Influence of Maintenance of School Buildings on Performance of Learners in Oshimili North Local Government Area of Delta State

ABSTRACT

This study examined the influence of maintenance of school buildings on performance of learners in Oshimili North Local Government Area of Delta State. Three (4) research questions guided the study.  The population of the study comprised 3,319 male and female senior secondary school students in 12 public secondary schools in Oshimili North Local Government Area of Delta State. The sample of the study comprised 200 male and female senior secondary school students selected through simple random sampling technique to represent the entire population. The instrument used for data collection is a structured questionnaire validated by a lecturer in Department of Building Technology and another from Department of Educational Psychology and Counselling, Federal College of Education (Technical) Asaba. The researcher administered the 200 copies of the questionnaire to senior secondary school students in Oshimili North Local Government Area of Delta State. with the help of 2 trained research assistants and same were retrieved and analyzed using frequency count, mean and standard deviation statistics. Findings of the study revealed among others that school building maintenance enhances learners’ motivation towards learning in Oshimili North Local Government Area of Delta State. It was recommended among others that school management should implement a continuous maintenance plan that ensures clean, ventilated, and attractive classroom environments to sustain learners’ motivation towards learning in all public secondary schools in Oshimili North.

 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is widely recognized as the foundation for individual growth and national development, as it equips learners with the knowledge, skills, and values needed to thrive in society. For education to achieve its full potential, the learning environment must be conducive, safe, and well maintained, since the physical condition of schools directly influences learners’ attitudes and academic performance. In many cases, the state of school buildings determines how motivated learners are, how consistent their study habits become, and how actively they participate in classroom activities. Where school facilities are well maintained, learners are more encouraged to learn, but when classrooms are dilapidated or neglected, the opposite effect is often observed.

Maintenance of school buildings is a fundamental aspect of educational quality because the condition of physical infrastructure directly influences the teaching and learning process. Adeyemi (2020) explained that it involves the systematic repair, renovation, and upkeep of classrooms, libraries, laboratories, and offices to preserve their usability and extend their lifespan. Poorly maintained school facilities are often associated with unsafe environments, absenteeism, and reduced concentration among learners. Ibrahim (2021) emphasized that maintenance includes both preventive and corrective measures, such as regular inspections, timely repairs, and refurbishments, which help sustain the functionality of educational infrastructure. According to Nwachukwu (2022), schools that prioritize building maintenance tend to create safer and more attractive environments that stimulate effective teaching and learning. Bello (2023) added that the state of school buildings reflects institutional discipline and management capacity, since deteriorated structures signal neglect while well-maintained facilities suggest accountability. Olatunji (2021) also pointed out that investing in routine maintenance reduces future rehabilitation costs, making it a cost-effective strategy for resource management. Abubakar (2022) reinforced this by stating that well-maintained facilities improve students’ morale and teachers’ productivity, as both groups are more likely to feel comfortable and secure in conducive environments. Collectively, these perspectives show that maintenance of school buildings goes beyond physical repairs, serving as a strategic approach to enhancing the quality of education, sustaining investments in infrastructure, and ensuring that schools remain safe, functional, and supportive of learning.

Performance of learners remains a central concern in educational research because it reflects the extent to which students achieve desired academic outcomes. Adepoju (2020) described it as the measurable level of achievement that students attain in relation to set educational objectives, often determined through tests, examinations, and classroom assessments. Performance serves as both an indicator of individual progress and a reflection of the effectiveness of the teaching-learning process. Hassan (2021) emphasized that learner performance encompasses cognitive, affective, and psychomotor domains, which means it cannot be limited to academic grades alone but must also include values, attitudes, and practical skills. Nwosu (2022) explained that performance is shaped by multiple factors, including quality of instruction, availability of resources, family background, and learner motivation, making it a multidimensional construct. Bello (2023) observed that schools with adequate teaching resources and competent teachers often record better performance outcomes compared to poorly resourced schools, while external influences such as parental support and socio-economic conditions also play a significant role. Ibrahim (2020) further argued that measuring learners’ performance provides feedback for both teachers and policymakers to adjust strategies toward improving academic standards. According to Olatunji (2021), good performance is not only about excelling in academics but also about demonstrating problem-solving ability, creativity, and social responsibility, all of which are essential for national development. Thus, learners’ performance serves as a mirror of educational effectiveness and a guide for reforms aimed at producing well-rounded individuals.

