THE POSSIBLE INFLUENCE OF SCHOOL FACILITIES ON STUDENT

ACHIEVEMENT IN BIOLOGY IN SECONDARY SCHOOLS

IN AKOKO NORTH EAST LOCAL GOVERNMENT, ONDO STATE

BY

AKINGBADE JOHN OMOTUNMISE

AND

FALANA TAYE FREDRICK

“This research work was carried out by Akingbade Tunmise and

the analysis was carried out by Falana Taye Fredrick”.

1
 CHAPTER ONE

INTRODUCTION

1.0 BACKGROUND TO THE STUDY

Education, in every human community is an indispensable

instrument for human progress, empowerment and effecting national

development. This suggests that a nation that lacks sound educational

culture and philosophy stands the risk of decay whereas a nation that sees

to the development of its education sector is bond to achieve great success.

Schools are established for the purpose of teaching and learning. It is also

more important that the teachers are properly accommodated to facilitate

the teaching –learning process that go on there. This is the essence of the

school plant and facilities (Alimi 2004). Therefore school facilities are the

space interpretation and physical expression of the school curriculum.

Student performance is also refered to as academic achievement by

Adediwura and Tayo (2007). Academic achievement or academic

performance is the out come of education the extent to which a student,

teacher or institution has achieved their educational goals. Achievement is

commonly measured by examinations or continuous assessment but there

is no general agreement on how it is best tested or which aspects are most

important.

2
 Students achievement in Biology cannot be traced to a single factor

but by multiplicity of factors such as environment, student attitude,

teaching techniques, school facilities, teacher qualification and many more.

According to Harb and El-shaarawin (2006) there are two types of

factors affecting student academic achievement. These are internal and

external classroom factors. Internal classroom factors includes, student’s

competence, class schedules, class size, textbooks, class test results,

learning or school facilities, school or class environment, complexity of

course materials, teachers role in the class, technology used in the class and

exam systems. External ones include extra curricular activities, family

problems, and financial problems, social and other problems.

Noble (2006) emphasized student achievement and activities, perceptions

of their coping strategies and positive attributions and background

characteristics (i.e family income, parent level of education, guidance from

parents and number of situation in the home) were indirectly related to

their composite scores through academic achievement in high school.

Young (1999) held the view that student’s performances are tend with the

use of library and the level of their parental education. To Hussan (2006),

the guidance from the parent and teachers indirectly affects the

performance of the student. Socio-economic factors like family income,

parent’s education, teacher-student ration, presence of trained teacher in

3
school are also factors influencing the performance of the student

(Raychauduri, Amivata, Majundar, 2010).

School facilities have been observed as a potent factor to quality

education. It is importance to the teaching and learning process cannot be

over-emphasized. Effective learning can occur through one’s interaction

with the environment. Environment here refers to the facilities that are

available to facilitate students learning outcome or achievement. These

facilities include school building, library, laboratory, textbooks, software

and hardware of educational technology etc. These facilities goes a long to

affect ot enhance students performance or achievement. This can be

realized when there are qualified teachers to handle the subject and the

facilities are available.

According to Oni (2002) facilities constitutes a strategic factor in

any organizational functioning. This is so because they determine to very

large extent the smooth functioning education. He further stated that their

availability, adequacy and relevance influence efficiency and high

productivity. In his words, Farombi (1998) Opined that the wealth of a

nation or society could determine the quality of education in that land;

emphasizing that a society that is wealthy will establish good schools with

qualified teachers and with such, there as well as high academic

achievement.

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 Adesola (2008) found out that the level of available resources is

indeed a plus to the teachers and goes a long way to show the level of

ingenuity and commitment towards effective delivery of lesson.

Akinfolarin (2002) identified facilities as a major contributing

factor to academic achievement in the school system. Different studies

conducted by Ayodele (2006) and Vandiver (2011) showed that a positive

relationship exists between availability of facilities and students academic

achievement. Writing on the role of facilities in teaching –learning process,

Balogun (2002) submitted that no effective science education programme

can exist without facilities for teaching. This is because facilities enable

learners or students to develop scientific attitude and problem solving

skills.

1.1 PURPOSE OF THE STUDY

The main purpose of this study is find out the possible influence school

facilities have on student achievement in biology in secondary schools in

Akoko North East Local Government, Ondo State. Subsequently, the

researcher will attempt to identify the contribution of some elements that

constitutes these facilities and their impact on students academic

achievement.

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1.2 STATEMENT OF THE PROBLEM

The roles of school facility in enhancing students academic achievement

cannot be over emphasized. Therefore this study has the problem of the

influence of school facilities on student achievement. The problem of

vailability, adequacy, management and utilization of school facilities is

also examined.

1.3 RESEARCH QUESTIONS

The study will be guided by following research questions.

1. Will availability of school facilities influence students achievement in

Biology in secondary schools in Akoko North East Local Government

Area of Ondo State.

2. Will adequate school facilities student achievement in Biology in

secondary School in Akoko North East local Governemt Area of Ondo

State.

3. Will management of school facilities influence student’s achievement in

Biology in secondary schools in Akoko North East Local Government

Area of Ondo State.

4. Will improvisation of school facilities influence students achievement in

Biology in secondary schools in Akoko North East Locat Government

Area of Ondo State.

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1.4 RESEARCH HYPOTHESIS

1. Availability of school facilities will not significantly influence student’s

achievement in Biology.

2. Adequacy of School facilities will not significantly influence student’s

achievement in Biology.

3. Management of School facilities will not significantly influence

achievement in Biology.

4. Utilization of school facilities will not significant influence student

achievement in Biology.

1.5 DELIMITATION OF THE STUDY

This study is delimited to secondary school in Akoko North East Local

Government, Ondo State.

1.6 SIGNIFICANCE OF THE STUDY

The findings of this study will help to determine to what extent the

availability of necessary facilities like, libraries, school building

laboratories and textbooks in schools would facilitate effective teaching of

biology as well as attaining high academic achievement of students. It

would therefore inform stake holders in the education sector such as policy

maker, government functionaries, academicians the need for the provision

of these school facilities.

7
1.7 DEFINITION OF TERMS

To avoid ambiguity and misconception, certain terms that are used in the

study are explained below.

School facilities – this refers to all provision which include physical

materials or equipment within the environment of the school which help to

facilitate effective teaching –learning process and educational goals.

Achievement – This refers to the extent to which a student, teacher or

institution have attained their educational goals.

Influence – this is the power to have an important effect on someone or

something.

