School Plant Facilities
Empirical Analysis of School Plant Planning as a Determinant of Secondary School Students' Academic Performance
Volume 9 Issue 1 Winter 2011
Posted On Thu, Mar 24 2011 12:34:00
Authors: Kayode Olu Ijaduola , Joshua Oni , K.O. Muraina
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Introduction
The school could be viewed as an organized environment where educational curricular are interpreted. It is a formal structured organization which serves as a transitional stage in life between family and the society (Olabode, 2002; Musa, 2004; Tabir, 2004). Conversely, the school plant according to Nwokafor and others (2001), is the totality of all things that make up a school system. It involves the physical and material facilities in form of buildings, school site and the environment that embody the school.
Similarly, Charis (2001) Irele (2003), Dimmock (2004) and Adegoke (2005) agree that the school plants include the site, the building and equipment and this include the permanent structures like workshop, libraries, classrooms, laboratories and semi permanent structures like the educational system itself. Ajayi (2001) and Ijaduola (2008a) clipped in that the school plant need to be adequately managed in order to ensure both effectiveness and efficiency of the system. Thus, school plant planning is the process of positioning school facilities in a comfortable place where educational activities could be achieved. Adeyemi (2006) also referred to school plant planning as the process of management, construction, utilization and maintenance of school facilities to ensure goal achievement.
Banuso (2003) highlighted educational parts as perishable or non-perishable, consumable or non-consumable, movable or immovable, tangible for teaching and learning to take place in an atmosphere conducive for the realization of the lofty objectives of the national policy on education. In a nutshell, Olaniyomi (2007) divided
Volume 9 Issue 1 Winter 2011
Posted On Thu, Mar 24 2011 12:34:00
Authors: Kayode Olu Ijaduola , Joshua Oni , K.O. Muraina
Editor's Rating:0 (0 Ratings)
Reader's Rating:0 (0 Ratings)
Login to Rate | About Ratings
Introduction
The school could be viewed as an organized environment where educational curricular are interpreted. It is a formal structured organization which serves as a transitional stage in life between family and the society (Olabode, 2002; Musa, 2004; Tabir, 2004). Conversely, the school plant according to Nwokafor and others (2001), is the totality of all things that make up a school system. It involves the physical and material facilities in form of buildings, school site and the environment that embody the school.
Similarly, Charis (2001) Irele (2003), Dimmock (2004) and Adegoke (2005) agree that the school plants include the site, the building and equipment and this include the permanent structures like workshop, libraries, classrooms, laboratories and semi permanent structures like the educational system itself. Ajayi (2001) and Ijaduola (2008a) clipped in that the school plant need to be adequately managed in order to ensure both effectiveness and efficiency of the system. Thus, school plant planning is the process of positioning school facilities in a comfortable place where educational activities could be achieved. Adeyemi (2006) also referred to school plant planning as the process of management, construction, utilization and maintenance of school facilities to ensure goal achievement.
Banuso (2003) highlighted educational parts as perishable or non-perishable, consumable or non-consumable, movable or immovable, tangible for teaching and learning to take place in an atmosphere conducive for the realization of the lofty objectives of the national policy on education. In a nutshell, Olaniyomi (2007) divided
References: Abayomi, R. A. O. (2009). A practical approach to effective utilization and maintenance of physical facilities in secondary schools. African Journal of Educational Planning and Policy Studies, 7 (2), 204-216. Abdulkareem, A. Y. (2003). An analysis of school plant maintenance practices in Kwara State post primary schools. Journal of Studies in Education, 4 (2), 102-113. Abe, Z. A. (2007). Management and maintenance in use of educational building and equipment. Teacher Education Quarterly, 33 (3), 96-107. Adegoke, N. O. (2005). An appraisal of vocational and technical education programme at the secondary school level in Nigeria. Journal of Research in Science Teaching, 12 (3), 63-75. Adepoju, T. L. and Akinwunmi, F. S. 92001). Location of secondary schools as a factor in determining academic performance of students. Ibadan Journal of Educational Studies, 1 (2), 401-412. Adeyemi, T. O. (2006). Managing students ' crisis in secondary schools in Ekiti State, Nigeria: A critical analysis. Sokoto Educational Review, 8 (2) 43-60. Adu, E. O., Ojelabi, S. A. and Adeyanju, H. I. 92009). Organizational climate as correlates of students ' academic achievement in secondary school economics in Oyo State, Nigeria. Journal of Applied Education and Vocational Research, 7(1), 65-71. Ajayi, A. E. (2001). Human resources management in the civil service. Paper presented at the senior staff seminar, Ministry of Education, Ado-Ekiti, Thursday, 1st March. Amosun, P. A. (2002). Performance in senior secondary school geo