CHAPTER ONE

INTRODUCTION
1.1 Background to the Study
The school plant, which encompasses the physical infrastructure, educational
resources, recreational areas, safety measures, and overall aesthetics of a school, has
long been recognized as a significant factor in shaping students' academic performance.
The physical environment in which students learn plays a crucial role in their
educational experiences, engagement levels, and academic achievements. Therefore,
studying the relationship between the school plant and academic performance is
essential for understanding how schools can create an optimal learning environment,
Odupurokan (2011).
Numerous studies have examined the impact of the school plant on students'
academic performance. These studies have identified several key factors that contribute
to this relationship. First and foremost, the availability and adequacy of instructional
facilities and resources directly influence students' access to quality education. Schools
with well-equipped classrooms, libraries, laboratories, and other educational resources
provide students with the tools necessary for effective learning and comprehension of
academic concepts.
Moreover, the physical condition and maintenance of school buildings and
facilities also play a role in student performance. Dilapidated infrastructure, inadequate
lighting, poor ventilation, and insufficient seating arrangements can create discomfort
and distractions, hindering students' ability to concentrate and learn effectively. On the
other hand, well-maintained and aesthetically pleasing environments can enhance
students' motivation, focus, and overall engagement in their academic pursuits.
Recreational areas within the school plant, such as playgrounds and sports
facilities, also contribute to academic performance. Physical activity and recreation
have been linked to improved cognitive function, concentration, and overall well-being,
which can positively impact students' academic achievements. Schools that provide

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ample opportunities for physical activity and recreation foster a healthy and balanced
learning environment.

Safety and security measures are vital components of the school plant that
contribute to students' academic performance. Schools with robust safety protocols,
emergency preparedness, and a secure learning environment create a sense of security
among students, allowing them to focus on their studies without distractions or fear.
Understanding the relationship between the school plant and academic
performance is crucial for educational policymakers, school administrators, teachers,
and other stakeholders. By recognizing the significance of the school plant in
influencing students' academic achievements, education systems can allocate resources
and implement strategies to enhance the physical environment of schools. This may
include infrastructure development and maintenance, provision of educational
resources, improvement of safety measures, and the creation of stimulating and
conducive learning spaces, Odupurokan (2011).
Academic Achievement is the extent to which a students can tell that they have
been impacted by the teaching-learning process in the school. Symons (2018) indicated
many ways in which academic achievement influence students and stated that marks
earned in the examination make a tremendous difference to a student. Marks obtained
influence self esteem, which serve as a sign to show that the student drop out was liked
or disliked, and determined whether the student has to remain with classmates or
instead. Academic achievement indicate success or failure and they determine
promotion, indicate the probability of future success and influence parents' attitude
toward a particular student. Academic achievement help to determine whether a student
thought of himself as successful, smart or as a failure, an outcast, stupid or a nitwit.
Dictionary of Education by Carter (2009) defines academic achievement as the
knowledge attained or skills developed in the school subjects, usually determined by
test scores or marks assigned by teachers or both. Bhatnagar (2009) considers academic

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achievement of students as an aspect of their total behaviour. It is the product of the
interaction of the student, as an individual with his environment, namely school,
teachers and peers. Gupta & Kapoor (2019) have stated that academic achievement like
performance in other fields is not one-dimensional, but it is a multidimensional activity,
involving a number of phases.
Many researchers have found a positive correlation between academic
achievement and satisfaction attitudes. Most educators and researchers concede that the
relationship between the satisfaction, attitude and academic achievement is partially
reciprocal Bhatnagar et al (2016). These authors were of the opinion that considerable
initial time and effort should be spent in trying to increase the satisfaction of children in
education system.
Concept of academic achievement has being taken as: (1) the ability of the child
or the extent of his knowledge in a specific theoretical are. (2) attainment or success of
students in knowledge, skill and appreciations taught in schools. (3) Attainment in
examinations in academic field of disciplines taught at their academic level, (4) the
percentage of marks obtained in their academic subjects at the test examinations have
been taken as a measure of academic achievement. These type of Achievement are
concerned with Academic or Theoretical Subjects, inculcation of which results the all
round development of students. It has no concern with technical or professional
acquisition. Academic Achievement “high” or “low” takes into consideration mainly
socio and economic status of the family. In most democratic societies it has been
observed that families differ from on another not only in terms of culture but also in life
style, dwelling materialistic possession, occupation and education.
The importance of intellectual ability in academic achievement cannot be
defined, yet a large number of personality factors have been found to loom large in
Academic Achievement. Academic Achievement in general, refers to the degree or
level of success of proficiency, attained in some specific area, concerning scholastic or
academic work. Academic or Educational age, accomplishment quotient or achievement

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quotients are the most commonly used means to interpret the level of Academic
Achievement of students in a specific given subject matter.
Good (2019) defines Academic Achievement as the knowledge attained or skill
developed in the school subjects, usually designated by test scores or marks assigned by
the teachers.
According to Christian (2010) the word performance generally indicates the
learning outcome of the students. As a result of learning through different subjects, the
learning outcome changes the behaviour patterns of the students. Learning affects three
major areas of students namely Cognitive, Affective, and Psychomotor. According to
him, learning does not reach the same level in all three domains at a time. Students may
be at higher or lower level in any domain. Cognitive area is primarily concerned with
the intellectual growth of the individual. Growth in the area includes the acquisition of
basic intellectual skills, such as reading, ability to add and subtract, as well as learning
of facts, concepts and generalization. Bloom (2018) contends that cognitive domain
includes all those objectives which deal with the recall or recognition of knowledge and
development of intellectual abilities in the cognitive domain contains six major classes
namely, (1) Knowledge, (2) Comprehension, (3) Application, (4) Analysis, (5)
Synthesis, and (6) Evaluation. Achievement is generally used in Education. Industry,
civil service, clinical purposes and also for guidance & counselling for various
significant activities like as (1) Assignment of Grades, (2) Promotion to next class, (3)
Classification of individuals, (4) Counselling & Remedical Teaching, (5) Vocation
Guidance, (6) Measuring the effectiveness of Learning Situations, and (7) Selection of
Individuals.
School plants planning such as school site planning, instructional space
planning, administrative space planning, space of convenience planning and circulation
space planning are essential in teaching and learning process in the school system. The
extent to which, these spaces may enhance better teaching and learning depends on their
location, structure and facilities within the school premises. It is likely that well planned

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school plants in terms of location, structure and facilities will facilitate effective
teaching and learning process and enhance better learning outcomes of the students.
Odupurokan (2011) states that a well planned school plant will gear up expected
outcomes of education, that will facilitate good social, political and economic
emancipation; effective teaching and learning and academic performance of students.
Therefore it can be said that the school plant is an essential aspect of educational
planning because unless schools are well suited, buildings adequately constructed and
equipment adequately provided much teaching and learning may not take place.
Corroborating these, Mark (2002) and Ajayi (2007) maintained that high levels of
students’ academic achievement may not be guaranteed where instructional space such
as classrooms libraries, technical workshop and laboratories are lacking.
Olagboje (2018) sees school plant maintenance as any work carried out on any
component of the plant with a view to keeping it at good working condition. According
to Hinum (2019) the quality and durability of a building largely depend on the type and
level of servicing, repairs and the rate at which the needs and requirement change.
School facilities management involves keeping records of the facilities, supervising the
facilities, planning for the facilities, motivating students and students to participate in
facilities maintenance and evaluating the available facilities.
Good physical working condition in any occupation can have a positive impact
upon job effectiveness and morale. According to Ayodele (2000), it is difficult to
separate teaching effectiveness from school environment. Physical surroundings (school
plant) impact job satisfaction and hence job performance – teaching.
Bankole (2003) contends that the physical environment has been shown to play
a significant role in teaching effectiveness. Students agree that the facilities in which
they teach can deter the quality of their teaching, if the physical environment is
substandard. A student that teaches in a classroom with a projector and interactive
board will definitely be more effective than a student using black board (Chalk and
Talk).