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 CHAPTER TWO

LITERATURE REVIEW

In this chapter, the related literature will examine under the following sub-

headings\;

1. Student achievement

2. Factors affecting student achievement

3. Schools facilities

4. Management of school facilities

5. Relationship between school facilities and students performance

6. creating interest in learning

Student achievement

Academic achievement is the outcome of education – the extent to which a

student, teacher or institution has achieved their educational goals. Academic

achievement is commonly measured by examination and continuous assessment.

Yusuf and Adigun (2010), Lydish and Nasoga (2009) noted that the

performance of students in any academic test has always been of special interest

to the government, Educationists, Parents and society at large.

Schools are commonly evaluated using students achievement data (Heck,

2009). Students assessment result is the basic for judging the performance of

teachers and teachers celebrate when their schools and Students are highly

ranked.

9
 Smith (2004) noted that in educational institution, success is measured by

academic performance or achievement or how well a student meets standards set

out by the institution itself. Success in educational institution has so much been

associated with one’s performance in examinations. Student who do well in

examinations get a chance of proceeding to higher level of studies in the subject

and its related disciplines and so consequently become a source of man power in

the chosen career and therefore with the knowledge and skills that have been

acquired, the student will be able to live and independent and useful life both

himself / herself and the larger community in which he /she lives. Susan (2000)

noted that as career competition grows evermore fierce in the working world, the

importance of students doing well in school has caught the attention of parents,

legislators and government educational department alike. Although education is

not the only road to success in the working world, much effort is made to

identify, evaluate, track and encourage the progress of students in schools. Parent

cares about their child’s academic achievement because they believe good

academic result will provide more career choices and job security. Schools,

though invested in fostering good academic has it for the same reasons, are also

often influenced by concerns about the school’s reputation and the possibility of

monetary aid from government institutions, which can hinge on the overall

academic achievement of the school. State and federal department of education

are charge with improving schools, and so devise methods of measuring success

in order to create plans for improvement, frank (2003).

10
 In Chile, for instance, teachers are rewarded collectively when they work

in schools which are identified as high-performing by National performance

Evaluation system of subject subsidized schools (organization for Economic co-

operation and Development, 2005).

According to Adediwura and Tayo (2007) academic achievement is

designated by test and examination scores or marks assigned by the subject

teachers. Student performance can be low, average or high (Savowy 1998).

Performance of students can be affected by several factors, which can be

student related factors, school related factors (teacher) and home related factors

(Adediwura, A.A and Tayo, T. 2007). Savowy (1998) suggested that a

catalogue of useful visual aid that are good for teaching and that are good for

teaching and that can enhance or improve students’ performance.

Students achievement is driven by helping teachers construct learning

scenario that are meaningful to individual students, relevant to their

circumstances and cognizant of their prior of learning and potential.

Understanding what students have achieved, where they should need next and

how to effectively reach their destination requires a coordinated effort, bringing

together best of breed learning and assessment tools with engaging nd effective

content and instruction.

Summary, several factor have been identified to influence student

performance which may be low, high or medium performances.

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FACTORS AFFECTING STUDENT ACHIEVEMENT

Many researchers has listed different factors that affected students

academic achievement in their research. According to Herb and El-Sharawin,

(2006) there are two type of factors affecting student performance. These are

internal and external classroom factors. Internal classroom factors includes

student competence, class schedules, class size, textbooks, class test result,

learning facilities, environment of the class, complexity of course materials,

teacher role in the class, technology used in the class and exam systems. External

ones include extra- curricular activities, family problems, financial problems,

social and other problems.

Noble (2006) emphasized student academic accomplishment and activities,

perception of their coping strategies and positive attributions and background

characteristics (i.e family income, parent level of education guidance from parent

and number of negative situation in the home) were indirectly related to their

composite scores through academic achievement in high school.

Young (1999), held the view that students performance are intend with the

use of library and level of their parental education. To Hussan (2006), the

guidance from parent and the teachers indirectly affects the performance of

students. According to Reid (1995), learning preferences refers to a person’s

natural habitual and preferred way of assimilating new information. A good

match between students learning preferences and instruction teaching style has

been demonstrated to have positive effect on student’s performance (Herb and

12
El-sharawi 2006). Self motivation, age of student, learning preference are

identified as factors affecting students performance. (Arpin, Mahmood,

Rohazaid, yeop and Anuar, 2008), keman, Bogart and Whet 2010) held that

academic success of graduate student will be enhanced if the optimal related

barrier are low. A student performance have been to affected by several factors

and this depend on time, location, age, competence.

Jeynes (2002) held that parent socio-economic condition, which includes

parent’s academic and professional qualification, revenue and occupational

affliction, is also associated with academic gain of students. The result of many

studies confirmed that academic achievement of student is contingent upon

parent’s socio-economic status. So the students belonging to background from

higher social economic standard will perform better than those student associated

with low socio-economic status is generally determined by combining parents’

qualification, occupation and income standard” (Harry 2002). Among many

research studies conducted on academic achievement, it is not very surprising to

observe the socio-economic status is one of the main element studies while

predicting academic performance.

Gractz (1995) conducted a study on socio-economic status of the parents

of students and concluded that the socio-economic background has a great impact

on student academic performance, main source of educational imbalance among

student’s academic success contingent very strongly on parents’ standard.

Cosidine and Zappala (2002) also having the same view as Coreaz (1995), in

13
their study on the influence of social and economic disadvantage in the academic

performance of school students noticed, where the parents or guardian have

succeed, educational and economical advantage of definitely strengthen the

higher level of success in future. It is also noted that these parent make available

sufficient psychological and emotional shore up to their children by providing

good educational and learning environment that produce confidence and the

improvement of skills needed for success.

It is also assumed the learning outcome of student are strongly affected by

the standard and type of educational institution in which students get their

education. The educational environment of the school one attends sets the

parameters of students learning outcomes. Considine and Zappala (2002)

quoted sparkles (1999) showed that schools environment and teachers

expectations from their student also have strong influence on student

performance. Most of the teachers working in poor schools having run short of

basic facilities often have low performance expectations from their students and

when students know that their teachers have low performance expectation from

them, hence it leads to poor performance by the students. Kwesiga (2002)

approved that performance of the student is also influenced by the school in

which they studies but he also usually determine the quality of the school, which

in turn affect the performance and accomplishment of its student.

Sentamu (2003) argue that schools influence educational process in content

organization, teacher and teaching, learning and in the end evaluation of all.

14
Many studies on the influence of environment have come out with the view that

the home, the schools, and the communities determine the extent of students

achievement in school. Human being differs from one another due to heredity

and environmental factors. In the development of an individual both heredity and

environmental interact, that is inter play of these two factors.

Darwin’s theory of a national selection on survival of the fittest postulate

the roles that environment plays in the development of individual. Many support

Darwin’s view that man is what he is because of his social environment. It is

believed that through the interplay of the environmental and biological

inheristics, man has developed physical characteristic that enable him to cope

with the demand of his environment.

