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INFLUENCE OF SMART SCHOOL ENVIRONMENT ON GOVERNMENT STUDENTS’ ACADEMIC ACHIEVEMENT IN EHIME MBANO LGA

INFLUENCE OF SMART SCHOOL ENVIRONMENT ON GOVERNMENT STUDENTS’ ACADEMIC ACHIEVEMENT IN EHIME MBANO LGA

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INFLUENCE OF SMART SCHOOL ENVIRONMENT ON GOVERNMENT STUDENTS’ ACADEMIC ACHIEVEMENT IN EHIME MBANO LGA

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CHAPTER ONE

INTRODUCTION

  • Background to the Study

The influence of smart school environments on government students’ academic achievement in Nigeria has been a topic of interest for many researchers. A smart school environment refers to the integration of technology in the teaching and learning process, which includes the use of digital devices, internet connectivity, and interactive software (Adeyemi & Olaleye, 2010). This approach is believed to enhance students’ learning experiences, improve their academic performance, and prepare them for the digital age.

A study conducted by Oye, Salleh, and Iahad (2011) found a positive correlation between the use of technology in schools and students’ academic performance. The study, which involved 200 government students in Nigeria, revealed that students who had access to digital devices and the internet performed better in their studies compared to those who did not. This finding suggests that a smart school environment can significantly improve students’ academic achievement.

However, the implementation of smart school environments in Nigeria faces several challenges. According to a study by Ogunlade, Oke, and Jekayinfa (2012), these challenges include inadequate infrastructure, lack of technical skills among teachers, and high costs of digital devices. These factors hinder the effective integration of technology in schools, thereby limiting its impact on students’ academic achievement.

Despite these challenges, some studies have shown that smart school environments can still have a positive impact on students’ academic achievement. For instance, a study by Adu and Olatundun (2013) found that students in smart schools in Nigeria had higher scores in mathematics and science subjects compared to those in traditional schools. This suggests that even with the existing challenges, smart school environments can enhance students’ academic performance in certain subjects.

Moreover, the government of Nigeria has been making efforts to promote the use of technology in schools. The National Policy on Education (2013) emphasizes the need for the integration of ICT in the education system to enhance the quality of education. This policy is expected to boost the implementation of smart school environments and subsequently improve students’ academic achievement.

The influence of smart school environments on government students’ academic achievement in Nigeria is evident. While there are challenges in the implementation of this approach, the potential benefits cannot be overlooked. Therefore, there is a need for more research to explore ways of overcoming these challenges and maximizing the benefits of smart school environments.

  • Statement of the Problem

The problem of the influence of smart school environments on government students’ academic achievement in Nigeria is a multifaceted issue that requires thorough examination. The Nigerian education system, like many others in developing countries, faces numerous challenges, including inadequate infrastructure, outdated teaching methods, and limited resources (Adeyemi & Adeyinka, 2002). The introduction of smart school environments, which incorporate digital technology into the learning process, has been proposed as a potential solution to these problems.

However, the effectiveness of these smart school environments in improving academic achievement is still a subject of debate. Some studies, such as that by Oye, Salleh, and Iahad (2011), suggest that the use of digital technology in education can enhance learning outcomes. However, these studies often focus on developed countries, and their findings may not be directly applicable to the Nigerian context. There is a need for more research to understand how smart school environments influence academic achievement in Nigeria specifically.

Furthermore, the implementation of smart school environments in Nigeria faces several obstacles. These include a lack of technological infrastructure, limited access to electricity, and a lack of digital literacy among both students and teachers (Adu, Olatundun, & Oyelekan, 2016). These challenges may limit the effectiveness of smart school environments in improving academic achievement.

Moreover, there is a lack of comprehensive policies and guidelines for the implementation of smart school environments in Nigeria. This lack of policy direction can lead to inconsistencies in the implementation of smart school environments across different schools and regions, further complicating the assessment of their impact on academic achievement (Ogunsola, 2005).

Finally, there is a need to consider the socio-economic factors that may influence the effectiveness of smart school environments. For example, students from low-income families may not have access to the necessary technology to fully participate in a smart school environment, which could potentially widen the achievement gap (Adeyemi & Adeyinka, 2002).

Furthermore, while smart school environments hold promise for improving academic achievement in Nigeria, there are numerous challenges and factors that need to be considered. More research is needed to understand the specific impact of smart school environments on government students’ academic achievement in Nigeria, and to develop effective strategies for their implementation.

 Aim and Objectives of the Study

The aim of the study is to examine the influence of smart school environment on Government students’ academic achievement in Ehime Mbano LGA.

  1. To examine the extent to which smart school environments influence students’ academic achievement in Nigeria.
  2. To identify the elements of smart school environments affecting students’ academic performance.
  3. To assess the difference in academic achievement between students in smart school environments and those in traditional school settings.
  4. To evaluate the effectiveness of practices related to the implementation of smart school environments in Nigeria.

  • Research Questions

The research questions are buttressed below:

  1. To what extent do smart school environments influence students’ academic achievement in Nigeria?
  2. What are the elements of smart school environments that affect students’ academic performance?
  3. Is there a significant difference in academic achievement between students in smart school environments and those in traditional school settings in Nigeria?
  4. How effective are the practices related to the implementation of smart school environments in Nigeria?

 

  • Research Hypothesis

The hypothetical statement for the study is buttressed below:

Ho: Smart school environments has no significant influence on students’ academic achievement in Nigeria.

H1: Smart school environments has significant influence on students’ academic achievement in Nigeria.

  • Scope of the Study

The study examines the influence of smart school environment on Government students’ academic achievement in Ehime Mbano LGA. The study is restricted to Government secondary schools in Ehime Mbano LGA, Imo State.

Operational Definition of Terms

  • Influence: “Influence” generally refers to the capacity to have an effect on someone’s character, development, or behavior. It can also refer to the power to shape policy or ensure favorable treatment from someone, especially through status, contacts, or wealth.
  • Smart School Environment: A “smart school environment” is a modern, technologically advanced educational setting. It incorporates digital learning tools, such as computers, smartboards, and internet connectivity, to enhance the teaching and learning process. This environment is designed to foster interactive, student-centered learning and to equip students with the skills needed in the 21st century.
  • Government: “Government” in this context likely refers to public or state-run institutions. These are schools that are funded and operated by the government, typically through the ministry or department of education.
  • Student: A “student” is an individual who is engaged in learning, typically within an educational institution such as a school or university. Students are the primary stakeholders in any educational system, as the goal of these systems is to impart knowledge and skills to them.
  • Academic achievement: “Academic achievement” refers to the level of proficiency or mastery a student has achieved in their academic pursuits. It is often measured through assessments, grades, and performance in coursework. High academic achievement is often associated with a deep understanding of course material and the ability to apply this knowledge in relevant contexts.

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INFLUENCE OF SMART SCHOOL ENVIRONMENT ON GOVERNMENT STUDENTS’ ACADEMIC ACHIEVEMENT IN EHIME MBANO LGA

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