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 It is important to note that while new students are needed to address retirement
and enrollment growth, more emphasis should be placed upon retaining the students
already employed. When students are retained, it boosts the learning attitudes and
behavior of students. Students learn better from students whom they have already
developed a bond or familiarity Bankole (2003).
School plant is very essential to achieving positive outcomes in the teaching –
learning process. The school plant is the pillar and support of all teaching and learning
activities. The site, size, arrangement and other aspects of the classroom, support
facilities such as labs, toilets and other equipment can either be welcoming or repulsive
to students and students alike. This simple fact has been noted to profoundly influence
the acts of teaching and learning, (Oyosola, 2007).
School plant comprises the site, buildings, play grounds, health facilities,
instructional materials and all forms of school equipment. It is the controlled
environments which facilitates teaching and learning process as well as protect the
wellbeing of the occupants. The main objective of a school plant is to satisfy
educational goals which have been predetermined by educational planners. A school
plant enhances better school programmes and the community needs by providing a
place for psychological and physical safety for students and teachers. It also enhances
the academic performance of students (Oyosola, 2007).
School plant includes the school site, medical facilities, instructional materials,
school laboratories, classroom facilities, recreational facilities among others. All these
are relevant in the teaching and learning process in a school system. This study is
focused on school site, medical facilities, infrastructural facilities instructional materials
and recreational facilities. The level at which these facilities may enhance conducive
teaching and learning depends on the location of structures and facilities within the
school environment. It is therefore, very likely that a well-planned school plant in terms
of location, structure and facilities will engender effective teaching and learning and
enhance academic performance of students. A comfortable and caring school plant

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contributes to students’ academic performance. The school plants have variety of
performance aspects on teachers, students and the learning process. Poor lighting, noise,
high level of carbon dioxide in classrooms and inconsistent temperatures make teaching
and learning difficult. Poor plants location and ineffective ventilation systems lead to
poor health among students and teachers. This could lead to poor academic (Mark,
2009).
According to Akpakwu (2012), a school plant should start and end with the
students and staff. This means that a school plant should be designed to satisfy the
physical and emotional needs of both students and staff. The physical need of staff and
students can only be met by ensuring safe structures, adequate sanitary facilities,
balanced visual environment, an appropriate thermal environment, a satisfactory
acoustic environment and sufficient accommodation for their work and relaxation. The
emotional needs of both staff and students can be met by creating conducive and
pleasant surroundings. A friendly and an inspiring school plant is capable of increasing
academic achievement of students.
It was observed that many secondary schools in Oyo state are not properly
planned, while the few that were planed have problems or are in obsolescence stages.
Several secondary schools had no libraries, and those that have were dilapidated. Very
few of them have dispensaries for first aid and bed rest, most especially in girls’ schools
because girls adolescence peculiarities. It is hardly to find restrooms (toilet) in some
schools, and where the toilets are found, in very bad conditions such as improper
maintenance and shortage or absence of water. A lot of the schools are situated in noisy
environments such as market places, motor pack, and industrial layout, neighbouring
these places mentioned hinders conducive environment for learning.
Classes becomes impediment to effective learning in some schools today due to
some reasons, these include over population, insufficient chairs and desks, proper
ventilation and so on.

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 Individual safety cannot be isolated from the school plant planning, as
mentioned above over population can elicit the safety of living in the school
environment. No matter how praiseworthy the school may be; well-planned, efficiently
equipped and decorated will not be patronage by the public if the safety of individual
and properties is not guaranteed. Therefore, every school should have fence and gate
that can be close or open at will.
The above mentioned obstacles are impediments to academic performance. This
research is aimed at assessing the status of secondary schools plants planning in local
government on the student academic performance. Meanwhile, effective learning and
high academic performance may not be achieved while school site planning,
instructional space planning such as classrooms, libraries, laboratories, teaching aids
and technical workshops were not properly planned and maintained. Further, this
research would list possible suggestions and recommendations on how to utilise and
maintain school plants more efficiently.
In this regard, academic achievement is the degree to which a student, teacher or
institution has achieved their short or long-term educational goals.
Usually, academic achievement is measured through examinations or continuous
assessments, although there is no general agreement on how achievement can be
evaluated. Additionally, there are many tentative results over which individual factors
successfully predict academic performance, components such as school plants,
sufficient equipment, facilities for learning, test anxiety, environment, motivation, and
emotions require consideration when developing models of school achievement.
At this juncture, school could be perceived as an institution of learning where
knowledge and skills are acquired. It is a formal organisation purposely designed and
organised for instruction. Nwokafor (2001) viewed school plant as the totality of all
things that make up a school system. Which include the physical and material facilities
such as sitting, buildings, school site, recreational places and all things in the
environment that facilitate learning in the school. In the same way, Irele (2003) and

8
Dimmock (2004) admitted that the school plants include the site, the building, the
equipment and this include the permanent constructions like classrooms, libraries,
laboratories, workshops etc. To ensure conducive environment, efficiency and
effectiveness for learning, school plant should be adequately maintain and properly
manage.
More so, school plant planning is the way of purposely organizing school
facilities in a comfortable way that educational activities could be accomplished.
Olagboye (2008) asserted that school plant consists of basic system and
structures which a viable school or institution needs in order to function effectively and
to fulfil the purpose for which it was established.
Adeyemi (2006) also referred school plant planning as the process of
management, construction, utilization and maintenance of school facilities to ensure
goal achievement. Getting right to the main point, Olaniyomi (2007) categorised school
plants into different classifications, viz:
(a) Buildings: Instructional, administrative, circulation convenience and accessories.
(b) Machinery: Workshop, machines and duplicating machines.
(c) Transports: Vehicles, i.e. school bus, staff bus, tractors etc.
(d) Equipment: Laboratory and workshop equipment, sporting equipment, teaching
aids, computer.
(e) Furniture: Table, desks, bookshelves.
(f) Books: Library books.
(g) Utilities: Electricity, water supply communication system.
Therefore, school plants planning such as instructional space planning, school
site planning, administrative space planning, space of convenience planning and
circulation space planning are necessary in teaching and learning process in the school
system. Depending on the location, structure and facilities within the school premises
may improve the quality of teaching and learning in the school where plants were

