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OBSERVED AND STANDARD MEASUREMENT OF SOME EDUCATIONAL FACILITIES IN PUBLIC AND PRIVATE

SECONDARY SCHOOLS IN DELTA STATE

BY

EKPENISI, Justina

DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND POLICY STUDIES, DELTA STATE UNIVERSITY, ABRAKA

FEBRUARY, 2016

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OBSERVED AND STANDARD MEASUREMENT OF SOME EDUCATIONAL FACILITIES IN PUBLIC AND PRIVATE

SECONDARY SCHOOLS IN DELTA STATE

BY

EKPENIS1, Justina PG/I 1/12/206308

NCE, Agbor (2003), B.Ed, Abraka (2007).

A DISSERTATION SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND POLICY STUDIES, FACULTY OF

EDUCATION

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTERS OF EDUCATION (M.Ed) DEGREE IN EDUCATIONAL

ADMINISTRATION OF THE DELTA STATE UNIVERSITY, ABRAKA. DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND POLICY

STUDIES, DELTA STATE UNIVERSITY, ABRAKA

FEBRUARY, 2016

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DECLARATION

I declare that this is an original research work carried out by me in the Department of

Educational Administration and Policy Studies and supervised by Prof. N.E Akpotu.

________________ _________________ EKPENISI, Justina Date Researcher

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CERTIFICATION

We the undersigned certify that this project work was carried out by

EKPENISI, Justina, PG 11/12/206308 in the Department of Educational

Administration and Policy Studies, Delta State University, Abraka.

_______________ _______________ Prof. N.E Akpotu Date Supervisor

_________________ _______________ Prof. E.D Nakpodia Date Head of Department

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DEDICATION

This project is dedicated to Ekpenisi family, my darling sister Mrs. Gloria Offor

and my friends Barr. Obidi Ugeh and Dr. Alfred Mulade who have made my dream a

reality.

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ACKNOWLEDGMENTS

First and foremost, the researcher expresses her profound gratitude to God

Almighty for His guidance and fervent care throughout the period of this study. The

dissertation would not have been possible without the contribution of many scholars.

The researcher is grateful to her supervisor Prof. N.E. Akpotu who in spite of his

academic schedule took pain to go through the work and made constructive corrections,

without him, the study would not have seen the light of the day. The researcher thanked

other lecturers in the department especially the Head of the Department, Prof. E.D.

Nakpordia for his support in one way or the other in making this dissertation a huge

success.

Prof. E.P. Oghevbu, Prof. Onoyase, Dr. A. A. Akiri, and Dr. J.E. Anho. The

researcher is most grateful to all staff of Education Administration and Policy Studies.

Special thanks and appreciation also goes to Mrs. Angela Eboh (Nee Ekpenisi)

and Mrs. Gloria Offor Christopher, Barr. Obidi Ugeh and Dr. Alfed Mulade whose

contribution I cannot quantify.

The researcher also wants to appreciate her friends for their support and

understanding, Dr. Alfred Mulade, Mr. and Mrs. Fred Kelubia, Mr. Kenneth Ohis

Ehimiaghe, Biosah, Oby, Pst. Francis Etafo, Barr. Rosemary Adudu, Maryrose Alele,

Geraldine Agbasi, Comrade Odum Chukwudi, Barr. Ifeanyi Williams Agholor, Mr.

James Aigbogun, Den, Monday Apaokueze (JP), Comrade Dele Akpotashi, Barr.

Amaka Ogeah, Awele Ozoh, Pat Attoh Enemoh, Mercy Enebeli, Ogechukwu Osita,

Afemari Raphael and Emeka Ezeanyagu, Barr. Collins Ekpenisi.

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Finally, unreserved gratitude goes everyone who in one way or the other prayed

for the successful completion of her post graduate studies, may God bless you all in

Jesus name, Amen.

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TABLE OF CONTENTS

TITLE Pages

TITLE PAGE - - - - - - - - ii

DECLARATION - - - - - - - iii

CERTIFICATION - - - - - - - iv

DEDICATION - - - - - - - v

ACKNOWLEDGEMENTS - - - - - - vi

ABSTRACT - - - - - - - - xi

CHAPTER ONE: INTRODUCTION

Background to the Study - - - - - - 1

Statement of the Problem - - - - - - 6

Research Questions - - - - - - - 7

Purpose of the Study - - - - - - - 8

Significance of the Study - - - - - - 9

Delimitation and Scope of Study - - - - - 9

Definition of Terms - - - - - - - 9

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Conceptual Framework - - - - - - 10

The Concept of School Plant - - - - - - 14

Macroscopic aspect of Institutional Growth and Development - 16

Space Requirement - - - - - - - 20

The Maintenance Culture of School Plants - - - - 24

School Plant in the Rural and Urban Areas - - - - 28

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School Plants for Instruction - - - - - - 29

School Plant Development - - - - - - 29

The Relevance of Educational Specification - - - - 31

Appraisal - - - - - - - - 34

CHAPTER THREE: RESEARCH METHOD AND PROCEDURE

Research Design - - - - - - - 36

Population - - - - - - - - 30

Sample and Sampling Technique - - - - - 30

Research Instrument - - - - - - - 38

Validity of the Instrument - - - - - - 38

Administration of the Instrument - - - - - 38

Method of Data Analysis - - - - - - 39

CHAPTER FOUR: PRESENTATION AND DISCUSSION OF RESULTS

Principal’s Office - - - - - - - 40

Vice Principal’s - - - - - - - 42

Science Laboratories - - - - - - - 43

Classrooms - - - - - - - - 44

Bursar’s Office - - - - - - - 45

Libraries - - - - - - - - 46

Playgrounds - - - - - - - - 49

School Size - - - - - - - - 53

Discussion of Results - - - - - - - 55

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CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

Summary - - - - - - - - 62

Findings - - - - - - - - 63

Conclusion - - - - - - - - 64

Recommendations - - - - - - - 65

Suggestions for Further Studies - - - - - 66

REFERENCES - - - - - - - 67

APPENDIX I - - - - - - - - 69

APPENDIX II - - - - - - - - 70

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Abstract

This study was designed to examine the observed and standard measurement of some educational facilities in public and private secondary school in Delta State. The study specifically sought to unravel the difference between the observed and standard measurement of the principal office, laboratories, school size, playground and libraries. The concept and significance of school plant management in the educational system were educational facilities speak for its quality. To guide the study, nine (9) research questions were raised and answered. The relevant data for the study were obtained through the use of research guide and surveyor’s tape. Stratification methods were use to select 6 schools each from the urban and the rural areas in the three senatorial district of Delta state. The study focused on an investigation into the difference between the observed and standard measurement of some educational facilities at the Public and Private Post-Primary schools in Delta State. From the study carried out, it was discovered that most of the educational facilities at the post-primary schools in Delta State are in bad shape and these state of affairs exists because of no proper attention were given to school plant, planning, management and supervision furthermore, it was revealed that most of the public secondary schools in Delta state met the standard requirement of the measurement for standard school size. On the other hand, most of the private secondary schools are too economical with the size of the school as most of the schools are owned by individual. It was recommended that priority attention should be accord to the study of school plant planning and management by the government and improvement in the standardization of school facilities towards the enhancement of the quality of education. .

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CHAPTER ONE

INTRODUCTION

Background to the Study

The basic focus in any institution is on educational facilities and its management

because effective and efficient running of the system depends on proper maintenance

and use of available structural units and facilities. Ogbodo (1995) defined educational

facilities as those things of Education which enables a skilful teacher to achieve a level

of instructional effectiveness that far exceeds what is possible when they are not

available. In the past, little consideration was given to the effect in which educational

facilities would have on the learning - teaching process and enrolment of students in

Schools. It was stated that well planned and maintained educational facilities will not

only enhance good teaching process but also facilitate high enrolment of students

(Oyesola, 2000).

Onyene (2000) stated that in any institution, the basic focus is on school plant

and administration of facilities because effective and efficient running of the system,

proper maintenance and use of the structural units and facilities are quite accurate and

imperative. A well designed functional school building provides effective delivery of

the school’s curriculum and is positively related to enrolment of the students (Ogbodo,

1995). Oyedeji (2000) stated that it is becoming increasingly obvious to our higher

institution in Nigeria that their future survival as an educational entity depends to a

large extent on the efficient management of available resources. Educational facilities

carry wide meanings which include the school building, uncondusive classrooms and

office infrastructures, equipment, library, hostel, blackboard and school records. Its

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material conditions should be conductive for all - round development of the student-

physical, emotional, social, cultural and moral. Good learning environment should be

created by the educational facilities. It is the most important factor in the educational

process (Stickhard & Mayberry, 1992).

The measurement of educational facilities is an integral part of this study, and

this plays a vital role towards the attainment of high quality education in any school

system. School plant management is the systematic process of planning and maintaining

of educational facilities towards the attainment of educational aims and objectives - as

contained in the National Policy on Education, Federal Republic of Nigeria, (FGN,

2004), which are as follows:

i. The inculcation of national consciousness and national unity.

ii. The inculcation of the right type of values and attitudes for the survival of the

individual and the Nigeria society.

iii. The training of the mind in the understanding of the world around, and

iv. The acquisition of appropriate skills, abilities and competencies both mental and

physical as equipment for the individual to live and contribute the development

of his society. National Policy on Education (FGN, 2004)

The accomplishment of these educational aims and objectives lead to the

attainment of the main national objectives of Nigeria as stated in the second National

Development Plan as follows:

i. A free and democratic society

ii. A just and egalitarian society,

iii. A united, strong and self-reliant nation,

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iv. A great and dynamic economy and

v. A land of bright and full opportunities for all citizens.

Observations have shown that most of the post primary schools in Delta State

are lacking educational facilities both in quantity and quality. The effect of this state of

affairs cannot be underestimated. Olagboye (2004) pointed out that “as a result of the

worsening economic situation in developing countries, existing school plants have

gradually turned to a state of dereliction and decay”. They considered school plant as

the entire scope of physical infrastructural facilities provided in the school for the

purpose of educating the child, adding that school plants are complex in nature at the

higher level of education and simplified at the primary and secondary levels.

Government, private individuals and organizations are investing on education as

a means of fostering national development. The Government stated that, ‘education has

witnessed active participation by non-government agencies communities and

individuals as well as government intervention’ (Federal Republic of Nigeria 2004 p4),

Thus, educational institutions have been established at primary, secondary and tertiary

levels, with the hope that the nations human resources would he transformed into

competent and productive agents of development in all sectors of the economy.

In order to fulfill their objectives, educational institutions require an

environment where teachers, students and other personnel will enjoy theit stay and

perform their duties effectively. According to Akubue (2007) good school environment

would foster desirable behavior, creativity, harmonious relationship and problem-

solving skills among students. In the educational institutions, facilities constitute

essential inputs which could generate favorable learning environment, facilitate

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interaction and enhance achievement of educational objectives. In fact, school

curriculum would be meaningful and functional if required facilities are provided in

adequate quantity at appropriate time.

Educational facilities are sine-qua-non for the attainment of educational

objectives in any school system. Thus, for teaching and learning to be effective, the

adequacy of the facilities in both quantity and quality is very essential. School plant

refers to educational facilities used for effective running of a school. It comprises such

items as the school building, site, playground, equipment, etc. Onoyase (1991) viewed

school plant as physical resources such as school buildings, playground and equipment

needed in the teaching and learning process.

School plant could be described as the space and physical resources which the

school administrator and his reference groups, harness, allocate, utilize and maintain for

the purpose of effective school administration and teaching and learning process. Odor,

(1995) described the school plant as, the space interpretation of the school curriculum’.

