ASSESSMENT OF PROVISION AND PRESERVATION OF SCHOOL PLANT IN INSTITUTIONS OF EDUCATION IN NORTH-WEST GEO-POLITICAL ZONE, NIGERIA (2010-2014)

0
122

ASSESSMENT OF PROVISION AND PRESERVATION OF SCHOOL PLANT IN INSTITUTIONS OF EDUCATION IN NORTH-WEST GEO-POLITICAL ZONE, NIGERIA (2010-2014)

                                                           ABSTRACT

This study on the ‘Assessment of Provision and Maintenance of School Plant in Colleges of

Education in North—West Geo-Political Zone, Nigeria,(2010—2014) investigated on the 

Provision and Maintenance of Facilities, with particular reference to: Infrastructural facilities; Teaching facilities; Learning facilities; Welfare facilities; Recreation and Games facilities. To carry out the study, 10 objectives were set among which are to:(i) assess the opinions of management staff, teaching staff, senior non teaching staff union leaders and students’ representatives on the provision of infrastructural facilities in colleges of education in NorthWest Geo-political Zone, Nigeria;(ii) examine the opinions of management staff, teaching staff, senior non teaching staff, union leaders and students’ representatives on the maintenance of infrastructural facilities in Colleges of Education in North-West Geo-political Zone, Nigeria  (iii)  assess the opinion of management staff, teaching staff, senior non teaching staff union leaders and student’s representative on the provision of teaching facilities in colleges of education in North-West Geo-political Zone, Nigeria (iv ) ascertain the opinions of management staff, teaching staff, senior non teaching staff, union leaders and students’ representatives on the maintenance of teaching facilities  in Colleges of Education in North-West Geo-political Zone, Nigeria etc. In this regard, 10 research questions were asked in order to guide the study. i.e.(a) what are the opinions of management staff, teaching staff, senior non teaching staff union leaders and students’ representatives on the status of provision of infrastructural facilities in Colleges of Education in North-West Geo-political Zone, Nigeria?;(b) what are the opinion of management staff, teaching staff, senior non teaching staff, union leaders and students’ representative on the level of maintenance of infrastructural facilities in College of Education in North-West Geo-political Zone, Nigeria?. Ten null hypotheses were formulated for the study. Descriptive survey design was adopted and used to cover all the seven states that constituted North-West Geo-Political Zone. A total population of 4,811 made of 72 management staff, 4,475 teaching staff, 120 senior non teaching staff, union leaders and 144 students’ representative were for the study. A sample of 24 management staff, 267 teaching staff, 36 senior non teaching staff union leaders and 48students’ representatives was arrived at, using Roscoe making the total sample size to 375. After the distribution of the questionnaire a total of 370 samples comprising 24 management staff, 262 teaching staff, 36 senior non teaching staff, union leaders and 48 students’ representatives were retrieved. A close ended questionnaire (five point likert scale) was used as the instrument for data collection. The instrument was validated by my supervisors and other experts’ Pilot study was conducted to determine the reliability coefficient of alpha level of .846 and standard alpha level of 0.876 was obtained. This, therefore, confirms the reliability of the instrument used   for the conduct of the research. The data were analyzed using descriptive statistics and One Way Analysis of Variance (ANOVA), using 0.05 levels of significances. The analysis indicated that all the 10 null hypotheses were retained. Recommendations include electricity, tap water, and standby generators should be provided among others Further suggestions for the studies such as ,. Assessment of Provision and Maintenance of teaching and learning facilities in Polytechnics’ in North-West Geo-Political Zone Assessment of provision and maintenance of welfare and recreational facilities in Colleges of Education in North-Central Geo-Political Zone, Nigeria be carried out   

 

 

 

 

                                                             TABLE OF CONTENTS

Title page                                                                                                                                i

Declaration           ii                                  Certification           iii

Dedication                                                                                                                               iv

Acknowledgements                                                                                                                v  List of Abstract                                                                                                                       vi

Table of Contents                                                                                                                  vii

List of Table                                                                                                                           xiv

List of Abbreviation                                                                                                                xvi

Operational Definition of Term                                                                                              xvii

 

CHAPTER ONE INTRODUCTION

1.1       Background to the Study                                                                                            1

 

1.2       Statement of the Problem                                                                                           6

 

1.3       Objectives of the Study                                                                                               8

 

1.4       Research Questions                                                                                                    9

 

1.5       Research Hypotheses                                                                                                  11

 

 

2.3.2 Physical Environment theory (peripheral)                                                                    33

 

