no significant difference in students’ academic achievement in public secondary schools in Akwa Ibom
State based on availability and utilization of school furniture is rejected. The result means that there is a
significant difference of availability and utilization of school furniture on students’ academic achievement in
English Language, Mathematics and Biology.

 Summary of Findings
 Schools where classroom space is adequately available have more achievement in English Language,
Mathematics and Biology than schools where classroom space is inadequately available. Also, where
classroom space is highly utilized have a higher achievement in those subjects than those that lowly
utilized the classroom space.
 Schools where classroom furniture is adequate and highly utilized have more achievement in English
Language, Mathematics and Biology than school where school furniture is inadequately and lowly utilized.
 There is a significant difference of classroom space on students’ achievement in English Language,
Mathematics and Biology.
 There is a significant difference of availability and utilization of school furniture on students’ achievement
in English Language, Mathematics and Biology.

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IV. DISCUSSION

The result of the analysis presented in hypothesis 1 revealed that there is a significant difference of
availability and utilization of classroom space on students’ academic achievement in English Language,
Mathematics and Biology. This could be attributed to effective and efficient availability and utilization of class
room space by both the teachers and the students.

The test results of this hypothesis agreed with findings of Ajayi and Yusuf (2009) who examined the
relationship between instructional space planning and students’ academic performance in south west Nigeria
secondary schools and found amongst others that students’ academic performance was significantly related to
instructional space planning. The result also conforms to the assertion of Evertson (2001) that the physical
arrangement of the supplies and resources in a class is a critical factor in promoting learning activities.

The result of the analysis presented in hypothesis 2 revealed that there is a significant difference of
availability and utilization of school furniture on students’ academic achievement in English Language,
Mathematics and Biology. The result could be as a result of the quality of the furniture provided by the school
management that is, the type that can allow the students to adjust while learning.

The result is in conformity with Ivory (2011) who conducted a study on how dynamic classroom furniture
may impact classroom performance such as attention, work neatness and work completion in a second grade
general education classroom of 19 students. And the result showed that different type of furniture impacted
different components of learning in a variety of ways. To further support this result, Hemmingsson and Borell,
(2011) asserted that the furniture in each classroom should function to facilitate learning while allowing the
appropriate level of participation without distractions.

 Recommendations
The following recommendations were made:
 Government should make available suitable classroom, laboratory, library and all the materials needed to
make them functional.
 The school management should organise a regular inspection and assessment of the school plant in the area
of availability and how they are being utilized by both the teachers and students.
 The school management should ensure that the available school plant are properly and timely maintained.
 Government and the school management should organise a regular seminar and workshop for both the
teachers and students on how to use the available school plants in both teaching and learning.
 The school management should ensure that the usage of the school plants by the members of the
communities is regulated as to avoid damages.

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ISSN No:-2456-2165
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