According to him, the curriculum finds it physical expression in construction and

arrangement of the school plant. The school sites and the school buildings are part of

the board concept known as the school plant.

The quality and quantity of educational facilities influence the standard of

education in the school system. Thus, Ojedele (2004) supported this view by saying

that, ‘the school plant is the physical resources which influence the quality of education

in schools’. According to Whawo (1995), these are agreement among educators that

school infrastructural facilities enhance teaching and learning. When they are available

in a fairly good number and quality school facilities contribute to the comfort safety and

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achievement of students in academics and co-curricular activities. These in turn

determine to a great extent the overall quality of the school’. The environment of

college affects students because it can help, hinder, inspire or inhibit their actions. It can

also create an atmosphere of dignity, To accomplish most programmes of instruction

and pupil personnel services, some physical facilities must be provided. But

unfortunately many schools in the country lack adequate school plants for effective

teaching and learning. The inadequacies of school plants can adversely affect the

implementation of the National Policy on Education, the 6-3-3-4 system. The adequacy

of school plant in quantity is imperative for effective teaching and learning. If the aims

and objectives of education are to be realized by the year 2000, then, concerted efforts

must be made towards ensuring the adequacy of school facilities in quantity and quality,

However, Ojedele (2004) advised that, “The school administrator should not

emphasize the beauty or artistic character of the school plant to the detriment of its

functionality. As Campbell, Ronald and Raphael (1977) put it, ‘to be sure, these plants

may be impressive or they may be beautiful but neither monumental character nor

artistic expression should be achieved at the expense of functional arrangement. From

the foregoing, there is no gain saying the fact that any educational institution lacking

adequate provision, maintenance and utilization of school plants is not likely to achieve

the objectives of the school. In fact, the school administrator needs adequate school

plant for effective teaching and learning, and school administration towards the

improvement of staff, pupils and the school community needs. In other words, adequate

school plans can make a school truly great and outstanding among theft school.

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Statement of the Problem

The state of educational facilities in the school system influences the standard or

quality of education in that school. Thus, it can be said that the effectiveness of teaching

and learning is dependent on the quantity and quality of school facilities. Studies have

shown that there are some factors that can militate against effective teaching and

learning in the school system. Some of these factors include lack of instructional

equipment, teaching aids, unconducive classrooms, laboratories, workshops, and

absence of standard libraries, recreational facilities and infrastructure. Others are poor

maintenance culture of the available facilities, poor aesthetic conditions, inadequate

funding and lack of qualified manpower for the effective handling and utilization of the

available equipment. The standard measurement of school facilities is very essential for

effective teaching and learning.

The number of classrooms, offices, laboratories or workshops and libraries

ought to be proportionate with the number of teachers and students. Their designs also,

ought to be in conformity with the standard educational specifications. Hence, the

foundation crux of this study is to clear the ambiguity surrounding observed and

standard measurement of educational facilities in public and private secondary schools

in Delta State and present an accurate purview of the methodology to apply in

evaluation of educational facilities therein. However, school administrators, proprietors,

government officials do not ensure the standardization of school facilities and

expansion of existing school facilities. The statement of problem therefore put into

statement form; the observed and standard measurements of some educational facilities

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at the post-primary level of education and the extent to which school facilities such as;

laboratories, libraries, staff offices etc are being managed and maintained.

Research Questions

In view of the problem, the following questions were raised to guide the study:

1. What is the difference between the observed and standard measurement of the

principals office?

2. What is the difference between the measurement of the Vice-Principal’s office

and standard measurement?

3. What is the difference between the observed and standard measurement of the

science laboratories for physics, chemistry and biology in public and private

secondary schools?

4. What is the difference between the observed and standard measurement of the

Bursar’s office in public and private secondary schools?

5. What is the difference between the observed measured classrooms and the

standard measurement in public and private secondary schools?

6. What is the difference between observed and standard measured School size in

public and private secondary schools?

7. What is the difference between the observed and standard measured public and

private secondary schools in the rural communities and urban centres?

8. What is the difference between the observed and standard measurement of

playgrounds in public and private secondary schools?

9. What is the difference between the standard and observed measurement of

libraries in public and private secondary schools?

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Purpose of the Study

The purpose of the study was to investigate the difference between the observed

and standard measurements of some educational facilities at the post primary level of

education. Specifically; the study was set-out to achieve the following purpose:

i. Unravel the difference between the observed and standard measurement of the

Principal’s Office.

ii. Substantiate the difference between the measurement of the Vice- principal’s

Office and standard measurement.

iii. State the difference between the observed and standard measurement of the

Science Laboratories for Physics, Chemistry and Biology in public and private

secondary schools.

iv. Also state the difference between the observed and standard measurement of the

Bursar’s office in public and private secondary schools.

v. To categorically state the difference between the observed measured classrooms

and the standard measurement in public and private secondary schools.

vi. Elucidate the difference between the observed measured and the standard

measured School size in public and private secondary schools?

vii. State the difference between the observed measured private schools in the rural

communities and the standard measured public secondary schools in urban

centres.

viii. Explain the difference between the observed and standard measured

playgrounds in public and private secondary schools.

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ix. And also elucidate the difference between the standard and observed measured

libraries in public and private secondary schools.

Significance of the Study

The relevance of educational facilities in schools cannot be over emphasized in

school management. They play vital roles in educational development. The findings of

the investigation may therefore become very useful to school administrators,

educational agencies and policy formulators in the sense that it will help them to know

the better method to apply for them to garner the required data needed for policy

formulation and effective administration. In addition, the findings will also be useful to

research students who are in constant search for new knowledge.

Delimitation and Scope of Study

The study is limited in scope to the public and private secondary schools in the

three Senatorial Districts of Delta State which are 512 in number as at the time of

writing this research. Out of these, 148 are public while 364 are private secondary

schools.

Definition of Terms

To guide against the error of generalization and to present a concise

understanding, some of the operational terms used in this research work are so defined

below:

School plant: This is the site, building and equipment.

Standard: Approval yardstick for testing or measuring Variables.

Observed: The actual or condition obtained by the researcher.

Expected: The standard of performance that is believed to happen.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter deals with the review of related literature on the observed and

standard measurements of some educational facilities in public and private secondary

schools in Delta State. The review was organized under the following sub-headings:

i. Conceptual framework

ii. The concept of school plant.

iii. The space requirement of Principal’s office, Vice principals office, Classroom,

Science laboratories, Bursar’s office, Library, Playground and the School size.

iv. The maintenance culture of school facilities.

v. School plant in the rural area and urban areas.

vi. School plant for instructions.

vii. School plant development.

viii. The relevance of educational specifications.

ix. Appraisal

Conceptual Framework

Schools exist for the purpose of teaching and learning. Human and material

resources are deployed for this purpose. School facilities are the material resources

provided for staff and students to optimize their productivity in the teaching and

learning process. The realization that the transfer of knowledge does not only take place

in the four walls of the classroom from the teacher to the students but rather that

learning takes place through discovery, exploration, interaction with the internal and

external environment has necessitated the creative and innovative development of

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teaching and learning facilities that reflect these changes. Schools exist to serve socio-

economic and political needs of the ever-changing society, consequently, they are in

constant interaction with their external environment. They’ receive inputs from the

external environment in the form of human and material resources, processes them and

empty same into the society as finished products and services. The quality of the

products bears a direct relationship with the quality of the facilities deployed in the

process of the production. This demands that state of the art facilities are provided in

schools to prepare school leaver for life in the global village. According to Propst

(1972) useful types of school plant to be contacted by the planners and the management

team are acoustical design engineering, audiovisual design engineering, behavioural

sciences, building systems design, community and press relations, ecological studies,

electronic data processing of hardware specifications, electronic data processing for

programme development, use of facilities training and financial planning. Others

include food service planning, graphic design, health care planning, information

management, installation supervision, interior design, laboratory planning and

engineering, lighting design, management consulting, project planning, safety

engineering, site planning, technical equipment specialization, and urban planning.

This implies that facilities management is a collective responsibility of the

federal, state, local government authorities, staff and students of the individual schools

and the community where the school is located. The Federal Govenunent through the

Federal Ministry of Educatipn provides the policies that guide the educational system

and also oversees the implementation of these policies at the State level. On the other

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hand the State Government ensures the actual implementation of the National Policy on

Education by providing the enabling environment for effective teaching and learning.

The school plant is a major component of the school facility. Knezevich (l975)

described it as “the space interpretation of the school curriculum”. He emphasized that

the curriculum finds its physical expression in construction and arrangement of the

school plant, which is a controlled environment that facilitates the teaching and learning

process and also protects the physical well being of the occupants. He further stated that

since teaching and learning does not take place in a vacuum, school facilities give

meaning to the planned curricula and extra-curricula activities. A discussion of the

school plant starts with the conceptualization of the educational programmes to be

offered in the school. The nature and types of the educational programme will

determine the nature and types of the school plant to be provided. Unruh (1974)

emphasized that both teachers and students need places to search, read, write, confer,

interact, view, listen, think, experiment, and record. Students need places to transact

student affairs or to gather for social purposes. Teachers need office space, conference

rooms for team planning, facilities for diagnosis of pupil’s needs, and facilities for

preparing instructional presentation. New views of the teaching-learning process that

move beyond memorizing of knowledge toward involvement of students in applying,

analyzing, synthesizing, and evaluating knowledge stress the need for flexibility of

space in the schools. The complexity of the learning environment requires flexibility in

the design of the school plant. Modem facilities are designed for diverse academic and

social activities.

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Multipurpose facilities used for academic activities during school hours, may be

available for community use during or after school hours. Such facilities may be used

for continuing education programmes, social activities and recreation. Through

appropriate scheduling multipurpose facilities may be accessible to the community

during school hours. This will eliminate the burden of duplication of such facilities as

conference halls, gymnasium, library, theatre and sporting facilities. Such integrated

effort is cost effective and brings the community closer to the school. Some buildings

are over fifty years and therefore require modem facilities for teaching and learning.

Renovation and modernization of old and dilapidated buildings should be carried out to

ensure that facilities for team planning areas, office space, clerical space, workrooms,

professional development libraries, faculty dinning area, storage space, students

conference areas, guidance services area for large group instruction, spaces for

instructional media, library resource centers, science facilities, arts and music studios,

individual study area and physical education facilities. Equipment and supplies are

essential for the attainment of educational goals and objectives. Simpson and Anderson

(1981) defined equipment as “items that last a minimum number of years or cost more

than a certain amount” and supplies as items such as microscope slides, glass tubing,

and cotton swabs, that are quickly consumed and that are usually less expensive than

equipment items”. Some equipment perform specific functions while others such as

computers perform multiplicity of functions.

School equipments are available in various forms. The equipment may be fixed

or movable and they serve various purposes in the educational system. They are used in

the classrooms, laboratories, offices, workshops, cafeteria, toilets, laundry, library and

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for sports etc. The supplies are the accessories for operation of various equipment.

Furniture are also available in the classrooms, offices, cafeteria, laboratories and

workshops, outdoor, residential halls, common rooms, and those designed for the

physically challenged. Information and Communication Technology (ICT) facilities

also include among others soft wares on classroom management, facility management,

inventory control, maintenance management, online procurement, food services and

general management. The application of the software requires that the school managers

should be exposed to necessary in-service training to enable them make maximum use

of the soft wares.

The Concept of School Plant

School plant refers to the physical resources of a school. This involves all the

facilities both tangible and non-tangible that reused for the implementation of the

educational programmes of a school. They include the school site or land, the buildings

for the classrooms, offices, laboratories, etc. the equipment and the aesthetic condition

of the school. According to Aigboje (2007) school plant are site, buildings and

equipments. It embraces the permanent and semi-permanent structures as well as items

such as machines, laboratory equipment, chalkboard and cleaners’ tool. Generally, the

site is the specific geographical location that contains the buildings where the school

equipment is kept for educational use.