Noble (2006) asserted that family is the first socializing agent and the most

influential, it is responsible for rearing and educating the children during their

early years.

Herb and El-sharawin (2006) concluded that the major motivation to

learn or not to learn start with the family is reinforce by respected comparison

and occasion is strengthen by neighbours, community and teacher. Teachers build

upon what has been initiated by a father, a mother, a brother, a sister, friends or

perhaps relatives.

However, Afe (2001) pointed out that the school environment is exerting

the greatest influence next to the home on the students developing, according to

him a favourable school environment is the one which stimulate sufficient and

15
relevant physical facilities like libraries, teaching materials space and

instructional resources. It is one in which there is a sense of psychological well

being, in which the teacher is capable of establishing report mutual esteem, good

relationship and enhance the mental health of the learners. Keeves (1982) is one

of the view that educational environment is related to student’s achievement. He

describes three educational environment, the home, the school and peer group to

investigate the influence these factors have on academic achievement. Keeves

found out that the inspiration and attitude of parent towards the student influence

of parent influence their level of achievement in biology and other sciences

subjects.

Teacher qualifications is also one of the factors affecting the teaching –

learning process as well student’s academic performance in biology. According

to national policy on education (1977) no education system can rise above the

quality of teachers. Teachers of biology should be biology specialist and

effectively handle the teaching of biology. In support of national policy on

education, Afe (2001), opined that whatever the profession, there is need for

training in order to create awareness of the problems of that profession, he further

stressed that such training would improve the level of competence of dealing with

such problem. Adediwura (2007) observed that some principal accept ordinary

diploma holder in microbiology to handle biology subject in higher classes. As a

result of this, there was increase in failure rate of student in the subject. The

16
government knows that importance of the suitable staffing in schools as one of

the solution to arrest the dedening standard in public examination.

Akintola (1997) stated that the Nigeria Education research council

(NERC), point of view and experiences gathered across the country, it is our

discovery that the teaching of biology in Nigeria secondary school had been

growing downwards for the teacher to be effective, he must have in addition to

interest, the right training and qualification. In education, resources are the sum

total of everything used directly or indirectly for the purpose of educational

training to support, facilitate or encourage the acquisition of knowledge,

competent, skill, and know-how (Hallack 1990). He divide the resources into

human and materials resources, according to him, human resources refers to

teachers and other support personnel who assist in the ;process of teaching.

Teachers have been identified or recognized as indispensable human resources

and infact the single most importance element in the school system, more

important than the quality of equipment and materials (Hallak 1990).

The importance of teachers was given prominent by federal republic of

Nigeria National policy on education. When it stated that no education system

can rise above the quality of its teachers and as such teacher’s education will

continue to be given a major emphasis in all educational planning. Emeke and

Yoleye (1992) in reviewing current research of science and its implication for

secondary school teacher brought out the fact that teaching methodology in

17
science goes a long way to determine the quality of learning that takes place in

the students.

In the view of Wright, Horn and Sander (1997) teachers play a crucial role in

education attachment because they are ultimately responsible for translating

policy into action and principle and they concluded that the most important factor

influencing student learning is the teacher. Teacher is the interface of the

transmission of knowledge, values and skills in the learning process. If the

teacher is ineffective, students under the tutelage of such teacher may achieve

inadequate progress academically; this is regardless of how similar or different

the students are in terms of individual potential in academic achievement.

SCHOOL FACILITIES

Writing on the role of school facilities in enhancing student performance,

Balogun (2004) submitted that no effective science education programme cannot

exist without facilities for teaching. This is because facilities enable learners or

student to develop scientific attitudes and problem solving skills. Akinfolarin

(2006) identified facilities as a major contributing factor to academic

performance in the school system.

Different studies conducted by Ayodele (2000) and vandiver (2004)

showed that a positive relationship exist between availability and student

performance. Bandele (2003) noted that the importance of school facilities

18
cannot be relegated. Facilities like modern laboratories, libraries and classrooms

are to be put in place in all school.

Adesola (2008) found out the level of available resources is indeed a plus to the

teachers and goes a long way to show the level of ingenuity and commitment of

the teacher towards effective delivery of lesson.

RELATIONSHIP BETWEEN STUDENT ACHIEVEMENT AND

SCHOOL FACILITIES.

The relationship between school facilities and student achievement has

been investigated for instance, Aderounmu, aworant and Kasali (2001)

investigated “the impact of the school facility in science, mathematic and

mathematics education on student performance at the National Technical

certificate (NBC) examination in five government technical colleges in Oyo state

from 2000-2005 and found that facilities has a significant influence on student

performance. Ivowi (2000) and Cirfat and Zumyil (2000) observed that lack of

science equipment and laboratories are major causes of poor performance in

science subjects in secondary schools in Nigeria. Dan Azumi (1998) recterated

that one of the most repeatedly mentioned problems causing poor performance in

science subjects, biology inclusive since the introduction of SSCE is lack of

equipment and materials to conduct practical.

From the foregoing discussion, there is a strong indication that academic

achievement of science students correlates with school facilities available at their

19
disposal in the school. Some elements that constitutes these facilities and their

impact on academic achievement of students. They are:

Library

Laboratory

School building

LIBRARY AND ACADEMIC ACHIEVEMENT

Oxford advance learner’s dictionary described a library as a building or

room in which collection of books, tapes, newspaper e.t.c are kept for people to

read, study or borrow. Library is an organized collection of sources of

information and similar resources, made available to a defined community for

reference or borrowing. It provides a physical or digital access material and may

be a physical building or room or virtual space or both.

According to frank (2003), a library must be up to date and at the same

time allow access to older materials. It must be properly supported financially to

fund materials and services among others.

While itemizing the types of libraries, Ola (2000) opined that secondary

school library in whatever form has replaced the radiation method of “chalk and

talk” in impacting knowledge to students, that it effects on academic performance

need not be over-emphasized. He concluded that a well equipped library is a

major academic achievement of high educational standard. In his words, Farombi

(1998) reiterated that school libraries may not be effective if the books therein are

not adequate and up to date as its impact may be meaningful if the library could

20
be opened to the student always for a considerable length of time in a school day.

The importance of library has been demonstrated by the government when she

expressed in the National policy on education (NPE) that every state ministry

needs to provide funds the establishment of libraries in all her educational

institutions and to train librarian and library assistants. As a resources it occupies

a central and primary place in any school system. It supports all functions of

school teaching and provides service and guidance to its readers. Moreover, fuller

(1986) identified a school library as an instructional resources which may

significantly influence students’ achievement after controlling for students’

family background, he found that effected library size and its activity have been

positive in 15 out of 18 analysis.