Learners’ motivation towards learning is widely acknowledged as one of the most important determinants of academic success, since it drives the effort, persistence, and enthusiasm that students bring to their studies. Adeyemi (2020) defined motivation as the internal and external forces that initiate, direct, and sustain learners’ engagement in academic activities. Motivation is often categorized into intrinsic factors, such as curiosity and personal interest, and extrinsic factors, such as rewards, teacher encouragement, and parental involvement. Hassan (2021) explained that intrinsically motivated learners are more likely to develop deeper understanding and long-term learning habits, while extrinsically motivated learners may perform well in the short term but require continuous reinforcement. Nwachukwu (2022) highlighted that classroom climate, teacher-student interaction, and availability of instructional resources strongly influence learners’ level of motivation. Bello (2023) observed that students who are motivated tend to exhibit higher levels of participation, improved study habits, and resilience when faced with academic challenges, compared to their less motivated peers. Ibrahim (2021) also noted that lack of motivation often manifests in low performance, absenteeism, and deviant behavior, which threaten the attainment of learning objectives. According to Olatunji (2020), effective teaching strategies such as collaborative learning, use of technology, and positive feedback can significantly boost students’ motivation toward learning. Therefore, motivation is not only an internal drive but also a product of the educational environment, shaping how learners engage with their studies and ultimately influencing their academic outcomes.

Learners’ study habits are fundamental to their ability to process, retain, and apply knowledge, making them a critical predictor of academic performance. Adeyemi (2019) described study habits as the regular practices and strategies students adopt to acquire, organize, and review learning materials. Good study habits, such as consistent revision, effective time management, and the use of diverse study techniques, often correlate with high achievement, while poor habits contribute to academic failure. Hassan (2020) explained that study habits involve not just the frequency of study but also the quality, including how students manage distractions and allocate time for different subjects. Nwachukwu (2021) emphasized that learners who cultivate effective study habits demonstrate greater self-discipline, improved comprehension, and better retention of knowledge compared to those who study irregularly or without strategy. Bello (2022) pointed out that study habits are influenced by external factors such as family environment, peer groups, and availability of learning resources, suggesting that schools and parents play important roles in shaping them. Ibrahim (2023) added that technology has changed study patterns, with digital resources providing learners new opportunities but also distractions that can weaken concentration if not properly managed. According to Olatunji (2020), interventions such as study skills workshops, counseling, and teacher guidance can help learners develop effective habits that enhance their performance. Overall, study habits serve as the bridge between instructional delivery and learner achievement, reflecting how well students are able to translate teaching into personal learning outcomes.

Maintenance of school buildings plays a pivotal role in shaping the quality of education and directly influences the performance of learners. A well-maintained school environment enhances concentration, motivation, and attendance, which are essential for effective learning. According to Adebayo (2020), the condition of school infrastructure determines the level of comfort and psychological readiness of learners, as neat, ventilated, and adequately equipped classrooms create a sense of belonging and encourage participation. Similarly, Okeke and Bello (2021) affirm that regular maintenance of classrooms, laboratories, and furniture promotes a conducive atmosphere that supports academic engagement and reduces stress among students. When learners study in clean and orderly surroundings, they tend to exhibit improved discipline, attentiveness, and willingness to learn. Eze (2022) adds that well-maintained facilities minimize health risks and distractions that could interfere with students’ focus, thereby contributing to better academic outcomes. In contrast, dilapidated structures, broken furniture, and leaking roofs often discourage learners, leading to absenteeism, reduced morale, and poor performance.

Empirical evidence supports that the maintenance of school buildings is a critical determinant of learners’ academic achievement and overall development. According to Nwankwo and Eze (2021), schools that invest consistently in infrastructure upkeep report higher student performance levels due to increased comfort, safety, and pride in the learning environment. Their observation reveals that the state of physical facilities communicates the value placed on education and motivates learners to take their studies seriously. Chukwu (2023) also emphasizes that well-maintained educational buildings foster teacher commitment and effective pedagogy, which, in turn, enhances students’ comprehension and achievement. Similarly, Bello and Yusuf (2022) argue that poor maintenance culture leads to infrastructural decay, which negatively impacts learners’ motivation and academic progress. When students are exposed to deteriorating facilities, they often develop negative attitudes toward school and experience difficulty concentrating during lessons. Hence, maintenance of school buildings is not merely a managerial responsibility but a crucial investment in improving the performance and holistic development of learners in institutions such as those in Oshimili North Local Government Area of Delta State.

Hence the need t0 ascertain the relationship between maintenance of school buildings and performance of learners in Oshimili North Local Government Area of Delta State.

1.2 Statement of the Problem

The physical condition of school buildings plays a significant role in shaping the learning environment and the overall academic success of learners. Based on observation, many public schools in Oshimili North Local Government Area of Delta State, school buildings are often poorly maintained, with leaking roofs, broken windows, cracked walls, inadequate seating, and dilapidated classroom facilities. Such neglect not only creates an unconducive atmosphere for teaching and learning but also discourages learners from fully engaging in their educational pursuits.