Adeboyeje (2000) school plant is considered as the entire scope of physical

infrastructural facilities, provided in the school for the purpose of educating the child. It

refers to instructional faculties, recreational facilities. Hence, the provisions,

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maintenance and utilization of school plants are very important in the school system in

the following ways:

a. The school plants help to facilitate teaching and learning experiences. He further

stresses it by saying that ‘the size, proportion and relations of learning space

influence the types and quality of instruction. The educational facilities and

equipment enable the child to learn through several human senses such as

hearing (audio aids), and doing, interesting and child centered. They help to

arrest and sustain the attention of the pupils in classes.

b. The school plants help to control the school environment. The school plants help

to put the land space into use and therefore help to differentiate the various

sections and departments of schools. For example, it is possible to distinguish

the science departments, the kitchen, the offices and the classrooms, the

laboratories and workshops by their buildings and spacing in the school

compound.

c. The school plants to protect the physical well being of the occupants. The

offices, classrooms, laboratories and libraries provide accommodation and

physical protections for staff, students, educational facilities, equipment and

books.

d. The school plants help the school administrator to accomplish his

responsibilities towards the improvement of the school curriculum, staff-

personnel services and pupil personnel services.

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e. School plants add beauty and attraction to the school environment. The artistic

and monumental nature of the trees, colourful pitches, painted buildings, and

flowers in the school help to make the compound very beautiful and attractive.

To ensure the qualitative and quantitative adequacies of school facilities, school

plant planning is indisputable. School plant planning refers to the sifting, building and

provision of physical equipment in secondary, commercial and teacher-training

institutions. School plant planning also covers Tertiary Institutions like Universities,

Polytechnics and Colleges of Education. There are certain features common to tertiary

school plant planning and those of primary the site, location and the roles of certain

plants like the library, hostel, science, block classrooms, the administrative buildings

and games complex remain the same. Thus, in the universities or higher institutions,

differences exist in the microscopic and macroscopic aspect of institutional growth and

development.

Macroscopic aspect of Institutional Growth and Development

Macroscopic aspect refers to the master plan showing the overall nature of the

university development. Microscopic planning is the specific theme of the institutions’

development, e.g. the planning of a particular building showing areas for offices,

classrooms, laboratories equipment, parking spaces and general storage facilities.

Educational planners and others known with institutional developments may agree that

school plant planning may refers to the process of selecting a suitable site, designing the

buildings and other infrastructures to satisfy the educational needs of the students.

According to Onoyase (1991) school plant planning and management includes:

selection of school site, prerequisites and maintenance and operation of the school plant.

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Under the selection of school site, the issues involved include: type of school and

location, topography and soil condition, aesthetic value, government policy on land

acquisition, accessibility, health and safety needs, under the prerequisites for

architectural planning of school, the following issues are paramount: curriculum

development, preparation of educational specification, school plant planners, the

architect, educational consultant and qualification. Under the school survey, we have

the various types community and pupil population school survey, finance survey,

educational programmes survey, experts school survey, local school survey, citizens

school survey, modified citizens’ survey processes.

Under the school building survey, the main issues considered are; educational

adequacy of school building design, sufficiency of instructional spaces, secondary

school capacity, safety and health as well as the development of a long range building

programme. Under the maintenance and operation of school plant, there is the role of

the central administration, section of custodial staff, the role of the school principal,

maintenance and operational responsibilities of custodial staff, and the life span of

school building.

Isaac and Musibau (2010) discussed the following issues on “facilities for

education”. School facilities in an era of change, buildings and instruction, school-

housing needs, Administrative -staff time involved, determining student population and

financial ability, others are: selecting and employing an architect, selecting sites,

educational specifications and architectural plans, reviewing plans, construction for and

constructing the plants, supervising construction, equipping and utilizing the plant.

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School facilities are one of the major concerns and opportunities of the school

administrator. They are of great importance because of the impact of the plant and

equipment on the educational process and programme. While it is generally agreed that

the plant should reflect the educational programme and needs, it is often true that the

educational programme bears evidences of the influence of the plant. The commission

further stressed the school building should be not only a functional servant of the

educational program, but also a friendly, attractive, and stimulating place impacting a

feeling of a security and a sense of pride to all whom it serves, it concludes that the

principal’s role in achieving this ideal includes leadership activities in planning and

maintaining the school plant, (Olagboye, 2004).

Lyons (2012) opined that the process of planning for educational facilities

typically is a central office responsibility-particularly when one considers projecting

enrolments and needs, financing improvements and constructing facilities. They added

that the task of planning for school building is a complex, time-consuming process that

typically begins with the conduct of a school survey. He indicated that these studies

might be conducted outside consultants or experts, the local school staff citizens’

committees, or combinations of all three groups. Following the survey, the board of

education, acting on recommendations of the superintendent of schools, must access the

feasibility of embarking a building programme to fulfill the expectations of the survey

team. This assessment involves consideration of political as well as financial and

educational ramifications. After the board’s approval, the principal proceeds with the

necessary implications of the specified and needed furniture, (Isaac and Musibau,

2010).

30

Khan and Igbal (2012) noted that school plant is the space interpretation

(understanding) of the school curriculum. The curriculum finds its physical expression

in construction and arrangements of the school -plant. The size, proportions and

relations of learning spaces influence the type and quality of construction. The school

site and the school building are part of the board concept known as the school plant.

This functional concept of the school-plant emphasizes the effect of plant facilities on

the educational experiences provided and the educational methods employed within it,

rather than on the materials used in its construction. The school plant is viewed as a

controlled environment that facilities the teaching -learning process while it protects the

physical well being of the occupants.

In addition, Ihuoma (2008) suggested that school planning starts and ends with

the pupils and that the building should be designed to satisfy the pupils’ safe structure,

adequate sanitary facilities i.e. balanced visual environment an appropriate thermal

environment, a satisfactory acoustical environment and sufficient shelter space for his

work and play. His emotional needs are met by creating pleasant surroundings, a

friendly atmosphere and an inspiring environment. This shamanistic, pupil-oriented

approach to school planning and construction views design and equipment as means of

enhancing the pupils’ learning and comfort,

To recapitulate, educational specifications are prepared, as a prelude to

architectural design of crucial importance is the translation of educational need into

space requirements. The curriculum and the method of teaching become meaningful for

the school design when the spatial implications of the programme are classified

(Onyeike and Vinari (2013). The challenge is complicated by the fact that the form and

31

substance of the educational programme for tomorrow’s school is just emerging.

Technology is coming into the classroom, special services are being added, content of

instructional programme is being shifted to more appropriate grade levels and new

learning experiences are designed - all these factors influence planning, construction

and utilization of school facilities. A building design that is functional can no more

remain static than the educational programme it was created to serve.

Space Requirement

The educational programme of any school can be negatively or positively

affected by the nature of the space requirement for the facilities. Thus, it can be

negative if there is deficiency in the number and size of the available teaching and

learning space. According to Nnabue, el at (2002) the number and type of instructional

spaces contained in a school building should be those necessary and sufficient to

accommodate the desired educational programme for the total number of students

enrolled in the school. Therefore, if the capacity of a school building is lower than the

students’ enrolment the building is known to be restricting the educational programme

of the students. This state of affairs leads to an unhealthy condition referred to as

overgrowing. The quality of education is in no doubt adversely affected by the state of

inadequacies in space requirement for educational facilities.

The effectiveness of a school is determined by the number of students that can

properly be accommodated for instruction. Lyons (2012) shows the following:

i. Classroom for 40 students

ii. Art/Music Room for 40 students

iii. Science Laboratories for 40 students

32

iv. Home Economics Room for 20 students

v. Typing Laboratory for 40 students

vi. Local Craft Room for 40 students

vii. Workshop for 20 students

viii. Technical Drawing room for 20 students

ix. Principal’s office

x. Vice principal’s office

xi. Bursar’s office

xii. Playground

xiii. Size of School Land

Some standard measurements taken from Ministry of Education Standard

Guide, Lagos (1986) showed the following:

S/N Facility Population SM2

1. Classroom 40 60.5

2. Physics Laboratory 40 144.0

3. Chemistry 40 144.0

4. Biology Laboratory 40 144.0

5. Home Economics Room 20 120.0

6. Principal’s Office 1 25.5

7. Vice Principal’s Office 1 15.5

8. Bursar’s Office 1 40.2

9. Art/Music Room 40 84.0

10. Agric Science Laboratory 40 144.0

33

11. Typing Laboratory 40 100.0

12. Local Craft Room 40 56.2

13. Workshop 20 77.8

14. Technical Drawing Room 20 60.5

The school administrator is concerned with the qualitative and quantitative

nature of the instructional spaces, office spaces, recreational spaces, and their economic

implications. School planner usually based his decisions on quantitative square feet and

costs and qualitative - climate, aesthetics, and tone basis. Planning decisions are

complicated by the need to consider the kind of student population to be served as well

as short and long range programme.

The national dilemma has encouraged may school system to explore a growing

range of alternative solutions to provide school space in the most economical fashion. It

is a problem if the space provided for learning is not in the right quality and dimension.

Issues related to quality of space are less tangible and more difficult to pin down that

issues related to quantitative elements in school planning. Does the school have a

beckons? Can a building influence taste? What are the conditions that stimulate

creativity? Does the classroom invite pursuit of knowledge and truth, or is it a

“straitjacket”?

Beyond question, we are moving in many schools in the direction of developing

more adequate space for learning in the qualitative sense. Too many school buildings,

however, continue to be built merely to housing in terms of its educational influence.

From the foregoing analysis, it is evidently clear and apparent that in determining the

space requirements for a school, the following considerations must first be made:

34

educational philosophy, population trend, cost, the quality and size of equipment, the

nature of the curriculum, extracurricular activities, aesthetic conditions, and so on.

The space requirements refer to the larger space for the sitting of the entire

school building as well as the specific spaces for the different segments of the school

district. The sifting of a school is the identification and location of a suitable and space

for the establishment of school. Onoyase (1991) opined that the school site is an

important part of any educational plant. While the school must make provision for

school buildings, it has to ensure that there is space for a larger number of essential

educational functions and supporting services. He pointed out that the selection depends

upon the following factors: the type of school and location, topography and soil

condition, aesthetic value, government policy on land acquisition, accessibility, healthy

and safety.

The school site should make adequate provision for the following: space for

buildings, space for main drives and walks, for lawn, trees, for parkingcars and

automobiles, for garden, for recreational and co-curricular activities, and for future

expansions. The land should be plain, slightly sloppy - i.e. the level should be slightly

higher t area should be well in the area immediately surrounding it. The drained in order

to avoid water long. The presence of trees and beautiful flowers is very necessary.

According to Nnabue, el at (2002) school site should be easily accessible to

teachers and students who either use public or private means of transportation. Finally

health and safety needs should be considered.. Consideration must also be given to

topography, nature of soil, shape, accessibility. Convenience to, but distance from main

35

highways, utility connections, development potential for beauty and usefulness, and

expense involved in purchase and development.

The Maintenance Culture of School Plants

Maintenance as it applies to school plant, is a combination of any action carried

out to retain an item or restore it to an acceptable condition. If the quality and quantity

of school facilities are to be maintained standardized and improve upon, then a well-

defined policy of maintenance culture is inevitable. The poor attitude of people in

handling school facilities has contributed to the dearth, depreciation and even

destruction of some of the facilities. The management of educational facilities is

concerned with both planning, and construction of new buildings well as the

maintenance of existing facilities. School expenditures are made in two major areas -

recurrent and capitals expenditures. Recurrent expenditures include payments made in

respect of culture emoluments, bills, teaching materials, stationary, maintenance and so

on. Capital expenditure is that made in respect of buildings, equipment, vehicles, land,

road construction, spare parts procurement, and so on.

