.

PERCEIVED EFFECTIVENESS ON CAMPUS

ACCOMMODATION POLICY ON ACADEMIC
PERFORMANCE AMONG UNDERGRADUATE STUDENTS
IN THE OBAFEMI AWOLOWO UNIVERSITY, ILE-IFE.

BY:

GROUP 15

ODUWOLE TOSIN OLUWASEUN POL/2015/074

ADERELE OLUWASEUN GABRIEL POL/2015/019

BALOGUN EZEKIEL. POL/2015/051

OKENIYI JOY CHINYERE. LAW/2015/207

OLADIMEJI FISAYO ASE/2015/269

COURSE TITLE:
POLITICS OF DEVELOPMENT AND UNDERDEVELOPMENT

COURSE CODE: POL 308

LECTURER IN CHARGE
MR. T.I ODEYEMI and DR. D.T AGBALAJOBI

SUBMITTED TO :

DEPARTMENT OF POLITICAL SCIENCE

FACULTY OF SOCIAL SCIENCES,
OBAFEMI AWOLOWO UNIVERSITY, ILE-IFE.
NOVEMBER, 2018
PURPOSE OF THIS RESEARCH WORK.
SDG 3: Ensure healthy lives and promote wellbeing for all at all ages
The goals within a goal: Health targets for SDG 3

3.1 By 2030, reduce the global maternal mortality ratio to less than 70 per
100 000 live births.

3.2 By 2030, end preventable deaths of newborns and children under 5

years of age, with all countries aiming to reduce neonatal mortality to at
least as low as 12 per 1000 live births and under-5 mortality to at least as
low as 25 per 1000 live births.

3.3 By 2030, end the epidemics of AIDS, tuberculosis, malaria and

neglected tropical diseases and combat hepatitis, water-borne diseases
and other communicable diseases.

3.4 By 2030, reduce by one third premature mortality from non-

communicable diseases through prevention and treatment and promote
mental health and well-being.

3.5 Strengthen the prevention and treatment of substance abuse, including

narcotic drug abuse and harmful use of alcohol.

3.6 By 2020, halve the number of global deaths and injuries from road
traffic accidents.
3.7 By 2030, ensure universal access to sexual and reproductive health-
care services, including for family planning, information and education,
and the integration of reproductive health into national strategies and
programmes.

3.8 Achieve universal health coverage, including financial risk protection,

access to quality essential health-care services and access to safe,
effective, quality and affordable essential medicines and vaccines for all.

3.9 By 2030, substantially reduce the number of deaths and illnesses from
hazardous chemicals and air, water and soil pollution and contamination.

From the above goals we can infer that the purpose of this research work
is to drive out a suitable development for students of Obafemi Awolowo
University in their academic performance by providing a quality
education
and the promotion of good well-being for all that ages among students.
The vital variable to consider here is the state of living of students and the
school management performance about whether the accommodation
policy promote a better life or not.

CHAPTER ONE
INTRODUCTION

Obafemi Awolowo University (OAU) is a federal government owned and

operated Nigerian university. The university is in the ancient city of Ile-
Ife, Osun State, Nigeria. The university was founded in 1961 and classes
commenced in October 1962 as the University of Ife by the regional
government of Western Nigeria, led by late chief Samuel Ladoke
Akintola, and was renamed Obafemi Awolowo University on 12 May
1987 in honour of Chief Obafemi Awolowo (1909–1987), first premier of
the Western Region of Nigeria, whose brainchild the university was. Ile-
Ife campus is built on about 5,000 acres (20 km2) of a total of 13,000
acres (53 km2) university owned land.
Its halls of residence include:
 Awolowo Hall
 Angola Hall
 Alumni Hall
 ETF Hall
 Fajuyi Hall
 Ladoke Akintola Hall
 Moremi Hall
 Mozambique Hall
 Murtala Muhammed Hall
The Male halls are Awolowo hall, Angola hall, ETF hall and Fajuyi hall.
The female halls are Alumni hall, Ladoke Akintola hall, Moremi hall,
Mozambique hall. The postgraduate hall, Murtala Muhammed hall which
happens to be a mixed hall.

Firstly, we need to know what it means to accommodate, campus

accommodation and what policy entails. To begin, proper distinction
would be made as regards to what the words above mean to enable
readers get the scope of the topic. Then we would move on to know what
campus accommodation policy means, the effects of campus
accommodation policy on academic performance among students of
Obafemi Awolowo University and so also the relevance of this campus
accommodation policy in the aforementioned school above. Now, what
does it mean to accommodate?
To accommodate means to render fit, to conform, to provide housing for,
to give consideration to, to allow for, to give space for or adapt to do
something. Accommodation therefore means whatever supplies a want or
affords ease, refreshment, or convenience; anything furnished which is
desired, suitable or needful. According to the Merriam Webster dictionary
Accommodation is something supplied for convenience or to satisfy a
need.