Poorly maintained school buildings can reduce learners’ motivation towards learning, as students often find it difficult to concentrate or develop a positive attitude when the learning environment is uncomfortable or unsafe (Nwachukwu, 2021). Furthermore, study habits may be negatively affected, since inadequate facilities make it difficult for learners to practice effective reading, writing, and collaborative learning both within and outside the classroom. Similarly, active participation in class activities is hindered when the school environment lacks proper ventilation, lighting, and seating arrangements, making learners less responsive to learning tasks.

Despite efforts by government and community stakeholders to promote quality education, the persistent challenge of inadequate maintenance of school buildings raises questions about its influence on learners’ motivation, study habits, and participation in learning activities. It is against this backdrop that this study is carried out to examine the relationship between maintenance of school buildings and performance of learners in Oshimili North Local Government Area of Delta State.

1.3 Purpose of the Study

The main purpose of this study is to investigate the relationship between maintenance of school buildings and performance of learners in Oshimili North Local Government Area of Delta State. Specifically, the study sort to:

1. determine the influence of school building maintenance on learners’ motivation towards learning in Oshimili North Local Government Area of Delta State.
2. examine the influence of school building maintenance on learners’ study habits in Oshimili North Local Government Area of Delta State.
3. investigate the influence of school building maintenance on learners’ participation in learning activities in Oshimili North Local Government Area of Delta State.

1.4 Research Questions

1. What is the influence of school building maintenance on learners’ motivation towards learning in Oshimili North Local Government Area of Delta State?
2. What is the influence of school building maintenance on learners’ study habits in Oshimili North Local Government Area of Delta State?
3. What is the influence of school building maintenance on learners’ participation in learning activities in Oshimili North Local Government Area of Delta State?

1.5 Significance of the Study

This study could be of immense benefit to students, teachers, school management, education policy makers and future researchers.

This study is significant to students as it highlights how the maintenance of school buildings influences their motivation, study habits, and participation in learning activities. When students learn in a well-maintained environment with adequate lighting, ventilation, seating, and safe classrooms, they are more likely to develop positive attitudes towards learning, engage actively in classroom activities, and cultivate effective study habits.

Teachers stand to benefit from this study because it demonstrates how the maintenance of school buildings influences their teaching effectiveness and learners’ responsiveness. A conducive teaching environment reduces stress, improves communication, and encourages the adoption of innovative teaching strategies, since students are more motivated and better prepared to learn.

For school management, the study is important as it provides insights into the role of effective maintenance of buildings in enhancing learners’ performance. School administrators could better understand that regular maintenance of classrooms, libraries, laboratories, and other facilities not only preserves infrastructure but also fosters academic excellence. The study could therefore serve as a guide for management to prioritize maintenance as a key component of quality assurance in education, thereby improving school reputation and learners’ outcomes.

This study is of value to education policy makers as it provides evidence-based insights into how school building maintenance influences learners’ motivation, study habits, and participation in learning activities. The findings could assist them in formulating and implementing policies that emphasize the provision and maintenance of adequate educational facilities. Policy makers could create a more sustainable framework for improving the quality of teaching and learning, particularly in public schools.

Future researchers could find this study useful as it adds to the existing body of knowledge on school infrastructure and learner performance. The findings and recommendations serve as a reference point for further investigations on related variables such as classroom environment, learners’ behavior, and academic achievement. It also provides a foundation upon which other scholars could conduct comparative studies across different local government areas, states, or levels of education.

1.6 Scope of the Study

The study is focused on examining the relationship between maintenance of school buildings and performance of learners in Oshimili North Local Government Area of Delta State. With particular emphasis on learners’ motivation towards learning, learners’ study habits and learners’ participation in learning activities. Respondents of the study are public senior secondary school students in the study area.

1.7 Structure of the Study

This study is organized into five chapters. Chapter One presented the background to the study, statement of the problem, purpose of the study, research questions, significance of the study, scope of the study, and structure of the study. Chapter Two reviewed relevant literature under conceptual framework, theoretical framework, empirical studies, and summary of reviewed literature. Chapter Three explained the methodology adopted for the study, including the research design, population, sample and sampling technique, instrument for data collection, validation of the instrument, reliability of the instrument, method of data collection, and method of data analysis. Chapter Four focused on the presentation, analysis, and interpretation of data based on the research questions. Chapter Five contained the summary of findings, conclusion, recommendations, contribution to knowledge, and suggestions for further studies.

1.8 Limitation of the Study

The findings of this study cannot be generalized to the entire nation because of the adopted design of the study and limited scope of coverage and few sample size. The small sample size of the study and use of only public secondary schools in the local government are sources of limitation to this study.

Pages: 59

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.