These views were supported by Peretomode (1995) by stating that educational

planners are aware that capital expenditures have implications on recurrent expenditures

since new school constructed and Equipped must necessarily consume funds for

maintenance and equipment replacement and payment of salaries for new staff The

management of school facilitate is concerned in the maintenance of existing school

facilities. He defined maintenance thus; maintenance involves, maintaining items -

buildings, furniture and equipment as far as is possible in their original (UNESCO,

36

1984). There are four policy options open to the planner who is considering the

maintenance of the stock of school buildings, furniture and equipment, they are:

i. No maintenance at all.

ii. Emergency maintenance.

iii. Ad-hoc maintenance.

iv. Planned or preventive maintenance.

According to Oyesola (2007) modernization is a process whereby an existing

school building is brought up to date structurally and educationally. It is more extensive

and comprehensive than either rehabilitation or remodeling. In the process of

modernization, spaces within a school building may be reshaped; certain parts of the

structure or service equipment may be restored to their original state or improved. Some

parts or surfaces may also be completely replaced or recovered while modem service

equipment may be installed. This means that modernization may actually involve

rehabilitation, remodeling and replacement. The stock of educational facilities in the

public school system in Nigeria is enormous even at the present state of their

inadequacy and insufficiency. They involve substantial financial cost to the tax-payers.

According to Onyeike and Vinari (2013) maintenance refers to the making or

repairs or replacements necessary to keep the buildings, equipment and grounds up to

the standard of their original condition of completeness or efficiency. It is essential for

school administrators to be aware of the available policy options and adopt appropriate

one(s) for a give maintenance problem. There are possibilities of emergence, adhoc and

planned or preventive maintenance policies but as much as possible maintenance should

37

be planned and preventive such as those specifically intended to reduce or prevent the

future deterioration of school buildings, site and equipment.

He further stresses it that to safeguard the health of students, school

administration must have some maintenance responsibilities. These include: replacing

broken down and windows louvers; making minor repairs to locks, hinges, and doors

handles; repairing and adjusting faulty window shades, making minor repairs to pupil’s

and teachers’ lockers, replacing faulty electrical appliances, keeping all fire-fighting

equipment securely in place, making minor repairs to instructional and recreational

equipment and painting rusting and corroding metal surfaces.

Most importantly, potholes, trenches, and leveling of play ground must be

identified and made good. Other operations should include cleaning, dusting

classrooms, disposal of litters, weeding lawns, removing ashes from chalk boards, toilet

cleaning, tree planting, etc; daily, weekly and periodic maintenance operations must be

identified and filly integrated into the overall maintenance strategy of a school, the

importance of maintenance cannot be overemphasized because “A school can be safe

and hazardous tomorrow if maintenance is slipshod” Uko and Ayuk, (2014). The

maintenance programme of school plants starts with the construction and equipment of

the buildings. In other words, the quality of the materials used for the construction

works and that of the equipment should be taken into consideration in order to have

effective maintenance programme. This will, no doubt, go a long way towards

minimizing the cost of maintenance.

It has been estimated that an average of 1.5 to 2 percent of the replacement cost

of a building must be spent annually for maintenance in order to keep it in good

38

condition. School buildings have an average life of approximately fifty years. If 2

percent of the cost of a building is spent on it annually for fifty years for maintenance

and repairs, the cost of repairing and maintaining the building over its life is as great as

its original cost assuming no change in the purchasing power of the dollar. If a building

can be so constructed as to reduce maintenance cost to one percent annually, half the

original cost of the building can be saved during its term or used. Therefore, the

maintenance programme starts with the construction and equipment of buildings. There

is no economy in cheap, shoddy construction or flimsy equipment. (Nnabue, el at

(2002).

According to Uko (2001) school principals have the responsibility of ensuring

the maximum and efficient use of the school plant for the educational programme. They

pointed out that an inefficiently used building, a poorly kept maintained site all inhibit

the development of a good educational programme, as well as reduce staff and students

morale. Similarly, a physical facility that is poorly equipped or has under-utilized

equipment also inhibits programme development. As 4 minimum, the site should be

kept free of debris and safe, which suggests daily attention by the custodial staff and

regular inspection by an administrator. Equipment must be kept in good repair or taken

out of service. Preventive maintenance of equipment and outside surfaces is the most

economical and sensible practice.

Aigboje (2007) the central administration has unique role to play in the

operation and maintenance of the school buildings within the area of its jurisdiction.

The central school board has responsibility of the following:

39

a. Developing policies concerning the working conditions of the physical plant

personnel

b. Their wages

c. Fringe benefits

d. Other forms of compensation

e. Setting work standards and procedures that are implemented by individual

school principals,

f. Develop the structure design to help the physical plant staff to better, preserve

and maintain the building to which they are assigned. The central administration

also has the responsibility of determining the size of the work force of the

custodian staff

School Plant in the Rural and Urban Areas

Peretomode (1995) noted that in terms of social amenity, the urban areas fare

better than the rural areas. This difference is especially apparent in the area of school

facilities. The situation is almost the same in all countries. For this reason, there is a

wide gap between the quality of education in the urban and rural areas. This is all the

more reason why the schools in urban areas are better constructed, better maintained

and furnished than those in the rural setting. However, this does not suggest that schools

are in a terrible state of disrepair and lack the requisite facilities. Be that as it may, in

relation to rural schools, urban schools are generally better maintained and equipped.

The main reasons for this state of affairs are not far-fetched. The urban centers

have concentration of population, which often appear to be politically conscious than

their rural counterparts. Education and maintenance policy makers are more sensitive to

40

such areas. The factor of nearness accounts partly for the observed disparity in that the

officers for the administration of schools are invariably more in urban areas. It is worthy

of note that the children of top government and education official att end schools in

urban areas, therefore, these officials are likely to be more intimately acquainted with

the physical state of the urban schools than the rural schools. It is also easier for an

urban school than for his rural counterpart who may have to plan a trip for such a

purpose, Peretomode (1995).

School Plants for Instruction

School plants exist to enhance the educational programme; these plants may be

impressive or they may be beautiful. However, neither monumental character nor

artistic expression should be achieved at the expense of functional arrangement.

Actually, it would suggest that artistry and impressiveness be achieved through

assigning functions its highest type of physical expression, Okoroma, (2002). The

relationship between programme and plant can be illustrated. If the educational

programme calls for self- contained classrooms, these rooms must be large enough to

permit a variety of activities. If the programme includes gardening or camping, clearly

the plant must provide for these activities. If television is to be used extensively in

instruction, the plant must be designed to permit closed circuit lockups or other

necessary arrangements.

School Plant Development

In designing school plants, the population of staff and students is of necessity.

The plan should be designed in such a way as to eliminate over crowdedness, poor

ventilation, and poor sanitary conditions and under or over utilization. Egwu (2007)

41

pointed out how innovative approaches as desperate as non guardedness and televised

instruction are handicapped by facilities that block groups of students and teachers off

from one another. Making mobility onerous, imposes a tight ship kind of discipline and

a custodial attitude towards resources, and prohibits full use of technology. The report

concludes that what is need are flexible school facilities that provide for the general

kinds of settings for learning; the conventional classroom, independent study facilities,

teacher-pupil one-to-one dialogue, small group discussions, and large group lecture

presentations.

Egwu (2007) the data necessary in planning for the school plant has to do with

the proposed used of the existing plant. Other key questions to be answered are as

follows:

i. Are the present buildings safe?

ii. Are they located where they will be needed?

iii. Can they be adapted to serve the educational needs of the district?

iv. What capacities does the building have in terms of the

v. Educational programme and student population of the future?

Results of these poses begin to suggest the kind, amount, and location of school

plants needed by the district. At this point the financial resources available for capital

outlay must be examined. In any school district the four categories of data outlined

above are very important for the development of the school plant programme. In a small

school district, the superintendent will work directly. He may have one or more staff

members who will assist with these studies. In some cases, the help of external

consultants can be secured to guide or supplement the work of the local people. With

42

such information in hand, the board of education and the people of a community are in a

better position to make decisions regarding the modification of the existing plant, the

securing of additional plant facilities, or the disposal of some plant facilities. If new

construction is needed, the superintendent will have other tasks as he works with

architects and contractors.

Peretomode, V. F. (1995) noted that educational specifications are statements

that translate the physical requirements of the educational specifications is to desirable

clearly and concisely the various learning activities to be accommodated in the school,

their spatial requirements and special features. These specifications service as the link

between the educational programme and the school facilities. When these specifications

are well made, they enable the architect to clearly imagine every detail of educational

activity to be conducted in a proposed educational facility. From the specifications he is

able to develop architectural concepts that fit the situation specified.

Akubue (1991) School planners often find it convenient to develop educational

specifications based on three district sections; the first section is devoted to the

educational programme with a detailed description of instruction and learning activities.

The second section deals with numerical aspects of the architectural problem. These

include the number of students for the desired educational programmed, how large each

type of space should be and their relative locations on the site. The last section describes

in details all the special features that should be in operated in the school building.

The Relevance of Educational Specification

In the past, architects were confronted with some unusual problems when

designing a school. They were required not only to prepare the technical specifications

43

but also to decide what kind of educational programme the building was to

accommodate. Educators often neglected to describe the learning experiences to be

offered. The architect was asked to design a building for a specific amount of money,

which would house a designated number of teachers and students. Beyond these meagre

instructions he was on his own to determine as best as he could the nature of the

educational programme. The result was that teachers had to adjust their teaching to the

building rather than having the building fit the programme, (Okoroma, (2002).

Aigbje (2007) School plant planning has changed in recent years.

Administrators now recognize the relevance of educational specifications according to

local needs and they are concerned with buildings, which facilitate instructions.

Architects have encouraged school administrators to plan the educational programme so

that they can do a better job of designing. It is generally recommended that details of

the educational programme should be determined prior to the preparation of the

blueprints. The written descriptions of the programme and learning experiences are

called educational specifications. The main purpose of educational specifications is to

guide the architect in planning a functional building to house a specific educational

programme.

There is no standard list of topics, which should be used to determining the

contents of educational specifications. To insist on such a list would violate one of the

major concepts underlying the development of educational specifications. These are the

identification of the educational programme and activities accepted and supported by a

local community. In a comprehensive study of the preparation of education of

educational specifications,

44

Willms (2000) reviewed the literature on this topic and analyzed the actual

documents used by schools throughout the United States. This study suggests four

principles to be observed when planning educational specification.

1. All proposals contained in a set of educational specifications should be

consistent with the recognized policies of the board of education. This

recommendation presumes that the board has adopted policies concerning the

educational programme. If it has not, all specifications should be reviewed and

approved by the board prior to submission to the architect in order to assure the

architect, the local citizenry and other interested parties that the educational

practices being proposed are supported by the board of education. This

procedure shows that the policies and wishes of the community as interpreted by

its elected representatives have been considered in planning the new buildings.

2. All basic educational policies and philosophies expressed in educational

specifications should be sufficiently board and flexed to accommodate future

trends and innovations in educational practices. Exercising these principles

requires thought and discussion by the professional staff Even so, no faculty can

predict all future trends in education and innovations, which are exceedingly

popular at the imminent, may prove to be less effective than anticipated when

subjected to controlled evaluation. Nevertheless, a faculty should have the

courage of its convictions to make its best predictions so that the architect can

provide for as much flexibility as possible in anticipation of them.

3. The information to be included in educational specification should evolve from

an analysis of classroom activities. Architects needs to know what teachers and

45

pupils plan to do. If a teacher of speech wishes to have his pupils speak from a

stage within the classroom, this should be stated so that the architect can provide

for a stage.

