Project – THE EFFECTS OF THE ENVIRONMENT AND THE ACADEMIC PERFORMANCE OF STUDENTS IN SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

• Background to the Study

The influence of environments on government students’ academic performance in Nigeria has been a topic of interest for many researchers. A 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 environment can significantly improve students’ academic performance.

However, the implementation of 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 performance.

Despite these challenges, some studies have shown that environments can still have a positive impact on students’ academic performance. 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, 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 environments and subsequently improve students’ academic performance.

The influence of environments on government students’ academic performance 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 environments.

• Statement of the Problem

The problem of the influence of environments on government students’ academic performance 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 environments, which incorporate digital technology into the learning process, has been proposed as a potential solution to these problems.

However, the effectiveness of these environments in improving academic performance 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 environments influence academic performance in Nigeria specifically.

Furthermore, the implementation of 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 environments in improving academic performance.

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

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

Furthermore, while environments hold promise for improving academic performance in Nigeria, there are numerous challenges and factors that need to be considered. More research is needed to understand the specific impact of environments on government students’ academic performance 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 effects of the environment and the academic performance of students in secondary schoolin Ehime Mbano LGA.

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

• Research Questions

The research questions are buttressed below:

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

• Research Hypothesis

The hypothetical statement for the study is buttressed below:

Ho: Environments has no significant influence on students’ academic performance in Nigeria.

H₁: Environments has significant influence on students’ academic performance in Nigeria.

• Scope of the Study

The study examines the effects of the environment and the academic performance of students in secondary schoolin 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.

Environment: A “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 performance: “Academic performance” 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 performance is often associated with a deep understanding of course material and the ability to apply this knowledge in relevant contexts.

Project – THE EFFECTS OF THE ENVIRONMENT AND THE ACADEMIC PERFORMANCE OF STUDENTS IN SECONDARY SCHOOL