Also, in his study on the relationship between instructional facilities and

academic achievement, popoola (1999) discovered that library correlates with

academic achievement and those school with well equipped library normally

maintain high academic performance. In addition to providing materials, libraries

also provide the service of librarians who are expert of finding and organizing

information and at interpreting information needs.

Modern library are increasingly being redefined as a place to get

unrestricted access to information in many format and from many sources, they

are extending services beyond the physical walls of a building by providing

materials accessible by electronic means and by providing assistance of librarians

21
in navigating and analyzing very large amount of information with variety of

digital tools, Adewale (2000).

Library is an essential factor in teaching –learning process. It forms one of

the most important educational services. The educational process functions in a

world of books. The chief purpose of a school library is to make available to

students at his /her convenience, all book, periodicals and other reproduced

materials which one of interest and value to him /her.

LABORATORY AND ACADEMIC ACHIEVEMENT

Laboratory has been conceptualized as a room or building specially built

for teaching and demonstration of theoretical phenomenon into practical terms.

A laboratory is a facility that provides controlled conditions in which

scientific or technological research, experiments and measurement may be

performed. Laboratories are used for scientific research takes many form because

of the differing requirement of specialists in the various of field of sciences.

Faronmi (1998) argued the saying that a seeing is believing as the effect of

using laboratories in teaching of science subjects as student tends to understand

and recall what they see than they hear or were told . laboratory is essential to the

teaching of sciences and the success of any science course is much dependent on

laboratory practical provision made for it.

Affirming this, Ogunniyi (1999) said that there is a general consensus

among science educators that the laboratory occupies a central position in science

instruction. It could be describes as a place where theoretical works practicalised

22
whereas practical in any leaving experience involve students in activities such as

observing, measuring, experimenting, recording, counting and carrying out field

work.

According to Shulman and Tamir, in the book of research or science

teaching (1999) listed some objectives that may be achieved through the use of

laboratory in teaching learning process of science as follows;

1. Skills – Manipulative, inquiry, investigative, organization, communicative

etc.

2. Concepts – such as theoretical model and hypothesis

3. Cognitive abilities – critical thinking, or problem solving, application

analysis synhthesis

4. Understanding the nature of science – such as scientific enterprise, scientist

and how they work, existence of multiplicity of scientific methods, inter

relationship between science and technology and among other various

disciplines in science.

5. Scientific attitudes – curiosity, interest risk taking, objectivity, precision,

responsibility, perseverance, consensus satisfaction e.t.c

Soyibo (2004), laboratory helps to provide a forum wherein the learner is

given the exercise to subject his beliefs, ideas statement, theoretical

proposition e.t.c to some form of experimental test.

23
 In terms of academic achievement, soyibo and Nyong (2004) have shown

that school with well equipped laboratories have better result in the school

certificate eveninetion than those that are ill-equipped.

Corroborating this, Gona (1998) reitaracted that student instructed entirely

by the laboratory method had higher attitudes are.

Yader (2007) opined that no course in science can be complete without

including some practical work. The practical work ought to be carried out by

individuals either in science laboratory or classes.

At school level, practical is even more important because of the fact that

we easily learn by doing. Scientific practical and application are thus rendered

more meaningful.

It is an established truth that an object handled impress itself more firmly

on the mind and memory than the object merely seen from a distance or an

illustration. This practical work forms an important factor in any science course

(UNESCO, 2008).

School building and academic achievement

Many researches finding have shown that the success of any educational

endeavour rest on the availability the school building.

Writing on its importance, Olutola (2004) noted that the availability of

school building and classroom and other plats contribute good academic

achievement as they can enhance effective teaching –learning process, he further

stated, that well sited schools building should be comfortable, pleasant and

24
psychological uplifting. It should produce a passive physical setting that is

educationally stimulating, it should produce a feeling of well-being among its

occupants; the student and it should support the educational process all these

condition can only be met through the cooperative effort of imaginative teachers

and administrators and a creative knowledgeable architect.

Earlier in his study, Williams (2003) scientifically said that school

building are very vital input to educational system; emphasizing that even they do

not teach but their use may facilitate or impede learning. However, he did not see

school building as one of the critical variable affecting student achievement

because he found no evidence that expensive school would necessarily improve

academic achievement.

Management of school facilities: Provision, utilization, maintenance and

improvement.

Application of appropriate management techniques would assist in taking

care of all available facilities. In other words, facilities which might have suffered

neglect is a result of careless, ignorance, lack of commitment and lack of

resources for management, would receive attention from school administrators

and inspectors. Also school facilities which are well managed are likely to be

durable. This will save us the lost replacement within a short period of

procurement.

In addition, there would be safety from danger, disaster and theft when

facilities are well managed, certain facilities, especially the ones in the

25
laboratories, are delicate, dangerous, expensive and explosive. They need to be

well managed in order to avoid the danger which would arise from their usage.

Also, disaster such as flood and could be avoided if their proper planning for

safety precautions. Stages of facility management includes;

1. Provision of school facilities

Execution of educational programme demands that facilities are provided

if success is to be achieved. Government, school proprietors, parents and

other stakeholders are expected to provide the facilities for the schools, the

government stated that all stake holders could be involved in evry areas of

school management, provision of facilities inclusive, however, this aspect

is one of the most neglected areas in school system Olagboye (2004), as a

result there is disparity in provision of facility from one school to another

in urban center while the schools in rural areas are neglected.

2. Utilization of school facilities.

Adeboyeje (2000) stated that utilization is the degree or extent to which an

item has been put to effective. According to him, various degree of

utilization include non-utilization, under -utilization, maximum –

utilization, optimum utilization and over- utilization. Non-utilization

occurs when a facility is not put into use at all. When a facility is not used

in its full capacity, under utilization occurs. There is over- utilization when

a facility is used more than its capacity. These degree of utilization

constitute a waste of resource and counter productive. On the other hand

26
 maximum utilization occurs when facilities are put into effective usage in

line with the primary objectives. Optimum utilization occurs when

facilities are used for many purposes by the school and members of the

community.

Resources put into maximum and optimum usage are not wasted. They are

likely to enhance achievement of educational objectives.

Olagunju (2010) states that the process of managing and organizing

resources is called resource utilization. The utilization of resources in

teaching brings about fruitful learning since it stimulate student sense as

well as motivating them Olagunju (2010).

Akaro (2005) and Eze (2002) held that resources can only be

utilized when they are available and that there should be invested in this

wise in educational institutions for proper utilization of materials resources

and skills for effective teaching of science. The facilities should be

provided in quality and quantity in science, technical and mathematics

classroom for effective teaching and learning process (Umeoduagu, 2006).