4. Educational specifications should contain details of equipment, so that the

architect can visualize what will take place in every class. It a teacher of

mathematics sends large numbers of pupils to the chalkboards to work problems,

for instance, chalk boards will be needed an all four walls of the classroom in

contrast, the history teacher may prefer little chalkboard area because he uses

the wall space to display newspaper chippings and other current news materials.

In this case, large bulletin boards are in order, rather than chalkboards. Again, if

a teacher has his students engage in a good deal of committee work, the room

will need to be larger and contain a materials’ centre than a classroom in which

little, if any, small group or committee work is to be done.

A detailed list and description of the equipment to be used in a classroom is

important for all classrooms but especially for classes in which laboratory equipment is

needed. It makes considerable difference in floor space and design of an industrial arts

room, for instance, whether it is to be used as a general shop or as a machine shop,

(Oyesola, (2007).

Appraisal

The views, opinions and comments of different authors that are related to the

topic of study have been logically articulated. The review was focused on the concept of

school plant, the space requirements, the maintenance culture of school facilities and

school facilities in the rural and urban schools. On the concept of school plant, it was

46

ascertained that it is the physical resources of a school. They include the school site of

land, the building for the classrooms, offices, laboratories, etc. the equipment and the

aesthetic condition of the school, Lyons (2012).

The educational programme of any school can be negatively or positively

affected by the nature of the facilities. Thus, if the capacity of a school building is lower

than the students’ enrolment, the building is known to be restricting the educational

programme of the students. The study therefore emphasis on the observed standard

measurement of some educational facilities in public and private secondary schools as

inevitable but believes that if these facilities are to be maintained standardized and

improved upon: educational administrators should be accountable to the government

and other relevance agencies on how best to achieve this success. The gap this study

intends to fill is sustainable development of school facilities to exist for a long period of

schooling. This state of affairs leads to an unhealthy condition referred to as over-

crowding. The school facilities ought to be given proper attention in terms of

maintenance so that they can be functionally utilized. These poor attribute of people

towards the handling of school facilities leaves much to be desired and should be

properly checked and controlled, Olagboye, (2004).

Thus, one can suffice it to say that in measuring of educational facilities in

public and private secondary schools in Delta State, standard measurement should be

employed especially for the schools in the rural areas as this will contribute in no small

measure to the generation of accurate data that is much needed for planning, and also

contribute to the upliftment of educational facilities thereby making the learning process

a conducive one.

47

CHAPTER THREE

RESEARCH METHOD AND PROCEDURE

This chapter is aimed at discussing the researcher procedure employed for the

study under the following headings; research design, population, sample and sampling

technique, research instrument, validity of the instrument, reliability of instrument,

administration of the instrument, method of data analysis.

Research Design

The study examined the observed and standard measurement of some

educational facilities at the post-primary level of education in Public and Private

secondary schools in Delta state. Descriptive survey was used for the study. It was used

because it describes the existing phenomena. Accordingly, the following procedures

were used for the collection of the relevant data: determination of the population, the

sample, instruction, consideration of the validity, reliability, administration or research

guide and data analysis technique.

Population

The population of the study consists of all the public and private secondary

schools in Delta State which are 891 in number. 453 of them are public secondary

schools, while 438 are private secondary schools.

Sample and Sampling Technique

From a total of 891 post-primary schools, 18 schools were selected by

stratification - that is, 6 schools each from the urban and rural areas in the three

Senatorial Districts of Delta State.

The 18 schools selected are:

48

Delta North:

Public Schools

1. Adaigbo Secondary School, Ogwashi-Uku.

2. Mary Mount College, Agbor.

3. Federal Girls College, Ibusa

Private Schools

4. Madonna International College, Asaba.

5. Anglican Grammar School, Ubulu-Uku

6. Infant Jesus Academy. Asaba

Delta Central:

Public Schools

1. Agbarho Grammar School, Agbarho

2. Baptist High School, Orerokpe

3. Kokori Grammar School Kokori, Inland.

4. St. Theresa’s Girls College, Ughelli.

5. Orogun Grammar School, Orogun.

Private Schools

1. Merit Mixed Secondary School, Sapele.

Delta South:

Private Schools

1. Kingsway International High School, Warri

2. Delta Careers College, Warri

4. Twin Fountain Schools, Warn

49

Public Schools

1. Notre Dame College, Ozoro

2. Emore Grammar School, Oleh

3. Burutu Grammar School. Burutu

Research Instrument

The relevant data for the study were obtained by the use of observation and

research guide. The observation entailed the use of the surveyor’s tape to measure the

dimension of the school facilities under study. The research guide was in three sections.

Section A collected demographic data of the respondent which would be accorded strict

confidentiality. Section B was a form for the respondent to fill-in the relevant

information about the school, year of establishment and students’ population. Section C

provided detailed information on the observed measurement of the facilities.

Validity of the Instrument

To ensure a possible achievement of the face and content validity, the

instrument was constructed to reflect the problem and the hypotheses of the study. It

was subjected to criticisms and reviewed by the supervisor and three experts in the field

of educational administration and policy studies, to ascertain whether or not the

instrument would measure what it was supposed to measure. Amendments and

suggestions raised thereafter were further implemented.

Administration of the Instrument

Prior to the visits to the sampled schools, a letter of introduction was sent to the

principals asking for their cooperation and assistance. This was aimed at facilitating the

collection of the relevant data with the aid of the research instrument. Curing the visits,

50

the research guide was given to the school principals who filled-in the required

information - name of school, year of establishment and students population. The

principals requested their deputies to assist the researcher in carrying out the

measurement of the facilities being studied. The exercise was hitch-free as the fullest

cooperation of the principals was visibly available. All the relevant data needed was

collected on each visit.

Method of Data Analysis

The data collected with the research instrument were systematically and

logically analyzed using x2 chi-square.

51

CHAPTER FOUR

PRESENTATION AND DISCUSSION OF RESULTS

This chapter focused on the analysis and interpretation of the data obtained

through the administration of the research guide. The analysis was based on the research

questions postulated for the study.

Research Question 1:

Is there any difference between the observed and standard measurement of the

Principal’s office?

Table 1: Difference between the Observed and Standard Measurement of the

Principal’s Office

S/N Name of School Observed (m2)

Standard (m2)

Difference (m2)

% Difference

1. Adaigbo Sec. School 20.2 25.5 5.3 20.5 2. Federal Girls College, Ibusa 30.2 25.5 4.7 18.3 3. Anglican Grammar School 21.6 25.5 3.9 15.2 4. Agbarho Grammar School 21.5 25.5 4 15.6 5. Kokori Grammar School 19.6 25.5 5.9 23.1 6. St. Theresa’s Girls College 22.5 22.5 3 11.7 7. Orogun Grammar School 18.7 25.5 6.8 26.7 8. Emore Grammar School 21.1 25.5 4.4 17.2 9. Burutu Grammar School 23.3 25.5 2.2 8.6 10. Notre Dame College 23.4 25.5 2.1 8.2 11. Mary Mount College 23.0 25.5 2.5 9.8 12. Baptist High School 23 25.5 2.5 9.8 Private Schools 13. Modanna Int’l College 25.6 25.5 0.1 0.4 14. Infant Jesus Academy 29.3 25.5 3.8 14.8 15. Merit Mixed Sec. School 20.7 25.5 4.8 18.8 16. Kingsway Int’s School 28.2 25.5 2.7 10.6 17. Twin Fountain School 22 25.5 3.5 13.7 18. Delta Careers College 26.3 25.5 0.8 3.1

Source: Field Work

52

From Table 1, the difference between the observed and standard measurement of

the principal’s office is apparent. Thus, the observed measurement of the principal’s

office in five schools was slightly above the standard measurement. The five schools

were: Madonna International College, Federal Girls College, Ibusa, Infant Jesus

Academy, Delta Careers School and Kingsway International College. With the standard

measurement at 25.5m2, the observed measurement at Madonna International College

was Federal Girls College, Ibusa had 30.2m with a difference of 4.7m2 or 25.6m giving

a difference of only 0.lm or 0.4 %, 3%, which was above the standard. Infant Jesus

Academy hid 29.3m2 with difference of 3.8m2 or 14.8%, Delta Careers College had

26.3m2 with difference of 0.8m2 or 3.1%, while Kingsway International College had

28.2m2 with difference of 2.7m2 or 10.6%, which were all above the standard.

Apart from these, all other schools in the distribution had an observed m measurement

that is below the standard, the four schools that had the least observed measurement

include: Adaigbo Secondary School Ogwashi-uku with an observed measurement of

20.2 giving a difference of 5.3 below standard which equates to 20.5%, Kokori

Grammar School, Kokori had l9.6m with a difference of 5.9m or 23.1%, Merit Mixed

Secondary School, Sapele had 20.7m with a difference of 4.8m” or 18.8%, whereas

Orogun Grammar School, Orogun had l8.7m2 with a difference of 6.8m2 or 26.7%

Research Question 2:

Is the observed measurement of the Vice-principal’s office different from its standard

measurement?

53

Table 2: Difference between the Observed and Standard Measurement of the

Vice-Principal’s Office.

S/N Name of School Observed (m2)

Standard (m2)

Difference (m2)

% Difference

Public Schools 1. Adaigbo Sec. School 16.2 15.2 1.0 +6.6 2. Federal Girls College, Ibusa 13.0 15.2 2.2 14.5 3. Anglican Grammar School 14.0 15.2 1.2 7.9 4. Agbarho Grammar School 26.0 15.2 10.6 70.6 5. Kokori Grammar School 17.3 15.2 2.1 13.9 6. St. Theresa’s Girls College 7.2 15.2 8.0 52.8 7. Orogun Grammar School 8.6 15.2 6.6 43.6 8. Emore Grammar School 8.0 15.2 7.2 47.4 9. Burutu Grammar School 9.5 15.2 5.7 37.5 10. Notre Dame College 18.2 15.2 3.0 19.7 11 Mary Mount College 12.0 15.2 3.2 21.0 12 Baptist High School 7.2 15.2 8.0 52.8 Private Schools 13. Modanna Int’l College 15.6 15.2 0.4 2.6 14. Infant Jesus Academy 19.3 15.2 4.1 27.0 15. Merit Mixed Sec. School 8.6 15.2 6.6 43.6 16. Kingsway Int’s School 12.5 15.2 2.7 17.7 17. Twin Fountain School 15.5 15.2 0.3 2.0 18. Delta Careers College 13.8 15.2 1.4 9.2

Source: Field Work

From Table 2, the observed measurement of the vice-principal’s office was

above the standard measurement in seven schools. They were: Adaigbo Secondary

School, Madonna International College, Infant Jesus Academy, Agbarho Grammar

School, Kokori Grammar School, Notre Dame College and Twin Fountain Schools

Warn. With the standard measurement at 15.2m , the observed measurement at Adaigbo

Secondary School is 16.2m2 giving a difference of 1.0m or 6.6%, Madonna 2.6%, Infant

Jesus Academy had 19.3m giving a difference of 4.1m or 27.0%, Agbarho Grammar

School was 26.0m giving a difference of 10.6m or 70.6%, Kokori Grammar School had

17.3m2 giving a difference of 2.1m2 or 13.9%, Notre Dame College had 18.2m2 giving a

54

difference of 3.0m2 or 19.7% and Twin Fountain School with 15.5m2 giving a

difference of 0.3m2 or 2.0% On the other hand, the observed measurement in six other

schools was far below the standard. The schools were: Baptist High School Orerokpe,

St Theresa’s Girls College, Ughelli, Merit Mixed Sec. School, Sapele, Orogun

Grammar School, Orogun, Emore Grammar School, Oleh and Burutu Grammar School,

Burutu.