1.6       Basic Assumptions

 

                13
1.7       Significance of the Study

 

14
1.8       Scope of the Study 15
   
CHAPTER TWO: REVIEW OF RELATED LITERATURE    
2.1       Introduction

 

                16
2.2       Conceptual Framework                 16
2.2.2    Concept of School Plant      
                 16
2.2.3 Concept of Infrastructural Facilities in Schools

 

      18
2.2.4 Concept of Facilities Management       18
2.2.5 Concept of Teaching       19
  2.2.6 Concept of Instructional/Learning Facilities

 

      22
2.2.7 Concept of Welfare Facilities

 

      25
2.2.8 Concept of Recreation

 

      27
2.3       Theoretical Framework       29
2.3.1   Environmental Theory its relationship to physical facilities planning
      and management   33

2.3.3 The relevance of Environmental Theory to Educational facilities

Management                                                                                                                 35

2.4       Physical Facilities/Fixed Assets                                                                                 36

 

2.4.1    School Building                                                                                                          38

 

2.4.2    Structural and Mechanical Features                                                                           39

 

2.4.3 School Building Safety                                                                                                  40

 

2.4.4 Administration of Building (Support Space)                                                                 41

 

2.4.5 Provision and Maintenance of Furniture Needed in School                                         42

 

2.4.6 Maintenance of Facilities in College of Education        in Nigerian                             43

 

2.4.7 Maintenance of Plants in   Colleges of Education          in Nigerian                             50

 

2.4.8 Maintenance of the Necessary Facilities in School                                                       54

 

2.4.9 Availability and Maintenance of Equipment in Schools                                               54

 

2.4.10 Promoting School Plant Maintenance Culture                                                            56

 

2.4.11 Modern Strategies of School Plant Maintenance                                                        58

 

2.4.12 The Role of Provosts in Planning and Maintaining College Infrastructure                62

 

2.4.13 The Roles of Lecturers in Maintaining Infrastructure                                                 64

 

2.4.14 The Role of Students in Maintaining School Infrastructure                                        64

 

2.5       Time                                                                                                                           66

 

2.5.1 Adequate Provision of Instructional Materials and Administration of

Examination                                                                                                                  66

 

 

2.5.2    Provision and Maintenance of Teaching Facilities in School                                    67

 

2.5.3    Uses of Teaching Facilities                                                                                        70

 

2.5.4 Selection and Production of Teaching Facilities                                                           72

 

2.5.5 Steps in the Production of Teaching Facilities                                                              73

 

2.5.6 Adequacy and Maintenance of Teaching Facilities Production and Storage                74

2.5.7 Provision and Maintenance of Classrooms/Lecture Theatres                                       75

 

2.5.8 Provision and Maintenance of Laboratory/Workshop Infrastructure                            77

 

2.5.9 Provision and Maintenance of Library Infrastructure                                                   78

 

2.6       Adequacy of Learning Space                                                                                       79

2.6.1 Special Learning Facilities                                                                                            79

2.6.2 The Use of Books in School                                                                              80

2.6.3 Provision and Maintenance of Information and Communication

Technology (ICT in Schools                                                                                       81

 

2.6.4 Problems Militating against Provision and Maintenance of Information

and Communication and Technology                                                                        85

 

2.7       Staff Welfare Service                                                                                                 86

 

2.7.1 Students Welfare Service                                                                                              88

 

2.8       Provision and Maintenance of Recreation and Games Facilities                               90

 

2.8.1    Classification of Recreation Activities           91

2.8.2    Types of Recreation facilities and Space Allocation by NUC Standard Guides        92

2.8.3 Planning and Maintenance of Sport Facilities in Schools                                              94

2.8.4 Provision and Maintenance of Sport Facilities                                                 95

2.8.5 Sport Facility Maintenance and Operation in School                                                    96

 

 

2.9       How to Improve Facilities through Effective Administration and Planning              96

2.10      Empirical Studies                                                                                                       97

 

2.11     Summary                                                                                                                    107

CHAPTER THREE: RESEARCH METHODOLOGY

3.1       Introduction                                                                                                                 111

 

3.2       Research Design                                                                                                         111

 

3.3       Population of the Study                                                                                              113

 

3.4       Sample and Sampling Techniques                                                                             114

 

3.5       Instrumentation                                                                                                           117

 

3.6       Validity of the Instrument                                                                                          118

3.7       Pilot Study                                                                                                                  119

3.8       Reliability of the Instrument                                                                          120

 

3.9       Procedure for Data Collection                                                                                    120

 