3. Maintenance of school facilities.

Facilities tends to depreciate as soon as they are provided and put into use.

Therefore, there is need for maintenance through repair and serving of

components in order to restore their physical condition and sustain their

working capacity. Maintenance enhances performance and durability. It is

also prevent wastages.

27
 There are preventive, corrective, breakdown and shutdown

maintenance sources (Adeboyeje, 2000).

Preventive maintenance occurs regularly by checking and

rechecking the available facilities and taking necessary measures to

prevent mal functioning or non-functioning a particular facility. Prevention

is not only better: it is also cheaper than any other measures, it is proactive

in nature corrective maintenance involves reactivation or replacement of

facilities in order to normalize their performance. When a facility or

equipment breaks down completely, a major repair or replacement may be

needed.

4. Improvement of facilities

Apart from depreciation, facilities tend to be out dated as a result of

changing needs of the society which necessitate a change in school

curriculum (Frank 2006). In this regard, facilities will need to be

improved different period. Improvement of facilities implies alteration or

modification of facilities to suit a new demand, new situation or

programme, whenever there are changes in any part of the education

system, the existing facilities will require modification or replacement.

Creating interest in student:

As educators, we know that giving an interest and strong background in

science and technology is vital for our student’s success. Creating interest refers

to the degree to which the student pursue goals with commitment and takes pride

28
in accomplishment (Lenclech, 2010), several facilities and methods have been

identified as a means of arousing or motivating students. Savory (1958), added

that a well planted and imaginative use of visual aids in lesson should do much to

beamish apathy, supplement inadequacy of books as well as arouse student

interest by giving them something practical to see and do, and at the same time

helping to train them to think things out themselves. It has been reported that

inquiry based strategies are intended to increase student. Inquiry is the basis

building block for science education for elementary schools (Bee, 2011). Inquiry

uses skills that are active, persistent and based on a person’s knowledge and is

vibrant approach to learning that involves exploration, questioning, making

discovers and testing discoveries to search for a new understanding (Lemlech,

2010). The five E/instructional model is used to create or develop interest in

student and this involves five phases that begin with the letter E- engage, explore,

explain, elaborate and evaluate. The National Science Teacher Association

(NSTA) also supports curriculum incorporating inquiry for student.

Interest of student in a subject can be developed and interest in certain

subject affects student performance (Lemhech, 2010).

In summary, several factors have been recognized as a prominent factor

affecting student achievement or performance. The influence of school facilities

as one of those factors affecting student’s achievement

cannot be over-emphasized, therefore, availability of these facilities in adequate

quality and quantity is capable of enhancing students academic achievement. The

29
facilities have to be properly managed in order to be able to contribute positively

to achievement of educational objectives.

30
 CHAPTER THREE

3.0 RESEARCH METHODOLOGY

The purpose of this study was to investigate the influence of facilities on

student’s achievement in biology in secondary schools in Akoko North East local

Government area of Ondo State. This chapter will be discussed under the

following sub-heading,

-Research Design

-Population

-Sample and sampling technigues

-Research instrument

-Validity of the instrument

-Reliability of the instrument

-Date collection

-Date Analysis

Research Design

The research design to be used for this study is descriptive survey design .The

researches aim at examining possible connection between school facilities and

student achievement.

Population

The population of this study consists of students in secondary school within

Akoko North East Local Government, Ondo State.

31
A random sampling secondary school in this area was made and the following

schools were selected.

i. Victory college, Ikare –Akoko

ii. comprehensive high school , Ikare-Akoko

iii. Ugbe community high school ,ugbe-Akoko

iv. Anglican grammar school ,Ikare-Akoko

v. Comprehensive high school

The sample comprises of two hundred (200) student chose from the five

secondary schools that was selected. Forty (40) students of s.s.1-s3 classes were

chosen from each of the school.

Research instrument

The instrument used for this study was questionnaire .The questionnaire is

divided into two sections A and B. Section A deal with the personal data of the

students which include name, class, age and name of school .Section B deals with

the questions.

Validity of the instrument

The validity of the instrument was ascertained by the researcher’s

supervisor.

The supervisor scrutinized the questionnaire and made necessary correction and

modification before the questionnaire was approved for administration.

32
Reliability of the instrument

The test-retest method was used in determining the reliability of the

instrument initial test and retest was done at the interval of two (2) week.

Procedure for data collection

The researcher took permission from the school authority after which the

questionnaires was administered on the student .The student were informed of the

purpose of the study and what is required of them in order to ensure adequate and

truthful responses ..After completion, the questionnaires were returned to the

researcher. Information given by the respondents was treated with almost

confidentiality.

Procedure for Data Analysis

The data collection was tested and analyzed using different statistical tools which

include correlation, ANOVA and Regression.

33
 ADEKUNLE AJASIN UNIVERSITY, AKUNGBA-AKOKO

DEPARTMENT OF SCIENCE AND TECHNICAL EDUCATION,

FACULTY OF EDUCATION

Dear respondent, this study focuses attention on the influence of school

facilities on the student’s achievement in biology in secondary schools.

The information require from you is for the purpose of this research only and has

nothing to do with you as an individual or your school. Your sincere response is

therefore solicited.

SECTION A

Personal Data

Fill in the information about yourself

1 Name of school…………………………………………………………………

2 Class…………………………………………………………………………….

3 Sex………………………………………………………………………………

SECTION B

Instruction: please kindly the boxes to indicate applicable option. Below are
the option and their abbreviations
Strongly Agree –S A

Agree -A

Strong disagree -S D

Disagree -D

SA A SD D

34
1. My school have no well –equipped

laboratory and library

2. My school has no enough classrooms

compared to the number of students in our

class.

3. The laboratory in my school is well

equipped

4. The science laboratory equipment and

apparatus are obsolete

AVALIBILITY

5. There is electricity supply in my school

6. I C T Facilities are provided in my school

7. My school buildings and classrooms are

dilapidated

8. Government provides find for procuring and

maintaining the facilities in my school

UTILIZATION

9. I visited the library during my leisure time.

10. There is restricted access to my library

11. Teacher do not use available facility for

teaching

35
12. Mutilation and defacing of library books is

a common practice among students in my

school

13.

14. The science laboratory equipment and

apparatus are absolute.

MANAGEMENT

15. My teacher lacks the technical know-how to

operate some equipment

16. Damaged facilities in my school are

abandoned and not replaced.

17. Textbook in the library are outdated.

18. Does government sent inspectors on regular

basis to inspect school facilities.

