1.1 Background to the study
Improving educational performance is high on the list of nation, state and local policy formulators or makers. This is so because Nigerian society, like other societies in the world accord utmost importance to education, which is recognized as the greatest investment that can bring about economic, political and human capital development. Education can also be used to enhance the unity of the country. Education and policy makers both at National and state levels focus more on other aspects of education, such as curriculum reform especially in science subjects, accountability, teacher quality etc. Paying attention to school conditions that affect teaching and learning. One of these conditions is the provision of conducive teaching and learning environment (Sulaiman, 2008).
Bucher (1997) sees school environment as the physical materials surrounding the school and the surrounding influences which affect the growth, development and existence of both the students and their teachers. These include the degree of over crowding, the availability and the adequacy of both infrastructural facilities and instructional materials and psychological factors such as indoor our quality, the thermal comfort, classroom lighting, noise level, portable drinking water and safe school environment. Adegun (1999) stresses that the success of any educational programme and improvement in standards depend on the effectiveness of teachers as one of school environmental factors influencing teaching and learning of basic science in secondary schools.
1.3 Purpose of the Study
The study was set out to examine school environment and its impact on effective teaching and learning basic science and achievement of students in junior secondary schools specifically this study will look into:
- The impact of infrastructural facilities on JSS students achievement in basic science
- The qualities of teachers as one of school environmental factors
- The location of school as one of the impact of school environment on students
- Impact of conducive classroom environment on the teaching and learning of basic science in junior secondary schools.
1.4 Research Hypotheses
Ho1: There is no significant relationship between the teachers effectiveness and junior secondary school students achievement in basic science
Ho2: There is no significant relationship between the school location and JSS student achievement in Basic science.
Ho3: there is no significant relationship between the conducive classroom environment and effective teaching and learning of basic science on the achievement of junior secondary schools students.
Ho4: There is no significant relationship between the availability of infrastructural facilities and effective teaching and learning of basic science on the achievement of junior secondary school students.
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