Research Question 3:

Is there any difference between the observed and standard measurement of the

science laboratories for Physics, Chemistry and Biology?

Table 3: Difference between the Observed and Standard Measurement of the Science Laboratories

S/N Name of School Observed (m2)

Standard (m2)

Difference (m2)

% Difference

Public Schools 1. Adaigbo Sec. School 85 144 59 41.0 2. Federal Girls College, Ibusa 150 144 6 4.2 3. Anglican Grammar School 115.8 144 28.2 19.6 4. Agbarho Grammar School 132 144 12 8.3 5. Kokori Grammar School 70.5 144 73.5 51.0 6. St. Theresa’s Girls College 105.3 144 38.7 26.9 7. Orogun Grammar School 133 144 11 7.6 8. Emore Grammar School 112.3 144 31.7 22.2 9. Burutu Grammar School 86.4 144 57.6 40.3 10. Notre Dame College 8.6 144 135.4 94.8 11 Mary Mount College 120 144 24 16.7 12 Baptist High School 88.5 144 55.5 38.5 Private Schools 13. Modanna Int’l College 98.7 144 45.3 31.7 14. Infant Jesus Academy 95 144 49 34.0 15. Merit Mixed Sec. School 150 144 6 4.2 16. Kingsway Int’s School 160 144 16 11.1 17. Twin Fountain School 100.8 144 43.2 30.0 18. Delta Careers College 64.7 144 79.3 55.5

Source: Field Work

55

As shown in Table 3, only three of the schools met the standard requirement of

the measurement for the science laboratories. The Schools include: Federal Girls

College, Ibusa, Infant Jesus Academy and Merit Mixed Secondary School, Sapele. With

the standard measurement at 144m, Federal Girls College had an observed measurement

of 150m giving a difference of 6m or 4.2%, Infant Jesus Academy had 150m2 giving a

difference of 6m2 or 4.2%, Merit Mixed Secondary School had 160m2 giving a

difference of 16m2 or 11.1%.

On the other hand, the observed measurement of science laboratory at six

schools went far below the standard measurement of 144m2 with Notre Dame College

Ozoro being the worst hit at an observed measurement of 8.6m2 giving a difference of

135.4m2 or 94.8% below standard. Other schools in this category include; Adaigbo

Secondary School, Ogwashi-uku which had 85m giving a difference of 59m2 or 4 1.0%,

Baptist High School, Orerokpe had 88.5m2 giving a difference of 55.5m2 or 38.5%,

Kokori Grammar School, Kokori Inland had 70.5m giving a difference of 73.5m or 5

1.0%, and Burutu Grammar School, Burutu which had an observed measurement of

86.4m giving a difference of 57.6m or 40.3%. At Emore Grammar School, the observed

was 1 12.3m or 22.2%. at Kingsway Int’l School, the observed was l00.8m or 30.0%

Research Question 4:

Is there any; difference between the observed and standard measurement of the

classrooms in public and private secondary schools?

56

Table 4: Difference between the Observed and Standard Measurement of Classrooms

S/N Name of School Observed (m2)

Standard (m2)

Difference (m2)

% Difference

Public Schools 1. Adaigbo Sec. School 45 60.5 15.5 25.6 2. Federal Girls College, Ibusa 55.8 60.5 4.7 7.8 3. Anglican Grammar School 42 60.5 18.5 30.5 4. Agbarho Grammar School 36 60.5 24.5 40.4 5. Kokori Grammar School 30.5 60.5 30 49.6 6. St. Theresa’s Girls College 63.2 60.5 2.7 4.5 7. Orogun Grammar School 42 60.5 18.5 30.6 8. Emore Grammar School 58.6 60.5 1.9 3.1 9. Burutu Grammar School 48.6 60.5 11.9 19.7 10. Notre Dame College 55.5 60.5 5 8.3 11 Baptist High School 49.5 60.5 11 18.2 12 Mary Mount College 38.5 60.5 22 36.4 Private Schools 13. Delta Careers College 68 60.5 7.5 12.4 14. Modanna Int’l College 62 60.5 1.5 2.5 15. Infant Jesus Academy 70 60.5 9.5 15.7 16. Merit Mixed Sec. School 55.2 60.5 5.3 8.8 17. Kingsway Int’s School 69 60.5 8.5 14.0 18. Twin Fountain School 40.6 60.5 19.9 32.9

Source: Field Work

The data in Table 4 showed that the observed measurement of five schools is far

above the standard which stood at 60.5m. The schools include:

Madonna International College, Asaba, Infant Jesus Academy Asaba, St Theresa Girls

College, Ughelli, Kingsway International High School, Warn and Delta Careers

College, Warri, at Madonna International College, Asaba, the observed was 62m2

giving a difference of 1.5m2 or 2.5%, Infant Jesus Academy Asaba, had an observed

measurement of 70m2 giving a difference of 9.Sm2or 15.7%, St Theresa Girls College,

Ughelli, had an observed measurement of 63.2m giving a difference of 2.7m or 4.5%, at

Kingsway International High School, Warn the observed was 69m giving a difference

57

of 8.5m or 14.0%, and Delta Careers College, Warn had an observed measurement of

68m giving a difference of 7.5m2 or 12.4%.

On the opposite, six schools have observed measurements that are far below the

standard measurement. They include: Marymount College, Agbor, Anglican Grammar

School, Ubulu-uku, Agbarho Grammar School, Agbarho, Kokori Grammar School,

Kokori Inland, Orogun Grammar School, Orogun and Twin Fountain School, Warn

which all had observed measurements of 38.5, 42, 36, 30.5, 42 and 40.6 respectively.

Research Question 5:

Is there any difference between the observed and standard measurement of the Bursar’s

Office in public and private secondary schools?

Table 5: Difference between the Observed and Standard Measurement of Bursar’s Office

S/N Name of School Observed (m2)

Standard (m2)

Difference (m2)

% Difference

Public Schools 1. Adaigbo Sec. School 36 40.2 4.2 10.4 2. Federal Girls College, Ibusa 45 40.2 4.8 11.9 3. Anglican Grammar School 0 40.2 0 0 4. Agbarho Grammar School 71.4 40.2 31.2 78.0 5. Kokori Grammar School 10.8 40.2 29.4 73.5 6. St. Theresa’s Girls College 11.2 40.2 29.0 72.5 7. Orogun Grammar School 18.8 40.2 21.4 53.5 8. Emore Grammar School 30 40.2 10.2 25.4 9. Burutu Grammar School 28 40.2 12.2 30.3 10. Notre Dame College 32 40.2 8.2 20.4 11 Baptist High School 16.2 40.2 24.0 60.0 12 Mary Mount College 28 40.2 12.2 30.3 Private Schools 13. Delta Careers College 50 40.2 9.8 24.4 14. Modanna Int’l College 38.5 40.2 1.7 4.2 15. Infant Jesus Academy 55 40.2 14.8 36.8 16. Merit Mixed Sec. School 8.6 40.2 31.6 79.0 17 Kingsway Int’s School 64 40.2 23.8 59.0 18 Twin Fountain School 40 40.2 0.2 0.50

Source: Field Work

58

Table 5 showed that five of the schools had an observed measurement that is

higher than the standard measurement of their bursar’s office Thus, with the standard

requirement at 40.2m2 at Agbarho Grammar School, the observed was 71 .4m giving a

difference of 31 .2m2 or 78%, Infant Jesus Academy with the observed measurement of

55m giving a difference of 14.8m or 36.8%, Federal Government Girls College, Ibusa

which had the observed measurement of 45m2 giving a difference of 4.8m2 or 11.9%.

At Kingsway International School the observed measurement of 64m was obtained,

giving a difference of 23.8m2 or 59.2%, whereas Delta Careers College had the

observed measurement of 50m2 giving a difference of 9.8m2or 24.4%.

At Baptist High School, it was 16.2m2 with a difference of 24.0m2 or 60.0%. At

Kokori Grammar School, the observed was l0.8m2 with difference of 29.4m2 or 73.5%

while at Orogun Grammar School, the observed was 18.8m2 with a difference of 21.4m2

or 53.5%. Merit Mixed Secondary School had the least observed measurement with an

observed measurement of 8.6m2 giving a difference of 3 l.6m or 79.0%. In Anglican

Grammar School, Ubulu-Uku the office of the Bursar is non-existent

Research Question 6:

Is the observed measurement of the libraries different from the standard measurement?

59

Table 6: Difference between the Observed and Standard Measurement of

Libraries

S/N Name of School Observed (m2)

Standard (m2)

Difference (m2)

% Difference

Public Schools 1. Adaigbo Sec. School 60.5 60.5 Nil Nil 2. Federal Girls College, Ibusa 71.9 60.5 11.4 19.4 3. Anglican Grammar School 60.5 60.5 Nil Nil 4. Agbarho Grammar School 36 60.5 24.5 40.4 5. Kokori Grammar School 30.5 60.5 30 49.6 6. St. Theresa’s Girls College 63.2 60.5 2.7 4.5 7. Orogun Grammar School 42 60.5 18.5 30.6 8. Emore Grammar School 58.6 60.5 1.9 3.1 9. Burutu Grammar School 48.6 60.5 11.9 19.7 10. Notre Dame College 55.5 60.5 5 8.3 Private Schools 11. Delta Careers College 68 60.5 7.5 12.4 12. Modanna Int’l College 60.5 60.5 Nil Nil 13. Infant Jesus Academy 60.5 60.5 Nil Nil 14. Merit Mixed Sec. School 55.2 60.5 5.3 8.8 15. Kingsway Int’s School 69 60.5 8.5 14.0 16. Twin Fountain School 40.6 60.5 19.9 32.9 17. Baptist High School 49.5 60.5 11 18.2 18. Mary Mount College 62.6 60.5 0.3 3.6

Source: Field Work

In Table 6, there was no difference between the observed and standard

measurement at Adaigbo Secondary School, Madonna International College, Anglican

Grammar School and Infant Jesus Academy. Thus, at Adaigbo Secondary School, the

observed was 60.5m2 and at Infant Jesus Academy, 60.5m2. However, at Marymount

College the observed was 62.6m giving a difference of 0.3m2 or 3.6%, while at Federal

Girls College, the observed was 71.9m2 giving a difference of 1 1.4m2 or 19.4%

Besides, St Theresa’s Girls College, Kingsway International School and Delta

Careers College are other schools whose observed measurement were higher than the

standard measurement which stood at 60.5m. St Theresa’s Girls College had an

60

observed measurement of 63.2m giving a difference of 2.7m or 4.5%, Kingsway

International School on the other hand had an observed measurement of 69m2 giving a

difference of 8.5m2 or 14.0%, while Delta Careers College had 68m observed

measurement giving a difference of 7.5m2 or 12.4%. Three of the schools had their

observed measurement falling far below the standard which is 60.5m. These schools

include Agbarho Grammar School, Agbarho, Orogun Grammar School, Orogun and

Twin Fountain School, Warn which had observed measurements of 36.00, 42.00 and

40.60 respectively.

Research Question 7:

What is the difference between the observed and standard measurement of playgrounds in public and private secondary schools?