9
planned. Properly planned school plants in terms of location, structure and facilities will
enhance effective teaching and learning process.
While emphasizing the importance of school plants planning to students’
learning outcome, Oyesola (2007) stated that the main objective of school plants
planning is to satisfy educational goals which have been pre-determined by educational
planners. He emphasized that better planned school plants will enhance better school
programmes and the community needs. This provides a place for psychological and
physical safety for students and teachers enhance the good, quality and quantity of
instruction.
Ajayi (2007) supported that the high level of students’ learning outcomes may
not be guaranteed where school plants such as school site planning, instructional space
planning, administrative space planning, space of convenience and circulation space
planning are ill-sited, structurally defective, not properly ventilated and not spacious
enough for use. Hence, students’ learning outcomes in the context of this study refer to
the achievement of students after completion of secondary school system in cognitive,
affective and psychomotor domains.
It is also that school plants denote the physical facilities obtainable within the
school system that should be well planned to facilitate better learning outcomes of the
students. The land scale and location of many secondary schools in Kaduna state are
substandard. Some of the secondary schools were sited near routes, market place, rail
line, cinema houses, and some schools were sited close to industries whereby
environmental noise distract students’ attention from learning effectively. This could
affect academic performance of the students.
Lemaster (1998) stated that higher students’ academic achievement is associated
with schools that have less external noise and outside noise causes increased students
dissatisfaction with their classroom and excessive noise causes stress in students and
staff.

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 Rogoft (2001) noted that students learning outcomes was closely related to the
type of area in which the school were sited. In some cases, the instructional space which
has direct link with the teaching and learning process in the school system are not
properly planned.
It is probably that unsatisfactory instructional spaces can cause insufficient
teaching and learning situation, and that situation can lead to poor academic
performances. According to Kennedy (1999) who argued that school classroom design
affect learning outcome and advocates that planners should look at students
developmental needs and curriculum in order to make proper planning and re-designing
and expanding classroom to fit those needs and requirements.
1.2 Statement of the Problem
Secondary schools in Oyo State are observed to be faced with combined challenges of
deteriorating school plant, out–of-date design and capacity utilization pressures. The
effects of these deteriorating conditions and poor maintenance of school infrastructure
are threats to school management, curriculum delivery and students‟ academic
achievement. Many studies have revealed the abysmal performance of students in
examinations, including persistent mass failure of students in Senior School Certificate
Examination (SSCE), conducted by West African Examination Council (WAEC) show
that percentage of students who obtained five credits including English and
Mathematics in May/June Examination were as follows 2018-23%, 2019-26%, 2020-
24%, 2021-31% and 2022-29%, (WAEC, Oyo State 2021)
. From my observation, one of the problems with the Nigerian educational
system is the inappropriate school plant planning. It is worrisome that majority of the
schools in our cities and towns are not properly planned in terms of school plants.
For instance, students, especially in government-owned secondary schools, sit
on floors to receive instruction. They receive instruction in classrooms which are
similar to death traps due to their poor construction. Most of these schools are
ignorantly sited near market places, highways, rail line, industries, airports, very close

11
to main roads etc. and these prevent students from paying rapt attention to what is being
taught in class. Most private-owned schools are sited in either private homes or make
shift buildings and do not have capacity for further expansion in the nearest future.
This ugly situation poses a serious concern to as many that have stake in
educational sector of the Nation.
1.3 Objectives of the Study
The purpose of this study is to investigate school plant planning and public
secondary school students’ academic achievement in Oyo West local government Area
of Oyo state and specifically, the objectives were;
1) To find out the academic achievement status of students in public secondary school
in Oyo West local government area.
2) To investigate the factors affecting the school plant in public secondary schools in
Oyo West Local government.
3) To find out how the existing school plants meet the academic standard of public
secondary schools in Oyo West Local Government?
1.4 Research Questions
The following research questions were formulated for the study:
1.What are the relationship between school plant planning and students’ academic
achievement in secondary schools?
2. What are the factors affecting the school plant planning in secondary schools?
3. What are the problems affecting the school plants planning in public senior
secondary schools?
1.5 Significance of the Study
This study is significant in multiple ways. The findings would be of benefit to
the government in terms of planning, maintenance and renovation of schools, while
planning to have more schools in future, the government should by any means consider
increase growing of students’ population and make special arrangement for that.
Meanwhile, concerning renovation and maintenance in order to achieve educational

12
goals, government has to maintain school plants, replace out-dated infrastructures,
facilities and materials with modern one.
Odupurokan (2011) stated that a well-planned school plant will gear up expected
outcomes of education that will facilitate good social, political and economic
emancipation for effective teaching and learning and academic performance of students.
Therefore, it can be said that the school plant is an essential aspect of educational
planning because unless schools are well suited, buildings adequately constructed and
equipment adequately provided much teaching and learning may not take place.
Mark (2002) and Ajayi (2007) maintained that high levels of students’ academic
performance may not be guaranteed where instructional space such as classrooms
libraries, technical workshop and laboratories are lacking.
The finding of this research will also enhance the government efforts towards
maintaining the school plants in Oyo state.
1.7 Scope of the Study
The scope of this study is sub-divided into two parts the academic scope and
geographical scope. The variable scope of this study is school plant planning and
students academic achievement in public secondary schools.
The geographical scope for this study is Oyo West Local Government Area of
Oyo State. The scope includes all the secondary schools in Oyo West Local
Government Area of Oyo State.
1.8 Definition of Terms
Academic achievement: This is regarded as academic outcomes that indicate the extent
to which a student has achieved their learning goals, it is measured with grades (by
course or assignment) and GPA. This is unsurprising since grades and GPA measures
are by far the most readily available assessments for institutions.
School plant planning: School plant planning is the process of positioning school
facilities in organized positions where educational activities could be achieved. In order
words school plant planning is also the process of management, construction, utilization

13
and maintenance of school facilities to ensure goal achievement. School plant includes
the school site, medical facilities, instructional materials, school laboratories, classroom
facilities, recreational facilities among others. All these are relevant in the teaching and
learning process in a school system.
School facilities: This is referred to as buildings and grounds, parking lots, playing
fields and fixed equipment under the control of the school division
Educational Activities: Educational Activities refers to those activities pertaining to
the action or process of providing or receiving academic, vocational or other instruction
related to the improvement of human skills and knowledge.

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 CHAPTER TWO
REVIEW OF RELATED LITERATURE
This section cover the review of other authors that their works are related to this
research work, the works are reviewed under this following sub-headings;
 Conceptual Framework
 Concept of School Plant
 Needs for Well Planned School Plants/Facilities
 School Plant Maintenance
 Challenges of School Plant in Nigeria
 Importance of School Plants to Teaching and Learning
 School Plant Planning in Nigeria
Introduction
School plants and equipment are very important and useful when they are well
designed and planned for the purpose of improving teaching and learning atmosphere in
order to attain educational objectives. This research is conducted to assess the school
plants in Oyo West local government of Oyo state and ascertain the relationship
between school plants planning and students’ academic performance.
The significance of the research, objectives of the study as well as basic
assumption, null hypothesis and scope of the research were discussed in the previous
chapter.
This chapter reviewed related literature about the concept of school plant
planning, the need for school plants (facilities), and the concept of students’ academic
performance. Further, the research reviewed the importance of school plant to teaching
and learning, also characteristic and drawbacks to school plant were viewed and
criticized.