3.10 Method of Data Analysis                                                                                                121

 

 

CHAPTER FOUR: PRESENTATION, ANALYSIS AND DISCUSSION OF DATA

4.1       Introduction                                                                                                                 123

 

4.2       Discussion of the Bio-Data of the Respondents                                                         124

 

4.3       Analyses of Respondents‘ Demographic Variable                                                    126

 

4.31   Opinions of respondents on the provision of infrastructural facilities                         126

 

4.4      Hypotheses Testing                                                                                                     162

 

4.5     Summary of Hypotheses Testing                                                                                  173

 

4.6       Summary of the Major Findings                                                                                 174

4.7  Discussions of the Findings                                                                             175

4.8      Comparison between Urban and Rural Colleges of Education                                    183

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1       Introduction                                                                                                                 184

 

5.2       Summary                                                                                                                   184

5.3       Conclusions                                                                                                                186

 

5.4       Recommendations                                                                                                      187

 

5.5       Suggestions for Further Studies                                                                                  188

 

 

5.6       Contribution to Knowledge                                                                                        189

 

References                                                                                                                              190

 

List of appendices

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LIST OF TABLES

 

Table 3.1         Distribution of the Population of Respondents to the Study                         114
Table 3.2         Distribution of Respondents and Sample Sizes 116
 

Table 3.3         Distribution of Questionnaire to the Sampled Frequency

 
                       and Percentage 121
Table 4.1       Number of Respondents in the Sampled Colleges 124
Table 4.2      Discussion of the Bio-Data of Respondents

 

125
Table 4.3          Opinions of Respondents on Provision of Infrastructural Facilities

Table 4.4          Opinions of Respondents on Maintenances of Infrastructural

Facilities in    Colleges of Education in North West Geo-political

127
                      Zone

 

Table 4.5         Opinions of Respondents on the Provision of Teaching Facilities in

130
Colleges of Education in North-West Geo-political Zone, Nigeria

 

Table 4.6         Opinions of Respondents on Maintenance of Teaching Facilities in

133
Colleges of Education in North West Geo-political Zone Nigeria

 

Table 4.7         Opinions of Respondents on Provision of Learning Facilities in

137
Colleges of Education in North- West Geo-political Zone, Nigeria

 

Table 4.8         Opinions of Respondents on the Maintenances of Learning

Facilities in Colleges of Education in North-West Geo-Political

141
                      Zone, Nigeria

 

Table 4.9         Opinions of Respondents on Provision of Welfare Facilities                        in Colleges of Education in North-West  Geo-Political Zone,

145
                      Nigeria

 

Table4.10        Opinions of Respondents on the Maintenance of Welfare

Facilities in Colleges of Education in North-West- Geo-Political

148
                      Zone, Nigeria 152

 

 

 

 

Table4.17        Summary of One-Way Analysis of Variance (ANOVA) on

Provision of Learning Facilities in Colleges of Education in North-

West Geo-political Zone, Nigeria                                                                    167

 

 

Table4.18        Summary of One-Way Analysis of Variance (ANOVA) on

Maintenance of Learning Facilities in Colleges of Education in North-

Table 4.11        Opinions of Respondents on Provision of Recreation and Game

Facilities in Colleges of Education in North –West –Geo-

   
                                   Political Zone, Nigeria

 

 

Table 4.12       Opinions of Respondents on Maintenance of Recreation and

Game Facilities in Colleges of Education in North – West Geo-

  157
                      Political Zone, Nigeria    
 

 

Table 4.13        Summary of One Way Analysis of Variance (ANOVA) on

Provision of Infrastructure Facilities in College of Education in

  160
North – West Geo-Political Zone,         Nigeria

Table 4.14       Summary of One Way Analysis of Variance (ANOVA) on the   Maintenances of Infrastructural Facilities in College of

  163
                                 Education in North-West Geo- Political Zone Nigeria

 

 

Table4.15:       Summary of One Way Analysis of Variance (ANOVA) on the

Provision of Teaching Facilities in Colleges of Education in

  164
                      North-West Geo-Political Zone, Nigeria

 

 

Table4.16         Summary of One-Way Analysis of Variance (ANOVA) on the

Level of Maintenance of Teaching Facilities in Colleges of

  165
                        Education in North-West Geo-Political Zone, Nigeria   166
     

West Geo-Political Zone, Nigeria                                                                   168

 

 

Table4.19        Summary of One-Way Analysis of Variance (ANOVA) on the

Extent of Provision of Welfare Facilities in Colleges of Education in

North-West Geo-Political Zone, Nigeria                                                         169