S/N Name of School Observed (m2)

Standard (m2)

Difference (m2)

% Difference

Public Schools 1. Adaigbo Sec. School 85 100 15 15 2. Federal Girls College, Ibusa 150 100 50 50 3. Anglican Grammar School 115.8 100 15.8 15.8 4. Agbarho Grammar School 132 100 32 32 5. Kokori Grammar School 70.5 100 29.5 29.5 6. St. Theresa’s Girls College 105.3 100 5.3 5.3 7. Orogun Grammar School 133 100 33 33 8. Emore Grammar School 112.3 100 12.3 12.3 9. Burutu Grammar School 86.4 100 13.6 13.6 10. Notre Dame College 110 100 10 10 Private Schools 11. Delta Careers College 98.7 100 1.3 13 12. Modanna Int’l College 95 100 5 5 13. Infant Jesus Academy 150 100 50 50 14. Merit Mixed Sec. School 160 100 60 60 15. Kingsway Int’s School 100.8 100 0.8 0.8 16. Twin Fountain School 64.7 100 35.3 35.3 17. Baptist High School 120 100 20 20 18. Mary Mount College 88.5 100 11.5 11.5

Source: Field Work

61

From Table 7, five of the public schools met the standard requirement of the

measurement for playgrounds while the other five fell slightly below par. The Schools

include: Federal Girls College, Ibusa, Anglican Grammar School, Agbarho Grammar

School, St Theresa’s Girls College and Orogum Grammar School. With the standard

measurement at 100m, Federal Girls College had an observed measurement of 150m

giving a difference of 50m or 50%, Anglican Grammar School had an observed

measurement of 1 15.8m giving a difference of 15.8m or 15.8%, Agbarho Grammar

School had an observed measurement of l32m giving a difference of 32m or 32%. At St

Theresa’s Girls College, the observed was 105.3m2 or 5.3%. At Orogun Grammar

School, the observed was 133.0m2 or 33.0%

On the other hand, the observed measurement of school playground at four

private schools met the standard measurement of 00m with Merit Mixed Secondary

School leading with an observed measurement 160m giving a difference of 60m or

60%. Infant Jesus Academy followed suit with an observed measurement of 150m

giving a difference of 50m2 or 50%, Marymount College had an observed measurement

of 120m giving a difference of 20m or 20%, Notre Dame College Ozoro also impressed

with an observed measurement of illOm2 giving a difference of 10m2 or 10% above

standard.

Research Question 8:

What is the difference between the observed and standard measurement of school size

in public and private secondary schools?

62

S/N Name of School Observed (m2)

Standard (m2)

Difference (m2)

% Difference

Public Schools 1. Adaigbo Sec. School 785 800 15 1.87 2. Federal Girls College, Ibusa 1150 800 350 43.75 3. Anglican Grammar School 915.8 800 115.8 14.45 4. Agbarho Grammar School 832 800 32 4 5. Kokori Grammar School 750.5 800 49.5 6.19 6. St. Theresa’s Girls College 805.3 800 5.3 0.66 7. Orogun Grammar School 920 800 120 15 8. Emore Grammar School 812.3 800 12.3 1.53 9. Burutu Grammar School 786.4 800 13.6 1.7 10. Notre Dame College 910 800 110 13.75 Private Schools 11. Delta Careers College 798.7 800 1.3 0.16 12. Modanna Int’l College 805 800 5 0.62 13. Infant Jesus Academy 1150 800 350 43.75 14. Merit Mixed Sec. School 960 800 160 20 15. Kingsway Int’s School 820 800 20 2.5 16. Twin Fountain School 664.7 800 135.3 16.91 17. Baptist High School 688.5 800 111.5 13.93 18. Mary Mount College 920 800 120 15

Source: Field Work

Based on the information in Table 8, six of the public schools met the

standard requirement of the measurement for standard school size while the other four

have slight deviation from the standard measurement. The Schools include: Federal

Girls College, Ibusa, Anglican Grammar School, Agbarho Grammar School, St

Theresa’s Girls College, Progum Grammar School and Emore Grammar School. With

the standard measurement at 800m2, Federal Girls College had an observe measurement

of 1150m giving a difference of 350m2 or 43.75%, Anglican Grammar School had an

observed measurement of 915.8m giving a difference of 115.8m or 14.45%, Agbarho

Grammar School had an observed measurement of 832m2 giving a difference of 32m or

4%.

63

At St Theresa’s Girls College, the observed was 805.3m or 0.66%. at Orogun

Grammar School, the observed was 920m or 15%. Emore Grammar School had an

observed measurement of 812.3m giving a difference of 12.3m or 1.53%, On the other

land, the observed measurement of school size at five private schools met the standard

measurement of 800m2 with Infant Jesus Academy leading with an observed

measurement of 1150m giving a difference of 350m or 43.75%, Merit Mixed Secondary

School followed suit with an observed measurement 960m2 giving a difference of 1

60m2 or 20%, Marymount College had an observed measurement of 920m2 giving a

difference of 120m2 or 15%, Notre Dame College Ozoro also impressed with an

observed measurement of 910m2 giving a difference of 110m2 or 13.75% above

standard and also Madotma Int’l College with an observed measurement of 05m2 giving

a difference of Sm2 or 0.62%.

Research Question 9:

What is the difference between the observed and standard measurement of the

Classrooms in public and private secondary schools in the rural and urban

communities?

64

Table 9: Difference between the Observed and Standard Measurement of

Classrooms in Public and Private Secondary Schools

S/N Name of School Observed (m2)

Standard (m2)

Difference (m2)

% Difference

Public Schools 1. Adaigbo Sec. School 45 60.5 15.5 25.6 2. Federal Girls College, Ibusa 55.8 60.5 4.7 7.8 3. Anglican Grammar School 38.5 60.5 22. 36.4 4. Agbarho Grammar School 68 60.5 7.5 12.4 5. Kokori Grammar School 62 60.5 1.5 2.5 6. St. Theresa’s Girls College 63.2 60.5 2.7 4.5 7. Orogun Grammar School 70 60.5 9.5 15.7 8. Emore Grammar School 55.2 60.5 5.3 8.8 9. Burutu Grammar School 40.6 60.5 19.9 32.9 10. Notre Dame College 55.5 60.5 5 8.3 Private Schools 11. Delta Careers College 42 60.5 18.5 30.5 12. Modanna Int’l College 36 60.5 24.5 40.4 13. Infant Jesus Academy 48.6 60.5 11.9 19.7 14. Merit Mixed Sec. School 49.5 60.5 11 18.2 15. Kingsway Int’s School 69 60.5 8.5 14.0 16. Twin Fountain School 30.5 60.5 30 49.6 17. Baptist High School 42 60.5 18.5 30.6 18. Mary Mount College 58.6 60.5 1.9 3.1

Source: Field Work

The data in Table 9 indicated that the observed measurements of five schools are

far above the standard which stood at 60.5m2. The schools include: Madonna

International College, Asaba, Infant Jesus Academy Asaba, St Theresa Girls College,

Ughelli, Kingsway International High School, Warn and Delta Careers College, Warn.

At Madonna International College, Asaba, the observed was 62m2 giving a difference of

1.5m or 2.5%, Infant Jesus Academy Asaba, had an observed measurement of 70m2

giving a difference of 9.5m2 or 15.7%, St Theresa Girls College, Ughelli, had an

observed measurement of 63.2rn giving a difference of 2.7m or 4.5%, at Kingsway

International High School, Warn the observed was 69m2 giving a difference of 8.5m2 or

65

14.0%, and Delta Careers College, Warn had an observed measurement of 68m giving a

difference of 7.5m2 or 12.4%.

On the opposite, six schools have an observed measurement that are far below

the standard measurement. They include: Marymount College, Agbot, Anglican

Grammar School, Ubulu-uku, Agbarho Grammar School, Agbarho, Kokoni Grammar

School, Kokori Inland, Orogun Grammar School, Orogun and Twin Fountain School,

Warn which all had observed measurements of 38.5, 42, 36, 30.5, 42 and 40.6

respectively.

Discussion of Results

The results in this study showed that most of the educational facilities at the

post-primary schools are substandard, this means that the quality of most of these

schools facilities is in doubt. This state of affairs existed because no proper attention

was given to school plant planning, management and supervision. This was supported

by Ojedele (2004) who noted that, to ensure the qualitative and quantitative adequacies

of school facilities, school plant planning is indispensable. They advised that proper

attention should, therefore be paid to school plant planning towards ensuring the

standardization of school facilities.

Difference between the observed and standard measurement of the Principal’s

Office

From the first research question, it was deducted that there is a wide gap

between the standard measurement of the principal’s office and the one observed from

the schools. Though the observed measurement of the principal’s office in five schools

was slightly above the standard measurement but majority of the school were below

66

standard. The schools that met the standard include: Madonna International College,

Federal Girls College, Ibusa, Infant Jesus Academy, Delta Careers School and

Kingsway International College.

From the foregoing, it is can be deducted that the educational programme of any

school can be affected by the nature and scope of the space available for the facilities.

Thus, it can be negative if there is deficiency in the number and size of the available

teaching and learning space. According to Nnabue, el at (2002) the number and type of

instructional spaces contained in a school building should be those necessary and

sufficient to accommodate the desired educational programme for the total number of

students enrolled in the school.

Therefore, if the capacity of a school building is lower than the students’

enrolment the building is known to be restricting the educational programme of the

students. This state of affairs leads to an unhealthy condition which will ultimately

affect their performance. The quality of education is in no doubt adversely affected by

the state of inadequacies in space requirement for educational facilities. The

effectiveness of a school is determined by the number of students that can properly be

accommodated for instruction.

Difference between the observed and standard measurement of the Vice-

Principal’s the Office.

The second research question measured the difference between the observed and

standard measurement of the Vice-Principal’s Office from table 2, the observed

measurement of the vice-principal’s office was above the standard measurement in

seven schools whereas the remaining eleven schools have the offices below the

67

standard. Adaigbo Secondary School, Madonna International College, Infant Jesus

Academy, Agbarho Grammar School, Kokori Grammar School, Notre Dame College

and Twin Fountain Schools Warn are the schools that have their observed measurement

above the stipulated standard.

The space requirements for school facilities are contingent upon the population

of the students and the equipment to be accommodated. Thus, Nnabue, el at (2002)

pointed out that the number and type of instructional spaces contained in a school

building should be those necessary and sufficient to accommodate the desired

educational programme for the total number of students enrolled in the school.

Therefore, if the capacity of a school building is lower than the students’ enrolment, the

building is known to be restricting the educational programme of the students.

Sometimes, this is referred to as over- crowding which makes the quality of educational

experiences to suffer.

Difference between the observed and standard measurement of the science

laboratories

Question three measured the difference between the observed and standard

measurement of the science laboratories. With only three of the schools meeting the

standard requirement of the measurement for the science laboratories. The Schools

include: Federal Girls College, Ibusa, Infant Jesus Academy and Merit Mixed

Secondary School, Sapele. While on the other hand, the observed measurement of

science laboratory at six other schools was far below the standard measurement of

144m2 with Notre Dame College Ozoro being the worst hit. Other schools in this

category include; Adaigbo Secondary School, Ogwashi-Uku, Baptist High School,

68

Orerokpe, Kokori Grammar School, Kokori Inland, and Burutu Grammar School,

Burutu. The provision, maintenance and utilization of adequate science laboratory are

very important in the school system because; the science laboratories contribute in no

small measure to the facilitation of teaching and learning experiences.

Difference between the observed and standard measurement of Classrooms

Based on Question Four, the effectiveness of a school building is determined by

the number of students that can be properly accommodated. The substandard nature of

the school facilities is hazardous to the health of the students because of over-crowding.

Between now and the year 2020, the education industry will attract more human and

material resources in view of the expanded curricular programme and vocationalization

of the school curriculum with an enrichment of work experience programmes.

The space interpretation of the school curriculum is the school plan. The

curriculum finds its physical expression in construction and arrangements of the school

plant. The size, proportions and relations of learning spaces influence the type and

quality of construction. The functional concept of the school plant emphasizes the effect

of infrastructural facilities on the educational experiences provided and the educational

methods employed within it, rather than on the materials used in its construction.

