ABSTRACT
This study evaluated the environmental factors on teaching and learning process of adults learners in Yetfund skill development centre Abeokuta. One hundred respondents were used, ten from carpentry, one from bricklayer, twenty six from Tailoring, twenty six from Hair Dressing, ten from Catering, two from Decoration, four from Bead making, one from welding, nine from Make-up, six from trading, and five from elect/elect respectively. Random sampling techniques was used for the study and the data collected was analysed using simple percentage, the findings of the study show that environment have great impact in teaching learning process of adult learners. Based on the findings and conclusions, it is recommended among others that the government and other stakeholders in charge of literacy programme must provide acoustics for the learner bearing in mind that adult learners have different problems such as learning efficiency.
Chapter One
Introduction
1.1 Background to the problem
Environment could be described as the sum total of what is around something or someone. It includes living things and natural forces. The environment of living things provides conditions for development and growth, as well as danger and damage; as living things do not simply exist in their environment, they constantly interact with it. Organisms change in response to conditions in their environment and the environment consists of the interactions among plants, animals, soil, water, temperature, light and to other living and non-living things (Ajayi, 2001 and Oluchukwu, 2000).
Hence the word environment is used to talk about many things by people in different fields of knowledge (like history, geography or biology) use the differently). An electromagnetic environment is the various radio waves that equipment such as radio and reader can meet. Galactic environment refers to condition between the stove.
It is universally accepted, that education enables individuals to contribute to the development and improvement in the quality of life for themselves, their communities and the nation as a whole.
The school environment refers to factors within the school that influence the teaching-learning process. The school environment includes classrooms, library, technical workshops, teachers’ quality, teaching methods, peers, among others variables that can affect the teaching–learning process (Ajayi 2001). The extent to which pupils learn could be enhanced depending on what the school environment provides to the learners and the teacher.
It is believed that a well planned school will gear up expected outcomes of education that will facilitate good social political and economic emancipation, effective teaching-learning process and academic performance of pupils. Relating this study to international occurrences are the assertions of Williams, Persaud and Turner (2008) quoting Marsden (2005) which reported that safe and orderly classroom environment, school facilities were significantly related to students academic achievement in schools.
In developed countries like the United Kingdom and the Unites States of America, teaching and learning may not be affected by similar challenges as in the developing countries. As the developing countries talk of awareness and wastage due to illiteracy of the parents, the developed countries have concentrated in funding their education without fear of any wastage or poor enrolment (MOEST: Report on Sector Review and Development, 2003).
In New York, the government has put up measures to ensure all schools have all the required physical facilities, instructional materials among others variables that may lead to effective teaching-learning process. Instructional materials are a major component in the process of teaching and learning and textbooks are often the most cost effective means of improving academic achievement and increasing the efficiency of schools (Psachropoulous&Woodhall, 1995).
In the developing countries, poor learning environments have always been identified as key factors that lead to poor performance in public primary schools (UNICEF, 2003). This is due to overstretching of the available resources due to increased enrolment. In Uganda, physical characteristics of the school have a variety of effects on the teachers, pupils and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms and inconsistent temperatures make teaching-learning process difficult. Poor maintenance and ineffective ventilation systems lead to poor health among the pupils and higher absentee rates among pupils (Frazier, 2002 Lyons, 2001 and Ostendorf, 2001).
Beyond the direct effects that poor facilities have on pupils’ ability to learn, the combination of poor facilities which creates uncomfortable and uninviting workplace for the teachers combined with frustrating behaviour by the pupil including poor concentration also have an effect on the teaching learning process. The situation is not any different here in Kenya where several schools suffer due to lack of or inadequacy of physical facilities and instructional materials (UNICEF, 2003). Unless schools are adequately provided with physical facilities and instructional materials, effective teaching and learning may not take place.
Class size has also been an issue that affects the teaching-learning process in most schools in the developing countries. In Kenya, since the inception of Free Primary Education (FPE), there has been increased enrolment which leads to overcrowding in classrooms making the work of the teacher difficult since he/she cannot easily move around in the classroom (Wabuoba, 2011) quoted in Chuma (2012)
The school administration is a crucial factor in the success of a school. The head teacher should be in a position to ensure that all factors within the school that make the school environment favourable for teaching-learning process be put in place to ensure quality standards are maintained. The Education Act of 1968 stipulates that the head teacher is responsible for overall management, control and maintenance of standards in the schools and is accountable for all that happens in the school. He is charged with the duty of planning, organizing, staffing, coordinating, reporting and budgeting (Okumbe, 2001). Teaching-learning process can be measured through assessment that is done to students using continuous assessment tests (CATS), standardized examination.
In Lower Nyokal division school environmental factors such as availability of instructional materials, availability of physical facilities, class size and school location are factors within the school that may affect the teaching-learning process in Homa-Bay district. Effective teaching-learning process may not take place when rate of repetition, drop out and absenteeism seems to be high in the division and this affects performance of learners.
In psychology and medicine a persons environment is the people physical things, places and events that the person lives with. The environment affects the persons behaviour. It affects the persons body, mind and heart (Goliber 2003). Discussions on nature versus nuture are sometimes framed as heredity versus environment. The earth is the only planet in the solar system that support life. In biology and ecology the environment is all of the natural materials and living things including sunlight. This is also called the natural environment. Some people call themselves environmentalists and these people think we must protect the environment (to keep it safte). They think people should not put so much pollution (waste) into the environment. The important things in the environment that we value are called sunlight, and forests. These are renewable natural resources because more grows naturally when we use them. Non-renewable natural resources are important things in the environment that do not come back naturally, for example coal and natural grass (Banning 2001).
Furthermore, the extent to which learner learning could be enhanced depend on the location within the school compound, the structure of the classroom, availability of instructional facilities and access ones. It is believed that a well planned school will gear up expected outcome of education that will facilitate good social, political and economic emancipation, effective teaching and learning process and academic performance of the learners.
1.2 Statement of the problem
One of the factors that effects academic performance is school environment location or site of the school. This is so because in a situation whereby the school is sited in a noisy area like airport, where activities disrupt the teaching or learning of the adult. One will not expect such adult learners in this area to be doing well academically. Onkwo (2004) in his note says that a conducive environment enhances a learnersgrowth and development. Learners feel happy in a peaceful and friendly environment where as schools sited in noisy urban streets are associated with deficits in mental concentration leading to pupils poor performance.
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