 

 

 

Table4.20        Summary of One-Way Analysis Variance (ANOVA) on the

Adequacy of Maintenance of Welfare Facilities in Colleges of

Education in North-West Geo-Political Zone                                               170

 

Table 4.21     Summary of One- Way Analysis of Variance (ANOVA)on the

Adequacy of Provision of Recreation and Games Facilities in

Colleges of Education in North-west Geo-political Zone, Nigeria                 171

 

Table 4.22       Summary of One-Way Analysis of Variance (ANOVA) on the Level                         of Maintenance of Recreation and Games Facilities in Colleges of

Education in North-West Geo-political Zone, Nigeria                                   172

 

Table 4.23     Summary of the 10 Null Hypotheses Tested for the study                              173                                                                  LIST OFABBREVIATIONS

AACOE:-       Adamu Augie College of Education

CFM:             Centre for Facilities Management

COE:-              Colleges of Education

COEASU:-     College of Education Academic Staff Union

IFMA:            International Facilities Management Association

IKCOE:-         Isah Kaita College of Education    

NCCE:-          National Commission for Colleges of Education

NUC:-             National Universities Commission

SSUCOEN:- Senior Staff Union of  Colleges of Education in Nigeria

 

 

 

 

 

 

 

 

 

                                     OPERATIONAL DEFINITION OF TERMS

School Plant: are those physical facilities or resources put in place in the school system which are used for the benefit of teaching and learning processes 

Provision of Facilities: is making the facilities available for the effectiveness of teaching and learning, such facilities as classrooms, lecture halls, laboratories, workshops, library, equipment, electricity, water, visual and audio—visual etc

Maintenance of Facilities:  is concerned with keeping grounds, buildings and equipment in their original condition of completeness or efficiency 

Infrastructural Facilities: are those physical resources such as buildings, transportation, landscaping, equipment and instructional materials

Teaching Facilities:  are materials employed by teachers to improve and enhance the effectiveness of instruction

Learning Facilities:  are materials that teachers would used to aid learning such as text books, library materials, laboratories/workshops materials etc.

Welfare Facilities: Essential services that motivate workers such as prompt payment of basic allowance, good health delivery centers, staff accommodation, etc

Recreational Facilities: are those materials used such as long jump, hammer throwing circle multipurpose field etc

 

 

 

 

                                                       CHAPTER ONE

                                                      INTRODUCTION

1.1 Background to the Study

Nigeria is faced with a lot of crises in her educational industry. The crises are attributed to inadequate funding, students‘ population explosion, scarcity and under-utilization of the available resources, inadequate infrastructural facilities that are needed for effective teaching and learning processes and for the achievement of educational goals. School managers should make use of the various opportunities that are in the schools to provide conducive learning environment for the students in the schools. Resource that Managers of Colleges of Education can make use of in schools to include: vegetation resources like trees, grasses, agricultural resources, and community resources like drivers, artisans to enhance the school plant. The school managers also need to complement government efforts in the provision of essential infrastructural facilities that could be utilized for effective achievement of goals in Nigerian educational system. Bello (2011) observed that, infrastructural facilities are crucial for students‘ academic performance and lectures‘ job effectiveness. Bello further suggested the need for provision of infrastructural facilities like buildings, vehicle, landscaping, equipment, and instructional materials, to aid lecturers‘ job performance and student‘s academic performance in educational institutions in Nigeria.

Oyedeji (2012) described the total numbers of the infrastructural facilities provided in the schools as potent indicator for measuring the quality and standard of education given by any level of educational system. To Oyedeji, poor and inadequate infrastructural facilities have negative significant impact on the students‘ academic performance. Infrastructural facilities are those physical resources put in place in the schools system which are used for the benefit of teaching learning processes and for effective academic goal achievement.

Ahmed, (2010  and Ogundele (2001) were of the opinion that, the most potent index for assessing and evaluating the standard and quality of the schools is through a close examination of the available infrastructural facilities provided for effective teaching-learning processes in the school. It should also be noted that the government, education planners, teachers, students, the private sectors, international agencies, and well meaning Nigerians recognized the importance of infrastructural facilities to the educational goal achievement. Both the government and nongovernmental organizations and meaningful individuals however, committed huge amount of funds for developing the necessary infrastructural facilities in the interest of academic goals achievement in Nigerian tertiary institutions.  However, the available infrastructural facilities are grossly inadequate for both the staff and students‘ use, in spite of all the efforts of the government and nongovernment organizations, international agencies, philanthropists and well meaning Nigerians to develop the necessary infrastructural facilities for Nigerian educational system .Ogundele (2001) observed that, most of the education managers often complain of inadequate teaching materials and equipment, transport facilities, buildings, landscaping, and recreational centers. They complained of destruction and vandalisation of the existing infrastructural facilities by the students. The reasons for this situation, according to Ahmed

(2010) was that many students‘ crises were attributed to poor and inadequate maintenance culture of the available facilities, ,poor welfare services and lack of instructional facilities for effective teaching and learning processes in the schools. Most of the damages caused to the existing facilities made the available facilities to be inadequate for both the staff and students  use.