15
Conceptual Framework
The conceptual framework of this study focuses on concept of school plants,
assessment of school plants, maintenance of school plants facilities, needs for well-
planned school plants facilities, selection of school site, challenges of school plants, and
importance of school plants to teaching and learning as well as teaching and learning
facilities.
Concept of School Plant
The significance of school plant planning is inestimable in realising educational
goals and objectives, in fact without school plants educational target cannot be attained.
Considering the importance of school plant planning brings the philosophy the
idea and the concept which is to provide comfortable atmosphere equipped with
materials and facilities for the purpose of teaching and learning. And that atmosphere
has to accomplish the purpose and the philosophy that was designed for. Those
purposes include provision of buildings that would shield students from sun heat and
rainfall, and providing students with facilities and equipment that will facilitate and
enhance learning.
Ndu et al (1997) stated that school plant plays an undisputable role in the
maintenance and promotion of teaching and learning in the school system. It is the
physical expression of the existence of a school, the quality and quantity of contributes
in part to the nature and level of the tone of the school.
In short, school plant plays a major role in determining the type of relationship
between the school and the community. This is because, parents and pupils make their
judgements and take their decisions on whether to associate themselves with a
particular school after a careful evaluation and consideration of the school plant. In
essence, if the quality and quantity of the school plant attracts the admiration of a
parent, the conviction of a parent will be, that since the quality and quantity of the
school plant is of such level, the quantity of the staff and school programme will be of

16
high standard. Therefore, in an attempt to attract the admiration and acceptance from
the community there is need for a well-planned school plant.
In this regard, Ndu et al (1997) explained how parents appreciate well planned
school plants and patronise the schools because high academic performance are
expected from the schools that showcased well school plant.
Needs for Well Planned School Plants/Facilities
According to Oyesola (2007), the main objective of school plant planning is to
satisfy educational goals which have been predetermined by educational planners. He
explained that better planned school plants will enhance better school programmes and
the community needs by providing a place for psychological and physical safety for
students and teachers and enhancing the good, quality and quantity of instruction.
Man is a rational and creative being; he loves beauty and is often attracted by it.
The urge to be creative or beautiful is common and natural to man. In effect, creativity
requires some elements of imagination which on the other hand is limited by one’s level
of understanding, knowledge or ability to think critically. Therefore, to be creative in
the planning of the school plant, one has to acquaint himself with the basic needs of the
immediate society, the economy and availability of scarce materials. Above all, the
individual has to be open-minded and work in an atmosphere of absolute freedom.
Creative school do not just happen, there is need to involve individuals of different
talents to make for healthy, safe, comfortable and convenient school environment which
can promote high standard of academic work in the school. To achieve this singular
objective, there is need to involve an educator, en economist, a quantity surveyor, a
designer like an artist, an architect and a health worker while planning the school plant.
The functions to be performed by these groups of individuals to make for the
uniqueness of the school plant cannot be over emphasised. The educator possess the
capacity to determine the building and materials needs of the school, the architect may
help to translate these building needs as conceived by the educator into practical terms
through designs and specifications.

17
 The health worker will help in choosing a health and safe environment which
will form the school site. The artist will help in the location of trees and choice of
colours for the buildings while economist will ensure and advice on the judicious use of
the financial resources available. Ndu et al (1997) Dynamics of educational
administration and management. Meks publishers Ltd, Anambra state.
1 Selection of School Site
Having developed a functional educational programme, the next stage of school
plant planning process is to carefully select a suitable site for the construction of school
buildings. In selecting the site for school, the following important criteria must be taken
into consideration;
• Accessibility: The school should be sited where it is accessible for easy location.
Geographical location: The school should not be sited near markets, highways, rail line,
industries and airports to avoid external distraction or disturbance knowing fully well
that effective teaching and learning require total focus as well as rapt attention of
students.
• Topography: School should be sited on a plain ground, not rocky and hilly area in
order to avoid students’ injury while playing.
• Health safety: The school should not be sited near industrial areas where carbon-
monoxide is emitted from heavy duty machines. It should not also be sited near
cigarette factories and abattoirs as offensive odours which emanate from such areas
may hamper the health of students and staff.
• The soil condition: The planner may need to consult a soil geographer who will
examine whether or not the soil condition of the selected site is prone to gully erosion
or other environmental decadence so as to avoid collapse of building in the nearest
future.
• Expansibility: The site should have adequate space that can accommodate future
expansion.

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• Security: The school should not be sited in an area where rape, cultism, stealing, drug
abuse among others are daily occurrence. The life of teachers and students in such area
will no doubt be threatened and thus affect teaching and learning. Yakubu and
Sowunmi (2017) School Plant Planning: A Prerequisite for the Attainment of
Educational Goals and Objectives
School Plant Maintenance
School plant need to be maintained regularly so that students can utilise it for a
period of time without any hindrance. Those facilities are available for the benefit of the
students and teachers in some cases. The existence of school plant and facilities are to
accelerate and facilitate teaching and learning. Therefore, the school management under
the leadership of the school head must ensure that the equipment/facilities are used
properly and maintained.
Ajayi (2007) classified five different types of school plant maintenance in the
school system. These include:
 Corrective maintenance: This is concerned with repairing faults on time. Repairs of
electrical faults in the school building and mechanical faults in generating sets and
vehicles are examples of corrective maintenance.
 Preventive and predictive maintenance: This refers to maintenance carried out for the
purpose of preventing break downs or situations which can put part of the plant out of
use.
 Shut down maintenance: This involves the shutting down of a school plant or part of
it in order to carryout maintenance work.
 Running maintenance: This is the maintenance carried on while the plant or a
component of it is operating.
 Break down maintenance: This focuses on rectifying breakdowns in any component
of the school plant. Ajayi, J. A. (2007). Issues in school management, Lagos: Bolabay
Publisher.