36
 CHAPTER FOUR

4.0 DATA PRESENTATION AND ANALYSIS

4.1 INTRODUCTION

The research results are presented and discussed in this chapter. The data

obtained using the questionnaire were converted into numerical data on coding

sheet for ease of analysis, through the use of SPSS (Statistical Package for Social

Sciences). The results were arrived at by subjecting the raw data to statistical

analysis (also through the use of SPSS), which led to inferences that were made

in the study, the basis for which for which the summary for the study were

obtained, and for which conclusions and recommendation were made.

This chapter does not only present the results as they are, but goes further

to discuss what their meanings are, that is, the results obtained were interpreted.

This section presents the data gathered and the results obtained in order to make

informed decisions. The results were obtained and interpreted in order for

inference to be made. The numbers of questionnaires administered were 200

which were properly filled and duly returned.

37
4.2 DEMOGRAPHIC CHARACTERISTICS OF RESPONDENTS
TABLE 4.2.1 Sex distribution Of respondents
Cumulative
Frequency Percent Valid Percent Percent
ValidMale 120 60 60 60
Female 80 40 40 100
Total 200 100.0 100.0
SOURCE: FIELD SURVEY, 2015

From table 4.2.1 above, 120(60%) respondents were male, while the remaining

80 (40%) were female. This shows that male respondents are more than their

female counterpart with respect to sex.

TABLE 4.2.2 Class of respondents

Cumulative
Frequency Percent Valid Percent Percent
Valid SS1 108 54 54 54
SS2 64 32 32 86
SS3 28 14 14 100

Total 200 100.0 100.0

SOURCE: FIELD SURVEY, 2015

From the table 4.2.2, the respondents that were in SS1 were 108 (54%) while

those in SS2 were 64 (32%) and respondents who were in SS3 were 28 (14%).

38
4.3 ANALYSIS OF DATA OBTAINED FROM RESPONDENTS
TABLE 4.3.1

S/N STATEMENTS SA A D SD TOTAL

F % F % F % F % F %
1. My school has no well-equipped 70 35 60 30 45 22.5 35 17.5 200 100
laboratory and library
2. My school has no enough 44 22 38 19 60 30 58 29 200 100
classrooms compared to the
number of students in our class
3. The laboratory in my school is 48 24 45 22.5 70 35 37 18.5 200 100
well-equipped
4. The science laboratory 80 40 48 24 50 25 22 11 200 100
equipment and apparatus are
obsolete

From the table above, it can be seen that in response to the statement “My school

has no well-equipped laboratory and library”, 70(35%) of the respondents

strongly agreed while 60(30%) agreed. However, 45 (22.5%) disagreed to this

while 35 (17.5%) of the students strongly disagree with this claim. This shows

that majority of the respondents disagree with the claim that their schools have

well-equipped laboratories and libraries.

In response to the statement “My school has no enough classrooms

compared to the number of students in our class”, 44 (22%) of the respondents

strongly agreed while 38(19%) agreed. However, 60 (30%) disagreed to this

while 58 (29%) of the students strongly disagree with this claim. This shows that

majority of the respondents agree that their school has enough classrooms

compared to the number of students in our class.

In response to the statement “The laboratory in my school is well-

equipped”, 48 (24%) of the respondents strongly agreed while 45(22.5%) agreed.

39
However, 70 (35%) disagreed to this while 37 (18.5%) of the students strongly

disagree with this claim. This shows that majority of the respondents disagree

that the laboratory in their schools are well-equipped.

In response to the statement “The science laboratory equipment and

apparatus are obsolete”, 80 (32%) of the respondents strongly agreed while

48(24%) agreed. However, 50 (25%) disagreed to this while 22 (11%) of the

students strongly disagree with this claim. This shows that majority of the

respondents agree that the science laboratory equipment and apparatus are

obsolete.

40
TABLE 4.3.2
S/N STATEMENTS SA A D SD TOTAL
F % F % F % F % F %
1. There is electricity supply in my 62 31 61 30.5 44 22 33 16.5 200 100
school
2. ICT facilities are provided in my 44 22 48 24 80 40 28 14 200 100
school

3. My school buildings and 30 15 39 19.5 70 35 61 30.5 200 100

classrooms are dilapidated.
4. Government provides fund for 60 30 58 29 50 25 32 16 200 100
procuring and maintaining the
facilities in my school.

From the table above, it can be seen that in response to the statement “There is

electricity supply in my school”, 62(31%) of the respondents strongly agreed

while 61(30.5%) agreed. However, 44 (22%) disagreed to this while 33 (16.5%)

of the students strongly disagree with this claim. This shows that majority of the

respondents agree that there is electricity supply in their school.

In response to the statement “ICT facilities are provided in my school”, 44 (22%)

of the respondents strongly agreed while 48(24%) agreed. However, 80 (40%)

disagreed to this while 28 (14%) of the students strongly disagree with this claim.

This shows that majority of the respondents disagree that ICT facilities are

provided in their school.

In response to the statement “My school buildings and classrooms are

dilapidated”, 30 (15%) of the respondents strongly agreed while 39(19.5%)

agreed. However, 70 (35%) disagreed to this while 61 (30.5%) of the students

strongly disagree with this claim. This shows that majority of the respondents

agree that their school buildings and classrooms are not dilapidated.

41
In response to the statement “Government provides fund for procuring and

maintaining the facilities in my school”, 60 (30%) of the respondents strongly

agreed while 58(29%) agreed. However, 50 (25%) disagreed to this while 32

(16%) of the students strongly disagree with this claim. This shows that majority

of the respondents agree that government provides fund for procuring and

maintaining the facilities in their school.

TABLE 4.3.3
S/N STATEMENTS SA A D SD TOTAL
F % F % F % F % 200 100
1. I visit the library during my 84 42 60 30 41 20.5 15 7.5 200 100
leisure time
2. There is restricted access to my 40 20 38 19 65 32.5 57 28.5 200 100
library
3. Teachers do not use available 68 34 50 25 48 24 34 17 200 100
facility for teaching.
4. Mutilation and defacing of 16 8 34 17 78 39 72 36 200 100
library books is a common
practice among students in my
school.

From the table above, it can be seen that in response to the statement “I visit the

library during my leisure time”, 84(42%) of the respondents strongly agreed

while 60(30%) agreed. However, 41 (20.5%) disagreed to this while 15 (7.5%) of

the students strongly disagree with this claim. This shows that majority of the

respondents agree that they visit the library during their leisure time.

In response to the statement “There is restricted access to my library”, 40 (20%)

of the respondents strongly agreed while 38(19%) agreed. However, 65 (32.5%)

disagreed to this while 57 (28.5%) of the students strongly disagree with this

42
claim. This shows that majority of the respondents disagree that there is restricted

access to their school library.

In response to the statement “Teachers do not use available facility for teaching”,

68 (34%) of the respondents strongly agreed while 50(25%) agreed. However, 48

(24%) disagreed to this while 34 (17%) of the students strongly disagree with this

claim. This shows that majority of the respondents agree that their teachers do not

use available facility for teaching.