       The quality of education delivered by teachers and the academic achievement of students of any college of education depend on several factors of which facilities are   paramount. Colleges of Education facilities are materials resources that enhance teaching and learning process thereby making the process meaningful and purposeful. Colleges of Education facilities can be defined as the entire college plant which college administrators, academic staff, non-academic staff and student‘s utilize for the smooth and efficient maintenance of any educational institutions, for the main objective of bringing about effective and purposeful teaching and learning experience. College facilities serve as pillars of support for effective teaching and learning Umar (1998) sees college facilities to include permanent and semi-permanent structures such as machinery, laboratory equipment, the blackboard, teachers tools, e-book library, furniture and library still pictures, chairs, tables, projectors, computers, games, sporting facilities, lectures halls, accommodations, and other equipment as well as consumables.

Good quality and standard of an institution depends largely on the provision and maintenance of educational facilities, as educational curriculum cannot be sound and well operated with poor and badly managed college facilities. These facilities include classrooms or lecture halls, laboratories, workshops, libraries equipment, consumables, electricity, water, visual and audio-visual aids, desks, chairs, play ground, storage space and toilets. In Nigeria, enrolment in colleges of education has continued to increase without a corresponding increase in funding of education for proper provision and maintenance of facilities.

College plant maintenance as any work carried out in any component of the plant with a view to keep it in good working condition. The quality and durability of servicing, repairs and the rate at which the needs and requirement change, college facilities maintenance involves keeping records of the facilities, supervising and planning for them motivating students and staff to participate in their maintenance of the facilities.

Students who were taught in modernized building scored consistently higher across a range of standardized test. Adeboyeje (2000) reported that college with well coordinated plant planning and maintenance practices recorded better student‘s performance. Aliyu (2012) reported that students in newer and adequate school facilities, outperformed students in older school with inadequate facilities. Good conditions of college physical environment could enhance students‘ school attendance involvement in academic activities as well as good academic performance. The existence and proper management of organization rests on the provision of human and material resources. The provision of resource is never the end for goal attainment; this must be marched with maintenance and day to day upgrading. Provision of resources indicates strength and productivity of the college. In other words college with large resources all things being equal will be more productive than, the one with low resource (both human and material)

In a school system, success can only be recorded in a situation whereby resources are provided in commensurate measures with student‘s population. A school that has available facilities, teaching and learning shall be easy for both teachers and students. At the end, the school‘s result shall be good, which is the aim of any educational system. In the aspect of maintenance for a successful school, maintenance implies people usage of equipment and their day- to- day upgrade. It also includes avoidance of overwork and inadequate service in the case of machines.

In school, maintenance of facilities does not only stop at desirable benefit by staff and students but also on the life-span of the equipment, An equipment or facilities that are well maintained shall take more time being used than those not maintained. Facilities such as building offices, hostels, stores, staff quarters to mention but a few, can have long life-span when not over worked and not misused.

Maintenance and provision of facilities could help in hazard reduction among students and staff in schools. Cases have shown students bec1oming unhealthy due to inadequate toilet provision and maintenance. Therefore, one can claim that good maintenance of facilities could improve money saving of the college. Many scholars, researchers, administrators, and educational planners, have confirmed that facilities in Nigerian colleges are in adequate and the few provided are over utilized due to the astronomical increase in school enrolment. Similarly, Owuamanam (2005) noted that inadequacy of infrastructural facilities and lack of maintenance for the provided facilities was the major problems facing our colleges of education in NorthWest Geo-political Zone and in Nigeria at large. The facilities in colleges of education are grossly inadequate to match the student population and the provision and maintenance of college facilities will enhance teaching and learning and improve academic performance of students. More also it will encourage staff to work tirelessness.