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 Fobis (1985) in Ndu et al (1997) also identified three types of maintenance
services and these include:
 Regular Maintenance: This is the types of maintenance given to special equipment in
the school on periodic basis. For example, servicing of machines like typewriter,
changing the engine oil from school tanker, buses etc. these routine service are aimed at
keeping the equipment working and to minimise cases of total breakdown of the
equipment. These repairs are usually done by some skilled workers in or outside the
school.
 Emergency maintenance: This type of maintenance is not often carried out in the
school, it happens once in a while. Example of this emergency is dormitory’s wall
crack, this cracking requires urgent repair to avoid total breakdown of the building.
Also the engine of a machine may start to produce cracking sound, this call for
emergency repair to avoid engine knock.
Preventive maintenance: These are aimed at reducing the possibilities of repairs or
breakdown of equipment. It is very economical since it is believed that prevention is
better than cure.
Challenges of School Plant in Nigeria
There are many challenges in school plant in Nigeria below are some that were
highlighted by Yakubu and Sowunmi (2017). They stated that the following are the
monumental challenges, among other challenges, confronting school plant planning in
Nigeria.
Under-funding
The frivolous way and manner in which Nigerian government responds to
financial needs of education as witnessed in today’s Nigeria, especially judging from
the budgetary allocation to the sector, indicates, without doubt, that education is not
given a top priority. For instance, in the 2016 budget, the education sector had a total
allocation of N369 billion, representing 6.06% of the total budget (6.08trillion). 92% of
this amount was allotted to recurrent expenditure like salaries. It is from the balance of

20
8% that all the Federal Universities, Polytechnics, Colleges of Education, secondary
schools and primary schools were run. In this circumstance, it would be extremely
difficult to procure all the required school plants for all the levels of education with this
meagre allocation. This challenge is not peculiar to public schools; private schools have
their funding challenges as well. The high cost involved with procurement of school
equipment has made school proprietors to settle for less quality ones. According to
Amanchukwu and Ololube (2015) this cost factor accounts for the unavailability of very
essential school facilities in most private-owned primary and secondary schools in
Nigeria.
Corruption
Most of the public office holders in Nigeria have come to power only for the
ulterior motive they stand to gain and not to serve the interest of the masses. They
unlawfully dip their hands in the coffers of government; withdraw public funds meant
for provision of educational facilities/maintenance of existing ones and fraudulently
divert it into personal accounts for their private use. Similarly, due to endemic nature of
corruption that has found its way into virtually all sectors, it is not surprising that some
private-owned schools also suffer in the hand of unscrupulous staff that ‘cart away’
with school fund meant to be used for procurement of school plants. Also, commonly
reported cases of corrupt officers from Ministry of Education who visit schools to
ascertain level of compliance with required school plant in schools only go to schools to
extort money and leave their statutory functions unattended to.
Cultural Problem
Nigeria is an amalgamation of over 300 ethnic groups and each of these ethnic
groups has its own unique culture and worldview. The fact remains that these ethnic
groups within our country are not only multitudinous but are also distinctly pronounced
in culture. Therefore, the task of planning school plant that will meet the entire needs of
students from different ethnic groups is a serious undertaking which requires the

21
appointment of professionals who have adequate knowledge about what it requires to
plan school plant.

Manpower Problem
Top government functionaries and political class in most cases exert their
influence over whom to be appointed as school plant planners without considering and
evaluating their suitability, capabilities and cognate experience for the job. Meanwhile,
when unqualified educational planners are made to be in charge of planning school
plant either at national or at state/grassroots level, there is certainty that the seed of
ineffectiveness and inefficiency will germinate in the school system.
Political Problems
Another monumental challenge confronting school plant planning in Nigeria is
the frequent change of government and this does not bode well for the smooth
implementation of school plant planning.
Since October 1960 when Nigeria gained independence, policy inconsistency by
the government has been the major problem of the country. Successive administration
in the country had had significant change in government policies to suit its
administration. This poses a great concern to majority of private-owned schools in the
country, because, school plants’ requirement and recommendations frequently change
as new government comes into power.
Administrative Problem
Both technocrats and bureaucrats play a pre-eminent role at the implementation
stages of educational planning through the control and operation of governmental
administrative machinery. Unfortunately, most of the education plans have ended up
failing because of the internal rivalry and clashes of interest that exist between
technocrats and bureaucrats. For instance, technocrats do claim that they are vastly
superior to the bureaucrats while the bureaucrats do claim otherwise. Such internal
rivalry arising from the plan environment usually leads to slowness of action in plan

22
implementation. This also surface in private-owned schools where school owners who
have little or no professional experience in right mix of school plant planning that could
deliver the deliverables will be insisting that school facilities that appeal to his/her
fancies should be secured irrespective of its relevance.
The Problem of Accessibility to Fund: Acquisition of proper and well-articulated
school plants require huge funds. Most of the school proprietors are facing a lot in
accessing fund from our financial institutions. Some of these challenges ranging from
high interest rate, lack of collateral, lack of surety, etc. hamper execution of proper
school plant planning among private school owners.
Economic Recession: Due to economic recession that the nation and the world at large
are witnessing, the prices of facilities have been skyrocketed in the recent times. This
among others makes procurement of these facilities unaffordable by prospective school
managers/administrators thereby making them resort to running the school with poor
school plants/facilities.
Government Policies: Government policy becomes a threat when prospective school
owners cannot afford what it takes to meet up with such policy. In a situation where
government set a policy that is not realistic or too demanding for the establishment of
school, proprietors disregard such policy and operate with what they can afford not
minding whether or not it will enhance effective teaching and learning process and
academic performance of the students. Yakubu and Sowunmi (2017) School Plant
Planning: A Prerequisite for the Attainment of Educational Goals and Objectives
Importance of School Plants to Teaching and Learning
School plant is very important in teaching and learning, to achieve effective
learning outcome there must be a well school plant. A well planned school plant
(physical environment can assist and facilitate students learning, below are some
importance of school plant:
 School plant can help to improve students’ performance in achievement tests e.g.
(JAMB, WAEC, NECO and NBAIS).

23
 School plant can improve students’ attendance and reduce students’ dropout rate.
 School plant improves student’s attitude to learning.
Emanuel et al (2015) stated that the problems facing many schools in Nigeria today
ranges from inadequate teaching support facilities, substandard facilities and poor
maintenance of existing school plants. This situation calls for the active participation of
all stakeholders in defining concrete actions for the inclusion of school plants
maintenance culture in educational policies and provision of supports for school
administrators by adequately equipping persons concerned with plant maintenance
through workshops, seminars and on the job training. This requires a paradigm shift
from the traditional form of school plant maintenance to modern and sophisticated
methods that improves the quality of teaching and learning.
Recently, there has been intensive promotion of effective maintenance culture at
all levels of education in the country. This process has been supported by the Federal
government, State government, Local government and some philanthropists by
employing plant operators and technical maintenance crews for schools Ngoka, (2003).
Despite all these efforts there seems to be a gap between theory and practice. Stressing
the role of school plants to students’ learning outcome, Stricherz (2000) in his study
indicated that students’ achievement lags in shabby school buildings, those with poor or
no science laboratory, library, technical workshop, inadequate ventilation and faulty
heating system.
Oyesola (2007), reported that the main objective of school plants is to satisfy
educational goals which have been Pre-determined that better planned school plants will
enhance better school programmes and the community help by providing a place of
psychological and physical safety for students and teachers and enhancing the good
quantity and quality of instruction.
According to Ajayi (2007), high level of students’ performance role will be
defective where school plants such as, classrooms, light plants, hostels and even school
sites are ill-sited, structurally defective, not properly ventilated, not spacious enough

