CHAPTER ONE
INTRODUCTION
Background of Study
Today’s modern society expects everyone/students to be a
high achiever. And the key criteria to
judge one’s true potentialities and capabilities are perhaps academic adjustment/adjustment
which has become an index of a child/the students’ future. As a result, there is a great pressure on the
minds of the child and their parents on how to attain the societal
expectations.
The educational institution/school that is charged with
the responsibility of impacting teaching and learning processes do not exist in
a vacuum. Since it has been discovered
that the student’s academic adjustment is a function of various factors based
on the learning environment which comprises of all the student is exposed to in
the school and outside the school that can facilitate or inhibit learning.
Hence this study is geared towards examining the
conditions and possible influences of supportive environment in the home,
school, neighbourhood, peer group and other environmental factors that could
enhance the students’ academic adjustment in Ikpoba-Okha Local Government Area
of Edo State.
Poor academic adjustment of students have given rise to
accusations and counter accusations by the government and school proprietors,
the teachers as well as the parents as to who could be responsible for the
problem of poor academic adjustment.
The world fastest growing economic today is in Asia. The Asian Government particular by Japan and
South Korea took some desired steps to develop their educational system with a
very strict assessment process. This
compels students to learn to be able to achieve high scores that can guarantee
them places in choice employment. Japan
ever requires parents to take examination before their children are allowed
into primary school as they believe that home is a vital contributor to the adjustment
of students in the school system.
Fraser (1981) found that students learn through
interacting with their environment and that most of the observable variance in
students’ adjustment is attributed to students’ characteristics and environment
of learning. McRobbie, Roth and Lucys
(1997) assert that the nature of classroom, environment can have a direct
impact not only on their adjustment but also on their personal-social
behaviours.
Schareider (2003) in his study counted school faulty
condition to effective teaching and learning in schools. More and Lackney (1994) in their handbook on
educational facilities concluded that physical setting has both direct and
mediated efforts on social and adjustment outcomes.
Statement
of Problem
The Nigerian Nation is in hurry to join the league of
developed and industrialized nations of the world. To be able to attain this lofty goal,
education of the citizenry had been identified as the panacea. The question that comes to mind therefore is
“Can the environment under which learning is taking place in our schools lead
to the attainment of the goals of education?
More specifically, does social environment influence academic adjustments? Does the neighbourhood, peer group and
parental education influence academic adjustment of students?
Research Questions
To find answers to the problem of
this study, the following research questions were raised:
1.
Does social environment
influence academic adjustment of students?
2.
Does home
neighbourhood/society influence academic adjustment of students?
3.
Does peer group have
influence on academic adjustment of students?
4.
Does parental education
influences academic adjustment of students?
Purpose of Study
The purpose of this study is to
determine empirically the components of learning environment that influence
academic adjustment of secondary school students in Ikpoba-Okha Local
Government Area of Edo State. The
knowledge of these components of learning environment that influence academic adjustment,
is to the intent that adequate recommendations as to how these factors can be
manipulated to enhance higher academic adjustment can be determined.
Specifically to determine if and to extent to which:
i.
School enrolment/social
environment influence academic adjustment of students.
ii.
Peer group influence
academic adjustment of students.
iii.
Home neighbourhood
influence academic adjustment of students.
iv.
Parental education
influence academic adjustment of students.
Significance of Study
The findings of this study will be
of immense benefit to all major players in the education industry. To school administrators in that it will
enable them take appropriate steps to create an enabling environment that will
increase the academic adjustment of students.
To the parents as they will be able to know/observe the influence their
home environment and neighbourhood have on their children’s academic adjustment. To the teacher(s) as they would be able to
create a suitable environment that will enable the students perform in that
they will be exposed to the factors within their learning environment that can
enhance their academic adjustment.
Scope of Study
While it is evident from research
findings that a number of factors could be responsible for students’ academic adjustment. This study considers only the factors that
could be termed learning environment.
This study covers all secondary schools in Ikpoba-Okha Local Government
Area of Edo State.
Definition of Terms
1. Social environment: These are the facilities, learning
materials made available to the study as well as the conduciveness of the
school to enhance or inhibit learning.
2. Home Environment: This is the availability or non-availability
of facilities in the home to enhance or inhibit learning.
3. Parental Education: This is the degree of parent’s educational
attainments with its associated social, economical and financial benefits has
the capabilities to enhance or inhibit learning.
4. House Neighbourhood: This is the immediate community that the
student lives.
5. Academic adjustment: The mean adjustment of the students on the various school subjects.
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