Researcher like Owoeye (2000) have long identified the importance of school facilities in teaching and learning while noting that inadequacy, deterioration and lack of maintenance of these facilities will spell doom for researcher and students in the teaching and learning activities. Negligence in the maintenance of school facilities has many negative consequences. When school facilities are not well managed and maintained, they can constitute health hazard to students and staff that use the facilities and the even large amount of money invested on the school facilities can be wasted without maintenance.

The researcher observed that college‘s facilities in North-West Geo-political Zone were not properly maintained by college administrators and hence their life-span depreciated faster. The administrators appear to spend much time on instructional planning, curriculum development, personnel management and community relations claiming that the provision and maintenance of facilities is the sole preserves of the government. This research assessment of provision and maintenance of school plant in colleges of education in North- West Geo-political Zone,  Nigeria with focus on infrastructural facilities, teaching and learning facilities, welfare facilities and recreation and games facilities.

1.2 Statement of the Problem

Almost all Colleges of Education are bedeviled with several problems or challenges. These problems range and cover all ramifications. One might say that these problems are the causes of inability of the colleges to achieve their goals and also compete in global scientific and technological advancements. A careful study or observation reveals to an observer, outdated equipment and dilapidated structures over stretched facilities and over use of gadgets and machines. All these factors could be related to issues such as underfunding, corruption, inadequate maintenance culture, polarization of education, nonchalant attitude to work, favoritisms, god fatherism and many more others beyond explanation. Arzika,  (2000).

The primary objective of Colleges of Education is to provide high-level manpower that will man secondary and primary levels of our educational system of this country. One wonders and asks no question the deplorable nature of all our educational sectors in Nigeria. The answer is the power house is sick (education) as such all other sectors most without argument is affected in one way or the other.

In Colleges of Education today students are congested, some standing due to inadequate chairs and desks, others standing by the windows due to inadequate facilities and overpopulation in classes. This resulted to low academic performance among students, thereby resulting to examination malpractices, make teachers‘ friend female students and bribe collection from male students for passing examination. At the end of it all, after graduation students cannot defend their claimed certificate ( Aliyu 2012).  In addition, the areas of teaching facilities are also in acute shortage. Libraries are full of outdated books, ICT equipment in some schools are never available, electricity  absent and no generating power plant for students to study at night. This trend pushed wealthy parents to take their wards abroad for better schooling. Sanusi (2011) lamented that Nigerians spent more than  the budget of all Nigerian universities abroad on school fees, accommodation and flight ticket. This creates a situation where by class society is formed with a lot of tension which increases crime as a result of unemployment.

Other challenges or problems include inadequate hostel accommodation to students. Most schools cannot accommodate 50% of students. The case is also similar in the case of staff accommodation. This directly affects staff and students performance. Loan to staff for housing and vehicle are either low or not in existence at all. In case of colleges where students‘ hostels and staff quarters exist, the maintenance culture was poor. This poor maintenance results in spread of diseases and other illnesses. In the event of illness most clinics lack adequate drugs and specialists to attend to staff and students. This indicates the effect of inadequacies that exist in provision and maintenance of school plant, which depend on funding of education in Nigeria. In view of the above, therefore this study from the opinion of management staff, teaching staff, senior non—teaching staff union leaders and student‘s representative assessed the provision and maintenance of School Plant in  Colleges of Education in North—West Geo-Political Zone, Nigeria

 

1.3 Objectives of the Study

The main objective of this study is the Assessment of Provision and Maintenance of School Plant in Colleges of Education in North-West Geo-political Zone of Nigeria.

The specific objectives of the study are to:

  1. assess the opinion of management staff, teaching staff, senior non teaching staff union leaders and student‘s representative on the adequacy of provision of infrastructural facilities in Colleges of Education in North West Geo-political Zone .Nigeria;
  2. examine the opinion of management staff, teaching staff, senior non teaching staff union leaders and student‘s representative on the level of maintenance of infrastructural  facilities in Colleges of Education in North- West Geo-political Zone ,

Nigeria;