24
and operations of an organization, especially to assist in actualizing educational
objectives.
It should be realized that without school administrators’ leadership capacity,
better policies, enhanced technology or adequate funds will fail to achieve the pre-
determined goals of school plants maintenance. The goal of national transformation is
to evolve a strategy for radical development of all sectors of the economy, education
sector inclusive. There cannot be a meaningful educational development without
deliberately planning for efficiently and effectively school plants maintenance. Emanuel
et al (2015) Maintaining School Plants for National Transformation SSRG
(International Journal of Economics and Management Studies) (SSRG-IJEMS) –
volume2 issue3 March 2015 www.internationaljournalssrg.org
Many researchers discussed and published about school plant planning, maintenance,
challenges, importance and so on. In this regard, school planners should have a special
arrangement for forthcoming generation as population is immensely increasing so that
the problems of congestion and overpopulation could be easily tackled in future.
School Plant Planning in Nigeria
Based on the observations of most writers on school plant maintenance in the
country, the current maintenance culture in almost all the Nigerian public schools can
best be described as negative. Recent comments and observations on this issue may be
instructive. Ehiametalor (2001), for instance, observes that billions of naira have
been spent on the construction of school buildings, purchase of equipment, machinery
and furniture to enhance teaching and learning but very little thought has ever been
given to its maintenance. According to him, school facilities are considered to have a
perpetual life span, irrespective of the vagaries of weather, and natural disaster. The
Education Sector Support Programme in Nigeria (ESSPIN, 2009) makes this
observation on the condition of the existing school buildings, even where buildings
have been constructed to an acceptable standard… there has been a severe lack of

25
maintenance which has resulted in many buildings being in a state of disrepair and thus
having a reduced lifespan.
This neglect of school plant maintenance by educational administrators and
policy makers is also applicable to the school plant administrators, school staff and
students to some extent. There has been no conscious effort by either the
educational administrators or school staff to start any building improvement
programme nor has it been heard that any group of staff and students have been
sensitised to the need for maintaining school plants. In most schools in the country there
are no known standards in regard to school plant operation and maintenance. There are
a few if any icons and observed rituals in the schools to reinforce or sustain a good
maintenance culture. As noted earlier in this chapter, a typical classroom in our public
school is not well cared for, while some walls of the school buildings may be defaced
with graffiti. All these are indications of negative school maintenance culture.
A real challenge to educational administrators and school heads, school staff and
students is to change from a negative school maintenance culture to a positive one. In
other words, the existing maintenance culture in our public schools needs to be
reshaped in order to make our school plants function more efficiently and effectively
and also have extended lifespan.

26
 CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter presents the research design, population of the study, sample and
sampling techniques, research instrument, validity and reliability of the instruments,
method used for data collection and data analysis.
3.1 Research Design
A descriptive research was used for the study. This method entails the use of
direct observation in the collection of data. In descriptive research, it has to do with the
collection of information from a representative sample upon which influence were
drawn about the perception or opinion of the target population. The design enables the
researcher to assess the school plant on the student’s academic performance of public
secondary school in Oyo West local government area of Oyo state.
3.2 Population of the Study
The population consisted of students in the selected area of study in Oyo West
local government area of Oyo state, Oyo West local government has ten (10) public
secondary schools.
3.3 Sample and Sampling Techniques
Multiple stage sampling techniques was adopted for the study. At stage one, five
schools were randomly selected from the secondary schools in Oyo West Local
Government area of Oyo State.
At stag two, 20 S.S.S.III students, (10) male and (10) female wee randomly
selected from each of the schools, totally 100 respondents.
The schools under study include;
S/N SCHOOLS SAMPLED NO. OF STUDENTS TOTAL
SAMPLED
1  Community High School 10 male, 10 female 20
2  Army Children Grammar 10 male, 10 female 20
School
3  Ojongbodu Grammar 10 male, 10 female 20
School
4  Baptist Commuity High 10 male, 10 female 20
school
5  Ansa-ru-deen Grammar 10 male, 10 female 20
school
 Total 100
3.4 Research Instrument
The instrument that was used for data collection for this study was a researcher’s
structured questionnaire. The structured questionnaire was sub-divided into two (2)
sections (A and B). Section A contained the respondents bio-data while section B

27
contained items that pertained to assessment the school plant on the student’s academic
performance of public secondary school in Oyo West local government area of Oyo
state, on the basis of these items, the study sought to answer research questions of the
study.
3.5 Validity of the Instrument
To ascertain the validity of the instrument, questionnaire was drafted, submitted
to the supervisor who vetted the questionnaire items, made necessary corrections and
the final draft was re-submitted to the supervisor who adjudged that the instrument has
content and face validity and therefore suitable for use in the study.
3.6 Reliability of the Instrument
For the reliability of the instrument, the researcher used test-retest method, the
questionnaire were distributed to the respondents twice at an interval of two weeks. The
researcher carried out the scores obtained from the two test and compared if the result is
high enough for the reliability.
3.7 Data Administration
The researcher went to the sampled schools with the questionnaire and
distributed same so as to elicit response from the respondents.
3.8 Method of Data Collection
The researcher had distributed the questionnaire items, the researcher waited for
a while so that the respondents will take their time in choosing their options to make
sure that all the questionnaire to were retrieved from the respondents.
3.9 Method of Data Analysis
For the analysis, simple percentage method (%) and chi-square method of data
analysis was employed to assess the school plant on the student’s academic
performance of public secondary school in Oyo West local government area of Oyo
state.

28
 CHAPTER FOUR
DATA ANALYSIS
4.0 Introduction
The chapter deals with the presentation of data and discussion of findings. The
descriptive and parametric statistical tool of simple frequency counts percentage
distributions were adopted to give a summary description.
4.1: Presentation and Analysis of Respondents Bio-Data
Table 1: Analysis of Data Collected Based on Sex
Sex Frequency Percentage
Male 40 40
Female 60 60
Total 100 100
Table 1 show that 40 of the respondents were males representing 40% while 60
were females representing 60%.
Table 2: Analysis of Data Collected Based on Age
Age Frequency Percentage
Below 14 40 40
14-16 40 40
16 and above 20 20
Total 100 100
Table 2 shows that 40 of the respondents representing 40% of the respondents
were students that falls in the age bracket of below 14 years while 40 representing 40% of
the respondents were students that their age bracket of 14-16 years while the remaining
20 representing 20% of the respondents constitute the age of 16 years and above. Students
found in the age bracket 12-14 are more because they are more active in class while the
ones between 15 and above have so much activities to attend to in the school.
Table 3: Research Question 1: What Are The Relationship Between School Plant
Planning And Students’ Academic Achievement In Secondary Schools?
Table 5: Analysis of Availability of ICT facilities
S/N ITEMS A D
No % No %
1. School plant contribute mostly to education 60 60 40 40
when used by motivated and competent teachers
and responsive students
2. planned school plant will gear up expected 40 40 60 60
outcomes of education that will facilitate good
social, political and economic emancipation;
effective teaching, and learning as well as
academic performance of students
3. A comfortable and caring school plant 40 40 60 60
contributes to students' academic performance