In response to the statement “Mutilation and defacing of library books is a

common practice among students in my school”, 16(8%) of the respondents

strongly agreed while 34(17%) agreed. However, 78 (39%) disagreed to this

while 72(36%) of the students strongly disagree with this claim. This shows that

majority of the respondents disagree that Mutilation and defacing of library

books is a common practice among students in their school.

TABLE 4.3.4
S/N STATEMENTS SA A D SD TOTAL
F % F % F % F % F %
1. My teacher lacks the technical 50 25 41 20.5 53 21.5 56 28 200 100
know-how to operate some
equipment.
2. Damaged facilities in my 85 42.5 51 20.5 37 18.5 27 13.5 200 100
school are abandoned and not
replaced.
3. Textbooks in the library are 87 43.5 40 20 45 22.5 28 14 200 100
outdated
4. Government does send 29 14.5 37 18.5 69 34.5 65 32.5 200 100
inspectors on regular basis to
inspect school facilities.

From the table above, it can be seen that in response to the statement “My teacher

lacks the technical know-how to operate some equipment”, 50(25%) of the

43
respondents strongly agreed while 41(20.5%) agreed. However, 53 (21.5%)

disagreed to this while 56(28%) of the students strongly disagree with this claim.

This shows that majority of the respondents agree that their teachers have the

technical know-how to operate some equipment.

In response to the statement “Damaged facilities in my school are abandoned and

not replaced”, 85 (42.5%) of the respondents strongly agreed while 51(20.5%)

agreed. However, 37 (18.5%) disagreed to this while 27 (13.5%) of the students

strongly disagree with this claim. This shows that majority of the respondents

agree that Damaged facilities in their schools are abandoned and not replaced.

In response to the statement “Textbooks in the library are outdated”, 87 (43.5%)

of the respondents strongly agreed while 40(20%) agreed. However, 45 (22.5%)

disagreed to this while 28 (14%) of the students strongly disagree with this claim.

This shows that majority of the respondents agree that Textbooks in their library

are outdated.

In response to the statement “Government does send inspectors on regular basis

to inspect school facilities”, 29(14.5%) of the respondents strongly agreed while

37(18.5%) agreed. However, 69 (34.5%) disagreed to this while 65(32.5%) of the

students strongly disagree with this claim. This shows that majority of the

respondents agree that Government does not send inspectors on regular basis to

inspect school facilities.

TABLE 4.3.5
S/N STATEMENTS SA A D SD TOTAL
F % F % F % F % F %

44
 1. I perform excellently well in 40 20 42 21 58 24 50 25 200 100
my biology exams.
2. Biology is a very difficult 49 24.5 40 20 55 22.5 47 23.5 200 100
subject; only extra-ordinary
students can pass it.
3. I score High in most biology 39 19.5 42 21 55 27.5 64 32 200 100
practical exams

From the table above, it can be seen that in response to the statement “I perform

excellently well in my biology exams”, 40(20%) of the respondents strongly

agreed while 42(21%) agreed. However, 58 (24%) disagreed to this while

50(28%) of the students strongly disagree with this claim. This shows that

majority of the respondents disagree that they perform excellently well in my

biology exams.

In response to the statement “Biology is a very difficult subject; only extra-

ordinary students can pass it”, 49 (24.5%) of the respondents strongly agreed

while 40(20%) agreed. However, 55 (22.5%) disagreed to this while 47 (23.5%)

of the students strongly disagree with this claim. This shows that majority of the

respondents disagree that Biology is a very difficult subject: that not only extra-

ordinary students can pass it.

In response to the statement “I score High in most biology practical exams”, 39

(19.5%) of the respondents strongly agreed while 42(21%) agreed. However, 55

(27.5%) disagreed to this while 64 (32%) of the students strongly disagree with

this claim. This shows that majority of the respondents disagree that they score

High in most biology practical exams.

45
4.4 TESTING OF HYPOTHESES

This section aims at testing the hypotheses formulated for this study. The
significance of these tests is to validate the hypotheses that are found to be true
and therefore accept them. On the other hand, those hypotheses which are untrue
would be rejected. As earlier indicated in the previous chapter, regression
analysis and also correlation analysis would be used in testing the hypotheses.
4.4.1 AVAILABILITY OF SCHOOL FACILITIES AND STUDENTS
ACHIEVEMENT IN BIOLOGY
Ho: availability of school facilities will not significantly influence students’
achievement in biology.
Operation: perform a regression analysis of the dependent variable (student
achievement in biology) on the independent variable (availability of school
facilities).
Table 4.4.1.1 Model Summary
Adjusted R Std. Error of the
Model R R Square Square Estimate
1 .663a .440 .429 .76828

The above Model Summary table reveals the correlation coefficient (0.663)
which shows the direction and strength of relationship that exists among the
variables. In this case, there is a strong positive correlation between the two
variables.
Also, the table shows the R2 value (0.440) which specifies the amount of
variation in the dependent variable which can be explained by the independent
variable. In this case, 44% of the variations in students’ achievement in biology
can be explained by availability of school facilities.

46
Table 4.4.1.2 ANOVA
Sum of
Model Squares Df Mean Square F Sig.
1 Regression 25.465 1 25.465 43.143 .000a
Residual 32.464 55 .590
Total 57.930 56

In this second table, the focus is on the F-statistic and its significance. By
computing this statistic, we test the null hypothesis that ‘’the explanatory variable
(availability of school facilities) does not help explain variation in students
achievement in biology.’’
The information to pay attention to here is the probability shown as “Sig.” in the
table. If this probability is below 0.05, we conclude that the F-statistic is large
enough so that we can reject the null hypothesis that ‘’ the explanatory variable
(availability of school facilities) does not help explain variation in students’
achievement in biology. This test is like a test of significance of the R2.
An F-ratio of 43.143 was derived. This is highly significant as the p-value (0.000)
is less than 0.05.
Table 4.4.1.3 Coefficientsa
Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) .215 .392 .550 .585
Availabily of .731 .111 .663 6.568 .000
facility

The coefficients table reveals the results of the analysis. The unstandardized
coefficients–B column states the regression line, that is, Y= 0.215+ 0.731X. The
slope of the regression line or the regression coefficient of 0.731 shows that a
unit increase in the level of availability of school facilities will lead to 74.6% rise
in students’ achievement in biology.

47
DECISION: Based on the above results, we reject the null hypothesis which
states availability of school facilities will not significantly influence students’
achievement in biology and therefore accept the alternative hypothesis that
availability of school facilities will significantly influence students’ achievement
in biology.