Difference between the observed and standard measurement of Bursar’s office

From question five it was deducted that the difference between the observed and

standard measurement of Bursar’s office is not too wide. Nnabue, et al (2002) suggested

that school planning should start and end with the students and the building should be

designed to satisfy the students’ physical, emotional and psychological needs. These

needs are met by ensuring a safe structure, adequate sanitary facilities, balanced visual

69

environment and sufficient shelter space for their work and play. Their emotional needs

are taken care of by creating pleasant surroundings, a friendly atmosphere and an

inspiring environment.

It can be negative if there is inadequacy in the number and size of the available

instructional space. According to Nnabue, el at (2002) the number and type of

instructional spaces contained in a school building should be those necessary and

sufficient to accommodate the desired educational programme for the total number of

students enrolled in the school.

Difference between the observed and standard Measurement of libraries

From the data generated under this research question, it could be deducted that if

the capacity of a school building is lower than the students’ enrollment, the facility is

known to be adversely affecting the educational programme of the school. This

situation leads to an unhealthy condition called over-growing or overcrowding. The

standard of education is no doubt adversely affected by the state of inadequacies in

space requirement for educational facilities. The effectiveness of a school is determined

by the number of students that can properly be accommodated for instruction.

Besides, from the distribution in Table 6, it could be deducted that in most of the

Public schools, adequate provision was made for libraries in their school to facilitate

learning process with four schools attaining the standard measurement as against the

three schools that met same in the private schools. Apart from the private schools which

are owned and operated by the religious missions, most of the individually owned

private schools did not create adequate provision for their school libraries.

70

The differences in the measurement of the educational facilities are true

reflections of the deficiencies in the quality of such facilities. It goes to show how

school authorities are complying with the policies of government on educational

matters. Are the school authorities actually using the government approved plans for

school buildings? To what extent are they using these plans? This scenario calls for

effective supervision of schools by the ministry of education. Through effective

supervision, the discrepancies in school facilities can easily be identified and necessary

remedial measures can be effected.

Difference between the Observed and Standard Measurement of Playgrounds

From the data presented under this research question, five of the public schools

met the standard requirement of the measurement for playgrounds while the other five

fell slightly below par. The Schools include: Federal Girls College, Ibusa, Anglican

Grammar School, Agbarho Grammar School, St Theresa’s Girls College and Orogum

Grammar School. The functional concept of the school-playground emphasizes the

effect of health and physical activities on the educational experiences provided and the

educational methods employed within it. The school playground is viewed as controlled

environments that facilitate the teaching -learning process while it protects the physical

well being of the students.

Isaac and Musibau (2010) are of the view that the school playground is the space

interpretation of the school curriculum physical activity. The curriculum finds its

physical expression in construction and arrangements of the school playground. The

size, proportions and relations of learning spaces influence the type and quality of

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construction. The school playground and the school building are part of the broad

concept that spice up the learning process.

Ihuoma (2008) suggested that school planning starts and ends with the pupils

and that the building should be designed to satisfy the pupils’ safe structure, adequate

sanitary facilities i.e. balanced visual environment an appropriate thermal environment,

a satisfactory acoustical environment and sufficient shelter space for his work and play.

His emotional needs are met by creating pleasant surroundings, a friendly atmosphere

and an inspiring environment. This shamanistic pupil-oriented approach to school

planning and construction views design and equipment as means of enhancing the

pupils’ learning and comfort.

Difference between the Observed and Standard Measurement of School Size

From the data presented under this question, six of the public schools met the

standard requirement of the measurement for standard school size while the other four

have slight deviation from the standard measurement. The Schools include: Federal

Girls College, Ibusa, Anglican Grammar School, Agbarho Grammar School, St

Ther\esa’s Girls College, Orogum Grammar School and Emore Grammar School. This

represents a good achievement on the side of most of the Public secondary schools in

Delta State because, they all have above average or slightly below average observed

measurement of the school size. On the other hand, the observed measurement of school

size at five private schools met the standard measurement of 800m2 with Infant Jesus

schools Academy and Merit Mixed Secondary School leading other private secondary

schools in this category. But it was discovered that unlike the public secondary schools,

some private secondary schools are too economical with the size of the school as most

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of the private secondary schools owned by individuals have a total school area that is

less than the standard.

According to Onoyase (1991) school plant planning and management includes:

selection of school site, prerequisites and maintenance and operation of the school plant.

Under the selection of school site, the issues involved include: type of school and

location, topography and soil condition, aesthetic value, government policy on land

acquisition, accessibility, health and safety needs, under the prerequisites for

architectural planning of school, the following issues are paramount: curriculum

development, preparation of educational specification, school plant planners, the

architect, educational consultant and qualification.

Isaac and Musibau (2010) discussed the following issues on “facilities for

education”. School facilities in an era of change, buildings and instruction, school-

housing needs, Administrative -staff time involved, determining student population and

financial ability, others are: selecting and employing an architect selecting sites,

educational specifications and architectural plans, reviewing plans, construction for and

constructing the plants, supervising construction, equipping and utilizing the plant.

Hence it will amount to a wild goose chase for a school to be set out without an

adequate size that will accommodate all other needed facilities within the school

environment.

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CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

In this chapter, the summary of this research together with the main findings

were presented. Appropriate recommendations were made for improvement of

educational practice with reference to educational management and planning.

Suggestions for further study were also put forward.

Summary

The study focused on an investigation into the difference between the observed

and standard measurement of some educational facilities at the Public and Private Post-

Primary schools in Delta State. The quality of education is influenced by the state of

school facilities, thus, schools that have standard facilities are bound to have qualitative

education. The effectiveness of teaching and learning depends on the quality of school

facilities. Accordingly, the investigation sought to answer questions related to the

difference between the observed and standard measurement of some school facilities at

the post- primary schools.

The facilities used for the study were: the Principal’s office, Vice Principal’s

office, Bursar’s office, Science Laboratories, Libraries, Playground, Class rooms and

School size. The concept of school plant planning and management and its relevance

towards the attainment of educational goals were thoroughly examined. The data

analysis clearly showed that there were differences between the observed and standard

measurement of some educational facilities at the Post-Primary Schools. The views and

comments of the relevant authorizes attested to this fact.

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Findings

The following findings were made in the study.

i. From the study carried out, it was discovered that most of the educational

facilities at the post-primary schools in Delta State are in bad shape and this

state of affairs existed because no proper attention was given to school plant

planning, management and supervision.

ii. The research also revealed that there is a wide gap between the standard

measurement of the principal’s office and the one observed from the schools.

Apart from five schools which include; Madonna International College, Federal

Girls College, Ibusa, Infant Jesus Academy, Delta Careers School and King

Way International College, majority of the schools were below standard.

iii. It was also found out that the observed measurement of science laboratory at

most of Private and Public Secondary schools were far below the standard

measurement with Notre Dame College Ozoro being the worst of all. With only

three of the schools meeting the standard requirement of the measurement for

the science laboratories.

iv. The study also found out that most of the private secondary schools attained the

standard space requirement for classrooms in relation to their number of

students as the effectiveness of a school building is determined by the number of

students that can be properly accommodated.

v. Furthermore, it was found out that more than half of the schools met the

standard measurement of Bursar’s office with five of the schools surpassing the

standard measurement of their bursar’s office.

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vi. Besides, it was also found out that in most of the Public schools, Adequate

provision were made for libraries in their schools to facilitate learning process

with four schools attaining the standard measurement as against the three

schools that met same in the private schools. Also, apart from the private

schools which are owned and operated by the religious missions, most of the

individually owned private schools did not create adequate provision for their

school libraries.

vii. The study also revealed that most of the public secondary schools in Delta State

met the standard requirement of the measurement for playgrounds whereas the

private secondary schools fell below standard in the playground measurement.

viii. Moreover, findings also revealed that most of the public secondary schools in

Delta State met the standard requirement of the measurement for standard

school size. On the other hand, most of the private secondary schools are too

economical with the size of the school as most of the private secondary schools

owned by individuals have a total school area that s less than the standard.

Conclusion

Educational facilities are indispensable for the attainment of educational

objectives in the school system. The standardization of these facilities is also very

important for this aim to be achieved. The study therefore examined the difference

between the observed and standard measurement of school facilities at the post-primary

schools. From the findings, it was apparent that there was difference. This difference

was an indication that the state of the school facilities was below standard. The effect of

76

the findings was seen as leading to health problems through over-crowding or

congestion.

Recommendations

The findings of this study clearly showed the sub-standard nature of school

facilities at the post-primary school level of education. The following recommendations

are offered towards remedying the situation.

i. Priority attention should be accorded the study of school plant planning and

management by the government.

ii. The con’ duct of school survey is essential, too, for effective planning of school

facilities.

iii. School administrators should ensure the standardization of school facilities and

expansion of existing school facilities to match the increasing rate of school

enrolment.

iv. Seminars should be arranged for school principals to acquaint them with the

essentials of school plant management.

v. The provision, maintenance and utilization of adequate science laboratory by the

educational managers will go a long way in the facilitation of teaching and

learning.

vi. The educational regulatory ministries should ensure that new schools met the

standard requirement of the school facilities before they are licensed and their

initial take-off

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Suggestions for Further Studies

Considering the fact that there are three levels of education in Delta State viz:

primary, post-primary and tertiary. It is therefore, suggested that further investigation

should look into the difference between the observed and standard measurement of

school facilities at the primary level and tertiary level.

Contribution of Knowledge

The study revealed that most of the public secondary schools in Delta State met

the standard requirement of the measurement for playgrounds whereas the private

secondary schools fell below standard in the playground measurement.

The study established wide gap between the standard measurement of the

principal’s office and the one observed from the schools. It was found out that in most

of the public schools, adequate provision were made for the schools to facilitate

learning process with four schools attaining the standard measurement as against the

three schools that met some in the private schools.

Finally, this study also revealed that most of the public secondary schools in

Delta state met the standard and approved requirement of the measurement of school

size.

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Aigboje, C.D (2007) Head Teachers’ Perception of Adequacy of the Facilities Provided

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Akubue, A.U (2007) Classroom organization and management: A 5-point strategy.

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APPENDIX I

TRANSMITTAL LETTER

Department of Educational Administration and Policy Studies, Delta State University, Abraka.

The Principal,

…………………………………………………

…………………………………………………

…………………………………………………

Sir/Madam,

Request for Permission to Measure Some School Facilities

I am a Post-Graduate student of the Delta State University in the Department of Educational Administration and Policy Studies. I am carrying out a research work on the Difference between the Observed and the Standard Measurement of some Educational Facilities at the Post-Primary Schools in Public and Private Secondary Schools in Delta State. Your kind permission to allow me carryout the measurement and to administer the attached Research Guide is hereby solicited, please. Thanks Yours faithfully,

_______________ EKPEMSI, Tina

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APPENDIX II

Research Instrument

Section A: Respondent’s Bio Data

Instruction: Please complete each item by either ticking (√) or filling in the space

provided as appropriate.

Name of School: ___________________________________________________

L.G.A: ___________________________________________________

Location of School: Urban Rural

Gender: Male Female

Year of Establishment: ___________________________________________________

No. of Students: ___________________________________________________

Class No of Classrooms Enrolment JSS 1 JSS 2 JSS 3 SSS 1 SSS 2 SSS 3

Measurement

S/N FACILITIES OBSERVED SIZE 1 Principal’s Office 2. Vice Principal’s Office 3. Bursar’s Office 4. Staffroom 5. Classroom 6. Chemistry Laboratory 7. Physics Laboratory 8. Biology Laboratory 9. Home Economics Room 10. Size of School Land Note: All information provided will be accorded strict confidentiality, please. Thank

you.