29
 4. Poor lighting, noise, high level of carbon 50 50 50 50
dioxide in classrooms and inconsistent
temperatures make teaching and learning
difficult and hence affects the performance of
students
5. Laboratory & workshops’ equipment can rise 70 70 30 30
academic performance
Table 5 indicates that 60 (60%) agreed to item 1 which states that School plant
contribute mostly to education when used by motivated and competent teachers and
responsive students and 40 (40%) disagreed to item 1. This shows that the total number of
disagreed is more than the number of agreed which is 60 out 100. Item 2 which states that
planned school plant will gear up expected outcomes of education that will facilitate good
social, political and economic emancipation; effective teaching, and learning as well as
academic performance of students shows that 40 (40%) of the respondent agreed and 60
(60%) also disagreed to item. number 2, agreed and disagreed. Item 3, which states that A
comfortable and caring school plant contributes to students' academic performance 50
(50%) agreed to the item, and 50 (50%) disagreed to the item. Item 4, which states that
Poor lighting, noise, high level of carbon dioxide in classrooms and inconsistent
temperatures make teaching and learning difficult and hence affects the performance of
students shows that 50 (50%) agreed and 50 (50%) disagreed to item number 4. Item 5,
which states that Laboratory & workshops’ equipment can rise academic performance,
confirmed that 70 (70%) agreed to item 5 and 30 (30%) disagreed to item 5.
Research Question 2: what are the factors affecting the school plant planning in
secondary schools?
S/N ITEMS A D
NO % NO %
6. Principals' lack of technical skills in the school 60 60 40 40
plant management stand as a factors affecting the
school plant planning
7. Inadequate time for supervision by school 50 50 50 50
principals is another factor affecting school plant
planning
8. Poorly trained personnel to manage school plant 70 70 30 30
9. High cost of maintenance of the school plant 80 80 20 20
10. Careless and destructive students in schools and 70 70 30 30
insufficient funds in schools also affect school
plant planning
Table 6 indicates that shows the items that were set to attempt the research
question 2. Item 6, which states that principal’s lack of technical skills in the school plant
management stand as a factors affecting the school plant planning, this shows that 60
(60%) of the respondents agreed to item 6 and 40 (40%) disagreed. Item 7, which stats

30
that Inadequate time for supervision by school principals is another factor affecting
school plant planning shows that 50 (50%) agreed to the assertion while 50 (50%)
disagreed to it. Also in item 8, which state that Poorly trained personnel to manage school
plant 70 (70%) agreed to item 8, and 30 (30%) disagreed to the item, this also shows that
the total number of agreed is more than the total number of disagreed. More so, in item 9,
which indicates High cost of maintenance of the school plant, 80 (80%) of the
respondents agreed to the item 9, and 20 (20%) of the respondents disagreed to the item.
This affirmed that the total number of agreed is more than total number of disagreed.
Finally, item 10 Careless and destructive students in schools and insufficient funds
in schools also affect school plant planning shows that 70 (70%) of the respondents
agreed and 30 (30%) of the respondents disagreed to it.
Research Question 3: What Are The Problems Affecting The School Plants Planning
In Public Senior Secondary Schools?
Table 7: Analysis of the Attitude of Students towards Usage of ICT Facilities
S/N ITEMS A D
No % No %
11. Inadequate fund is a problem facing planning of 60 60 40 40
secondary school
12. Inadequate data is a problem facing planning of 80 80 20 20
secondary schools
13. Inadequate professional planners is a problem 70 70 30 30
facing planning of secondary schools
14. Political instability is a problem facing planning 60 60 40 40
of secondary schools
15. Corruption is a problem facing planning of 70 70 30 30
secondary schools
The table 7 indicates that in item 11, Inadequate fund is a problem facing
planning of secondary school 60 (60%) of the respondents agreed to the item and 40
(40%) of the respondents disagreed to it. In item 12, which states that Inadequate data is
a problem facing planning of secondary schools 80 (80%) agreed and 20 (20%) of the
respondents disagreed to it. In item 13, which states that Inadequate professional
planners is a problem facing planning of secondary schools 70 (70%) of the respondents
agreed to the item 13, and 30 (30%) of the respondents disagreed to it, making agreed to
be more than the number of disagree. Also in item 14, which states that Political
instability is a problem facing planning of secondary schools 60 (60%) of the
respondents agreed to the item and 40 (40%) of the respondents disagreed to the item.
Furthermore, item 15 which states that Corruption is a problem facing planning of
secondary schools shows that 70 (70%) of the respondents agreed to the item, and 30
(30%) of the respondents disagreed to the item 15.

31
Discussion of Findings
The finding of the study showed that there is the relationship between school
plant planning and students’ academic achievement in secondary schools, this is in line
with Oyesola (2007) where he states that the main objective of school plant planning is
to satisfy educational goals which have been predetermined by educational planners. He
explained that better planned school plants will enhance better school programmes and
the community needs by providing a place for psychological and physical safety for
students and teachers and enhancing the good, quality and quantity of instruction. Man
is a rational and creative being; he loves beauty and is often attracted by it. The urge to
be creative or beautiful is common and natural to man. In effect, creativity requires
some elements of imagination which on the other hand is limited by one’s level of
understanding, knowledge or ability to think critically. Therefore, to be creative in the
planning of the school plant, one has to acquaint himself with the basic needs of the
immediate society, the economy and availability of scarce materials. Above all, the
individual has to be open-minded and work in an atmosphere of absolute freedom.
Also from research question 2, the findings shows that the factors affecting the
school plant planning in secondary schools also have effect on the performance of
student is school, this went with the words of Yakubu ( 2017), where the highlighted the
major challenges confronting school plant planning; Corruption, Most of the public
office holders in Nigeria have come to power only for the ulterior motive they stand to
gain and not to serve the interest of the masses. They unlawfully dip their hands in the
coffers of government; withdraw public funds meant for provision of educational
facilities/maintenance of existing ones and fraudulently divert it into personal accounts
for their private use. Cultural Problem, Nigeria is an amalgamation of over 300 ethnic
groups and each of these ethnic groups has its own unique culture and worldview. The
fact remains that these ethnic groups within our country are not only multitudinous but
are also distinctly pronounced in culture. Therefore, the task of planning school plant
that will meet the entire needs of students from different ethnic groups is a serious
undertaking which requires the appointment of professionals who have adequate
knowledge about what it requires to plan school plant. Manpower Problem, top
government functionaries and political class in most cases exert their influence over
whom to be appointed as school plant planners without considering and evaluating their
suitability, capabilities and cognate experience for the job. Meanwhile, when
unqualified educational planners are made to be in charge of planning school plant
either at national or at state/grassroots level, there is certainty that the seed of
ineffectiveness and inefficiency will germinate in the school system. Finally from
research question 3, which states what Are The Problems Affecting The School Plants
Planning In Public Senior Secondary Schools this went in line with the words of Sector
Support Programme in Nigeria (ESSPIN, 2009) where they make observation on the
condition of the existing school buildings, even where buildings have been constructed
to an acceptable standard… there has been a severe lack of maintenance which has

32
resulted in many buildings being in a state of disrepair and thus having a reduced
lifespan.
This neglect of school plant maintenance by educational administrators and
policy makers is also applicable to the school plant administrators, school staff and
students to some extent. There has been no conscious effort by either the
educational administrators or school staff to start any building improvement
programme nor has it been heard that any group of staff and students have been
sensitised to the need for maintaining school plants. In most schools in the country there
are no known standards in regard to school plant operation and maintenance. There are
a few if any icons and observed rituals in the schools to reinforce or sustain a good
maintenance culture. As noted earlier in this chapter, a typical classroom in our public
school is not well cared for, while some walls of the school buildings may be defaced
with graffiti. All these are indications of negative school maintenance culture.