4.3.2 ADEQUACY OF SCHOOL FACILITIES AND STUDENT

ACHIEVEMENT IN BIOLOGY
Ho: adequacy of school facilities will not significantly influence students
achievement in biology.
Operation: perform a correlation analysis to determine the direction and
strength of the relationship between the variables.
TABLE 4.3.2 CORRELATIONS
Student achievement Adequacy of school
In biology facilities
Student Pearson correlation 1 .874
achievement Sig(2-tailed) .000
In biology 200 200
N

Adequacy Pearson correlation .874 1

of school .000
facilities Sig(2- 200 200
tailed)

**. Correlation is significant at the 0.05 level (2-tailed)

The table above shows the relationship that exists between adequacy of school
facilities and students’ achievement in biology. The Pearson product-moment
correlation coefficient is 0.773. This shows that there is a strong positive
relationship between adequacy of school facilities and students’ achievement in
biology. This relationship is found to be significant as the p-value 0.000 is less
than 0.05.

48
This implies adequacy of school facilities does significantly influence students’
achievement in biology
DECISION: Based on the above results, we reject the null hypothesis which
states that adequacy of school facilities will not significantly influence students’
achievement in biology and therefore accept the alternative hypothesis that
adequacy of school facilities will significantly influence students’ achievement in
biology.

49
4.3.3 MANAGEMENT OF SCHOOL FACILITIES AND STUDENTS
ACHIEVEMENT IN BIOLOGY.
Ho: management of school facilities will not significantly influence
students’ achievement in biology.
Operation: perform a correlation analysis to determine the direction and
strength of the relationship between the variables.
TABLE 4.3.3 CORRELATIONS
Student achievement Management of school
In biology facilities
Student Pearson correlation 1 .773
achievement Sig(2-tailed) .000
In biology 200 200
N

Management Pearson .773 1

correlation .000
of school 200 200
facilities Sig(2-
tailed)

**. Correlation is significant at the 0.05 level (2-tailed)

The table above shows the relationship that exists between management of school
facilities and students’ achievement in biology. The Pearson product-moment
correlation coefficient is 0.773. This shows that there is a strong positive
relationship between management of school facilities and students’ achievement
in biology. This relationship is found to be significant as the p-value 0.000 is less
than 0.05.
This implies management of school facilities does significantly influence
students’ achievement in biology
DECISION: Based on the above results, we reject the null hypothesis which
states that management of school facilities will not significantly influence
students’ achievement in biology and therefore accept the alternative hypothesis

50
that management of school facilities will significantly influence students’
achievement in biology.

4.3.4 UTILIZATION OF SCHOOL FACILITIES AND STUDENTS

ACHIEVEMENT IN BIOLOGY.
Ho: utilization of school facilities will not significantly influence students’
achievement in biology.
Operation: perform a correlation analysis to determine the direction and strength
of the relationship between the variables.
TABLE 4.3.3 CORRELATIONS
Student achievement Utilization of school
In biology facilities
Student Pearson correlation 1 .678
achievement Sig(2-tailed) .000
In biology 200 200
N

Utilization Pearson correlation .678 1

of school .000
facilities Sig(2- 200 200
tailed)

**. Correlation is significant at the 0.05 level (2-tailed)

The table above shows the relationship that exists between utilization of school
facilities and students’ achievement in biology. The Pearson product-moment
correlation coefficient is 0.678. This shows that there is a strong positive
relationship between utilization of school facilities and students’ achievement in
biology. This relationship is found to be significant as the p-value 0.000 is less
than 0.05.
This implies management of school facilities does significantly influence
students’ achievement in biology
DECISION: Based on the above results, we reject the null hypothesis which
states that utilization of school facilities will not significantly influence students’

51
achievement in biology and therefore accept the alternative hypothesis that
utilization of school facilities will significantly influence students achievement in
biology.

4.5 DISCUSSION OF RESULTS

This discussion segment will be based on the results gotten above, the
objectives of the study, and the studies that agreed with these findings.
Hypothesis one was formulated to determine if the availability of school
facilities will significantly influence students’ achievement in biology. From the
results of the regression analysis performed to achieve this objective, it was
discovered that availability of school facilities does significantly influence
students’ achievement in biology. This is consistent with the findings of Balogun
(2004), Akinfolarin (2006), Ayodele (2000), and Vandiver (2004) among others.
Hypothesis two was formulated to determine if the adequacy of school
facilities will significantly influence students’ achievement in biology. The result
of the correlation analysis performed to achieve this objective shows that
adequacy of school facilities does significantly influence students’ achievement
in biology. This is consistent with the findings of Adesola (2008)
Hypothesis three was formulated to determine if the management of school
facilities will significantly influence students’ achievement in biology. The result
of the correlation analysis performed to achieve this objective shows that
management of school facilities does significantly influence students’
achievement in biology. This is consistent with the findings of Cirfat and Zumyil
(2000), Ivowi (2000), among others.
Hypothesis four was formulated to determine if the utilization of school
facilities will significantly influence students’ achievement in biology. The result
of the correlation analysis performed to achieve this objective shows that
utilization of school facilities does significantly influence students’ achievement

52
in biology. This is consistent with the findings of Olagunju (2010), Akaro (2005)
and Eze (2002), among others.

53
 CHAPTER FIVE

5.0. SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter contains summary of the study findings, conclusion drawn

from the findings and recommendation.

Summary

This was carried out to find out the influence of school facilities on

students’ achievement in Biology in secondary school in Akoko North East Local

Government area of Ondo Sate with the view of findings out whether there is a

positive relationship between school facilities and student’s achievement in

Biology.

Descriptive survey design was employed in this study. The population of

the study consists of schools in Akoko North East Local Government area of

Ondo State. Random sampling method was used to select 200 students from five

schools chosen for this study. Questionnaire was used as instrument. The data

was collected and analyzed using correlation, regression and simple percentage.

The result obtained shows the school facilities greatly affects student academic in

Biology.

CONCLUSION

Based on the research findings and data analysis, the researcher was able to

conclude that school facilities constitutes on integral part of the education system.

Schools facilities have a positive effect on student academic achievement in

54
Biology. Availability of the facilities in adequate quality and quantity is capable

of enhancing achievement of educational goals

RECOMMENDATION

From the foregoing, the following recommendations are worthy of note:

i. Relevant and adequate facilities must be supplied to schools at the right

time. The Government and other stakeholders should set aside

substantial amount of money for provision of such facilities.

ii. The ministry of Education should not register schools which operate

without a science laboratory until all the necessary laboratory

requirement are met by school management.

iii. Only qualified and competent teacher should be employed to teach

biology student so that there can be maximum utilization of facilities to

enhance academic achievement

55
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