  1. determine the opinion of management staff, teaching staff, senior non teaching staff union leaders and student‘s representative on  the  adequacy of provision of teaching  facilities in Colleges of Education in North- West Geo-political Zone, Nigeria;
  2. identify the opinion of management staff, teaching staff, senior non teaching staff union leaders and student‘s representative on the level of maintenance of teaching facilities in Colleges of Education in North-West Geo-political Zone , Nigeria;
  3. assess the opinion of management staff, teaching staff, senior non teaching staff union leaders and student‘s representative on the adequacy of  provision of learning facilities in Colleges of Education in North-West Geo-political Zone , Nigeria;
  4. examine the opinion of management staff, teaching staff, senior non teaching staff union leaders and student‘s representative on the level of maintenance of learning facilities in Colleges of Education in North-West Geo-political Zone , Nigeria; assess the opinion of management staff, teaching staff, senior non teaching staff union leaders and student‘s representative on the adequacy of provision of welfare facilities in Colleges of Education in North-West Geo-political Zone , Nigeria;
  5. examine the opinion of management staff, teaching staff, senior non teaching staff union leaders and student‘s representative on the level of maintenance of welfare facilities in Colleges of Education in North –West Geo-political Zone, Nigeria;
  6. determine the opinion of management staff, teaching staff, senior non teaching staff union leaders and student‘s representative on the adequacy of provision  of recreation and games facilities in Colleges of Education in North-West Geo-political Zone , Nigeria; and
  7. examine the opinion of management staff, teaching staff, senior non teaching staff union leaders and student‘s representative on the level of maintenance of recreation and games facilities in Colleges of Education in North –West Geo-political Zone,

Nigeria

1.4 Research Questions

To carry out this study, the following research questions were raised:

  1. what are the opinions of management staff, teaching staff, senior non teaching staff union leaders and students‘ representatives on the extent of the adequacy of provision of infrastructural facilities in Colleges of Education in North West Geo-political

Zone, Nigeria?

  1. what are the opinions of management staff, teaching staff, senior non teaching staff union leaders and students‘ representatives on the level of maintenance of infrastructural facilities in Colleges of Education in North- West Geo-political Zone, Nigeria?
  2. what are the opinions of management staff, teaching staff, senior non teaching staff union leaders and students‘ representatives on the adequacy of provision of teaching facilities in Colleges of Education in North- West Geo-political Zone, Nigeria?
  3. what are the opinions of management staff, teaching staff, senior non teaching staff union leaders and students‘ representatives on the level of maintenance of teaching facilities in Colleges of Education in North-West Geo-political Zone, Nigeria?
  4. what are the opinions of management staff, teaching staff, senior non teaching staff union leaders and students‘ representatives on the provision of learning facilities in colleges of education in North-west Geo-political Zone, Nigeria?
  5. what are the opinions of management staff, teaching staff, senior non teaching staff union leaders and students‘ representatives on the levels  of maintenance of learning facilities in colleges of education in North West Geo-political Zone, Nigeria
  6. what are the opinions of management staff, teaching staff, senior non teaching staff union leaders and students‘ representatives on the extent of provision of welfare facilities in Colleges of Education in North-West Geo-political Zone, Nigeria?
  7. what are the opinions of management staff, teaching staff, senior non teaching staff union leaders and students‘ representatives on the levels  of maintenance of welfare  facilities  in colleges of education in North –West Geo-political Zone, Nigeria
  8. what are the opinions of management staff, teaching staff, senior non teaching staff union leaders and students‘ representatives on the  extent of provision  of recreation and games facilities in colleges of education in North –West Geo-political Zone, Nigeria
  9. what are the opinions of management staff, teaching staff, senior non teaching staff union leaders and students‘ representatives on the level of maintenance of welfare facilities in colleges of education in North –West Geo-political Zone, Nigeria? 5 Hypotheses

The following null hypotheses were formulated based on the objectives of the study:  H01.   There is no significant difference in the opinions of management staff, teaching              staff, Senior non teaching staff union leaders and students‘ representatives on the               extent of  provision of infrastructural facilities in Colleges of Education in North

West Geo political Zone, Nigeria

H02. The is no significant difference in the opinions of management staff, teaching

staff, senior non teaching staff union leaders and students‘ representatives on the  levels    of maintenance of infrastructural facilities in Colleges of Education in  North- West Geo-  political Zone, Nigeria

H03     There    is    no     significant    difference    in    the    opinions    of     management     staff,

teaching staff, senior non teaching staff union leaders and students‘ representatives on  the extent of provision of teaching facilities in Colleges of Education in North- West

Geo-political Zone, Nigeria

H04   There is no significant difference in the opinions of management staff, teaching staff,

Senior non teaching staff union leaders and students‘ representatives on the levels

of maintenance of teaching facilities in Colleges of Education in North-West Geo-

Political Zone, Nigeria

HO5 There is no significant difference in the opinions of management staff, teaching staff,            senior non teaching staff union leaders and students‘ representatives on the extent            of provision of learning facilities in  Colleges of Education in North-West Geo-

Political Zone, Nigeria

H06  There is no significant difference in the opinions of management staff, teaching staff,             senior non teaching staff union leaders and students‘ representatives on the levels             of maintenance of  learning  facilities  in colleges of education in North-West Geo-