33
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
The research was aimed at assessing the school plants on the students’ academic
performance of public senior secondary schools in Oyo West Local Government area of
Oyo State, Nigeria. The study was designed and conducted under three objectives
which were to: find out the relationship between school plants and students’ academic
achievement of public senior secondary schools in Oyo West local government area, to
investigate the factors affecting the plants in public senior secondary schools in Oyo
West Local government, to find out how the existing school plants meet the academic
standard of public senior secondary schools in Oyo state and to think of the ways of
solving the problems affecting the school plants in public senior secondary schools in
Oyo West local government area.
The findings revealed among others are; differences exists in the opinions of
respondents on the relationship between the school plants and students’ academic
achievement in the public senior secondary schools in Oyo West local government Area
of Oyo state, also, findings indicates some of the opinions of respondents that there
exist a relationship between effective school plants and students’ academic
performance. Additionally, finding shows no significant difference in the views of
respondents on the relationship between the factors affecting school plants and students
learning outcome in public senior secondary schools in Oyo West local government of
Oyo state, apart from these another finding shows no significant difference between the
opinions of respondents on whether the existing schools plants meet the academic
standard of public senior secondary schools in Oyo state.
The study comprise of the five chapter in which chapter one contains
introduction, background to the study, statement of the problem, objectives of the study,
research questions, significance of the study, definition of terms is also discussed in the
chapter.
In chapter two of the study, the researcher makes a literature review on issues
related to the research topic. In chapter three, it entails the research methodology
adopted for the study, such as the research design, population and sampling techniques,
research instrument, validity of the research instrument, reliability of research
instrument, method of data collection, method of data analysis.
In chapter four of the study the researcher analyzed the data gathered from the
respondents using the simple percentage method in analyzing the data. In chapter five
the researcher summarized, makes the conclusion give the recommendation on subject
matter.
5.2 Conclusions
School plants planning is backbone of all educational process and essentially
intended to enhance better school programmes. Many educational goals are attained
under good school plants, among these goals are psychological and physical safety,

34
security, and comfort for students and teachers, also school buildings protect users from
sun heat, environmental noise as well as rain fall.
Therefore, care has to be taken in terms of planning schools. Meanwhile school
planners should put in place proper arrangement of facilities and sparing spaces for
future use due to the increment in population every day.
This research focused on the assessment of school plants planning in public
senior secondary schools. The study identified opinions of principals, teachers, and
students on assessment of school plants planning in secondary schools.
In addition, after planning schools, there is need for maintenance, it is worthless
to plan and project what so ever and continue using it without looking after it. Further,
school plants from structure, facilities, teaching aids e.t.c cannot be utilize longer
without maintenance and replacement. For example, some books in the library are
obsolete and need to be replaced.
It is worthwhile for the school principals to supervise teachers regularly and
observes how teaching facilities are being used and maintained for the betterment of the
teachers and the students. Non-government organizations in collaboration with
government should put more effort in terms of supplying and maintenance of school
facilities.
5.3 Recommendations
Based on the findings and conclusion of this research, it is noticeable that many
schools are not properly planned. Below are some recommendations:
1) In order to make teaching and learning more realistic not abstract, facilities should be
abundantly supplied, and that can be achieved if nongovernmental organizations and
stakeholders in education put hand together. Hence, principals should ensure that
learning facilities are adequately provided in the schools.
2) For secondary school students to understand sciences there is need for laboratories
and equipment, therefore those concerns and educational stakeholders should put
emphasis on construction of science laboratories in the schools that don’t have any and
to reiterate facilities to the schools that have dilapidated laboratories and supply
apparatus for practical constantly.
3) To improve higher productivity in schools, adequate learning materials such as
textbooks in the library, computers and accessories, internet and ICT facilities should be
provided and maintained.
4) To protect and preserve school facilities, school administrators should regularly
inspect and supervise school activities and ensure proper maintenance of school plants.
5) Lastly, school administrators should encourage teaching staff to further their
education, attend seminars, conferences, workshops, symposium, in-service training etc.
This will groom the teachers towards achieving educational goals and attaining high
standard in education.

35
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 APPENDIX
EKITI STATE UNIVERSITY, ADO-EKITI, NIGERIA
FACULTY OF EDUCATION
DEPARTMENT OF EDUCATIONAL MANAGEMENT
QUESTIONNAIRE
The Assessment of school plants on the student’s academic performance of
public secondary schools in Oyo West Local Government Area of Oyo State.
Dear Respondents,
This questionnaire is designed to Assess school plants on the students’ academic
performance of public secondary schools. Kindly respond to the items below your
responses will be used for research purpose only and kept with utmost confidentiality.
SECTION A
Please tick () as applicable
Name of School: _________________________________________
Sex: Male ( ) Female ( )
Age: below 14 years ( ), 14 - 16 ( ) 16 above ( )
Class: S.S I ( ), S.S.II ( ), S.S III ( )

45
 SECTION B
Please tick () or respond to the following questions according to your opinion;
given the options as coded below.
A = Agree, SA= strongly Agree, D = Disagreed, SD=strongly Disagree
S/N ITEMS A SA D SD
WHAT ARE THE RELATIONSHIP BETWEEN SCHOOL PLANT PLANNING AND
STUDENTS’ ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS?
1. School plant contribute mostly to education when used by
motivated and competent teachers and responsive students
2. planned school plant will gear up expected outcomes of
education that will facilitate good social, political and
economic emancipation; effective teaching, and learning as
well as academic performance of students
3. A comfortable and caring school plant contributes to
students' academic performance
4. Poor lighting, noise, high level of carbon dioxide in
classrooms and inconsistent temperatures make teaching and
learning difficult and hence affects the performance of
students
5. Laboratory & workshops’ equipment can rise academic
performance
WHAT ARE THE FACTORS AFFECTING THE SCHOOL PLANT PLANNING IN
SECONDARY SCHOOLS?
6. Principals' lack of technical skills in the school plant
management stand as a factors affecting the school plant
planning
7. Inadequate time for supervision by school principals is

46
 another factor affecting school plant planning
8. Poorly trained personnel to manage school plant
9. High cost of maintenance of the school plant
10. Careless and destructive students in schools and insufficient
funds in schools also affect school plant planning
WHAT ARE THE PROBLEMS AFFECTING THE SCHOOL PLANTS PLANNING
IN PUBLIC SENIOR SECONDARY SCHOOLS?
11. Inadequate fund is a problem facing planning of secondary
school
12. Inadequate data is a problem facing planning of secondary
schools
13. Inadequate professional planners is a problem facing
planning of secondary schools
14. Political instability is a problem facing planning of
secondary schools
15. Corruption is a problem facing planning of secondary
schools

47