Political Zone, Nigeria

HO7. There is no significant difference in the opinions of management staff, teaching staff,             Senior non teaching staff union leaders and students‘ representatives on the extent              of provision, welfare facilities     in Colleges of Education in North Zone, Nigeria H08.   There is no significant difference in the opinions of management staff, teaching             staff, senior non teaching staff union leaders and students‘ representatives on the              levels of maintenance of welfare facilities in colleges of education in North-West

Geo–political Zone, Nigeria

H09.   There is no significant difference in the opinions of management staff, teaching staff,

Senior non teaching staff union leaders and students‘ representatives on the

Adequacy of   provision of recreation and games facilities in colleges of education in                      North-West Geo political Zone, Nigeria

H010 There is no significant difference in the opinions of management staff, teaching staff,             senior non teaching staff union leaders and students‘ representatives on the levels

of maintenance recreation and games facilities in colleges of education in North-

West  Geo-political Zone, Nigeria

1.5 Basic Assumptions

This study is based on the following assumptions:

  1. There is inadequate provision and maintenance of facilities in colleges of education in North-West Geopolitical Zone, Nigeria
  2. That infrastructural facilities are at deplorable sight due to lack of maintenance culture
  3. That if properly provided infrastructural facilities such as classrooms, lecture theater, laboratory, computer facilities, information and communication technology centers, hostel, recreational centre, furniture‘s, electricity and water supply will be adequate in the colleges of education in North-West Geo-political Zone, Nigeria
  4. If there is adequate teaching and learning facilities, students academic performance will be higher in colleges of education in North-West Geo-political Zone, Nigeria
  5. That the provision and maintenance of welfare facilities promote high performance of students and staff in college of education in North-West Geopolitical Zone, Nigeria
  6. That provision and maintenance of recreation and games facilities promote friendly relationship among staff and students in colleges education in North-

West Geo-political Zone , Nigeria

  1. That the available facilities in the state and federal colleges of education are over stretched due to the population explosion
  2. That if there is good organizational climate recreation and games facilities will be effectively maintained in colleges education in North-West Geo-political Zone ,

Nigeria

1.6 Significance of the Study

The study examined the present conditions of provision and maintenance of school plant in colleges of education in North- West Geo-political Zone, Nigeria. The findings of the study will assist administrators and educational planners in their allocation of funds and resources to colleges of education. The findings will also help management staff to be aware of one of the important variables that can influence their administrative duties as well as students, performance.

It is also hoped that this research work would contribute to the existing body of knowledge by bringing new ideas and challenges to educational management and administration. It will benefit the college managers to identify their available facilities and plan on how to maintain them.

The study would help both staff and students to acknowledge the importance of provision and maintenance of facilities in creating an effective teaching and learning environment. The findings would    also help staff to develop meaningful strategies and methods, towards operation and maintenance of college facilities to enhance effective and efficient teaching and learning.  The research findings would further help both staff and students appreciate the need to encourage hard work and learn better through adequate utilization of their potentials and the few resources available. The study would help to appraise the past and present practices of procurement and maintenance of facilities in colleges of education in North –West Geo-political Zone, Nigeria, with a view to highlighting some of the crucial issues and problems connected there with.

1.7     Scope and Delimitation of the Study

The main task of this study was to assess the extent to which assessment of provision and maintenance of school plant had influenced educational advancement in Colleges of Education in the North-west Geo-political Zone, Nigeria. This is basically a study of the opinion of individuals about provision and maintenance of facilities. It strived to examine impact of facilities and the extent to which respondents differ in their responses on the assessment of provision and maintenance of school plant for educational advancement as a result of their adequacies, in the states and status of the colleges i.e.(Federal and State Colleges). The study was conducted in North-West Geo-political Zone, Nigeria, covering seven states (Kaduna, Kano and Zamfara. The study centered on the Colleges of Education,( CO E) as the foundation of Teacher Education programme in North-West Zone and Nigeria in general . It covered Colleges of Education in the Zone, involved six Colleges out of the 12 Colleges. The population of the study was restricted to the major stakeholders (Management staff, Teaching staff, senior nonteaching staff union leaders and Students representatives) who are directly involved in the affairs of Colleges of Education

ASSESSMENT OF PROVISION AND PRESERVATION OF SCHOOL PLANT IN INSTITUTIONS OF EDUCATION IN NORTH-WEST GEO-POLITICAL ZONE, NIGERIA (2010-2014)

Leave a Reply