What is policy?
Policy are those actions and inactions made by a governing body or put
differently, Policy is what the government intends to do or not to do. This
implies that if the government decides not to act or not to do such
inaction is a policy. Human conduct is generally governed by what is
sometimes referred to a POLICY. In this broad sense, everyone would
seem to have one policy or another regulating ones behavior or action.
Thus, it is conceivable to talk of PRIVATE policies, policies which help
to regulate the conduct of people in their private domains. Private policies
are, however, restricted in terms of scope and expected impact. The
decision of an individual not to eat breakfast could be regarded as a
private policy intended to regulate the nutritional behavior of that
individual. Private policies also has to do with the activities of an
individual or activities of a group of individuals. For example, activities
between two(2) friends , male to female or female to male is categorized
as private policy or activities between husband and wife is also
categorized as private policy.
However, what makes a policy PUBLIC? What, in other words
distinguishes public policy from, say, private policy? There are several
ways of characterizing public policy – public policy will refer “to the
relationship of a government unit to its environment”. Thomas Dye,
simply defined public policy as “whatever governments choose to do or
not do.” In this regard, public policy is viewed as a ‘purposive course of
action followed by an actor or set of actors in dealing with a problem or
matter of a concern.” What makes policies distinctively PUBLIC is that
they are “developed by governmental bodies and officials.” Having
discussed what accommodate means and what policy mean we then go on
therefore to know the meaning of campus accommodation policy.
Campus Accommodation Policy are those rules and regulations made by
the University for Students to follow and abide by so as to create a place
which will be up to standard for any student who wants to live or stay on
campus.

OAU CAMPUS POLICY.

1. Cooking is not allowed in the rooms.
2. Sales of Bed space or transfer from one person to the other is not
allowed. Sanctions for breaking this are (i) Compulsory fine of #50,000
(ii) Ejection from the Hall of residence and suspension from the School.
3. Squatters are not allowed this will attract suspension from the School.
4. There should be no defecating or urinating carelessly around the Halls
of residence except at designated places.
5. There should be no throwing of refuse carelessly around the Hall- use
the Dust Bins provided for such.
6. Visitors are not allowed before/beyond visiting hours and are expected
to sign in and out of the Porters’ Lodge.
7. You are expected to keep, read and digest the Students’ Handbook of
GENERAL INFORMATION. It is compulsory for all FRESH
STUDENTS.
8. You are expected not to deface the walls with
Posters/Releases/Publications/Adverts etc.
9. Fighting in the Hall or engaging in abusive language is not allowed in
the Hall. This will attract expulsion.
10. Expulsion from the University is the sanction for Stealing.
11. No hanging of rags/Shoes/Sponge/ etc. on Louvre-windows.
12. The use of Heavy Electrical appliances (such as cooker, Boiling rings,
etc.) is strictly prohibited in Hostel. Anyone who brings it in will be
suspended from the School for a Semester.
13. Always show your Hall identity Card at the PORTERS’ LODGE,
Refusal to do so will lead to revocation of bed space.
14. You are not permitted to organise or participate in any congress or any
gathering organized by any unregistered Association or Approved by
Division of Student Affairs. Doing this will lead to loss of Studentship or
Suspension.

Student housing is divided into two types and these are: student on-
campus housing and student off-campus housing. Student housing is a
place where students reside within or outside the campus or school.
Students residing within the houses in the campus or school are known as
student on-campus housing, while those residing in housing outside the
campus or school are known as student offcampus housing. Student on
and off-campus housing can equally be described as a process, in the
sense that, it involves the construction of new dwellings and the various
associated activities such as land acquisition, finance, building materials
and so on. It also seeks to know who builds (state, civil society, private
sector), the types of student housing (dormitories, halls of residence,
other forms of quarters, off-campus accommodation and so on), at what
location (example: oncampus or off-campus), and the relationship
between academic performance, health, social, religious and congenial
living conditions. As an asset, student on-campus housing ‘form the bulk
of the universities built environment thereby representing the largest
facility asset that an institution may have’(Amole, 1997).

Thus, student on-campus housing is not only shelter, but comprises the
immediate environment, economic, health, sporting, religious,
transportation, club, punctuality, and social activities that are sympathetic
to academic work. Many educators hold the belief that there should be
close proximity between living and learning environment in order to
produce intellectuals that are socially integrated, mentally sound (health),
religiously and sportsmanship incline (Amole, 1997). For the past twenty
years, the problem of students housing has effects on students’ social life
in-terms of academic performance. Obafemi Awolowo University
housing policy now made room available for the first and final year
students to stay oncampus While those that are unable to secure a bed
space are expected to look for accommodation elsewhere(off-campus)
which has effects on academic performance and most of these students as
a result of shortage of accommodations in halls of residence.
SDG's Citation and Address
The world is perceived as a global community under the banner of the
United Nations (UN) which focuses specifically on the implementation of
the international goals for education, health and wellbeing. The UN
movement provides a focal point for governments, influencing policies
and programmes at all community levels: global, regional, national and
local.

To implement curriculum or enact international and national health goals,

community partnerships are essential. In the UN Governor General’s
synthesis report “The road to dignity by 2030: ending poverty,
transforming all lives, and protecting the planet”, Ban Ki-Moon wrote:

The sustainable development goals provide a platform for aligning

private action and public policies. Transformative partnerships are built
upon principles and values, a shared vision and shared goals: placing
people and the planet at the centre. They include the participation of all
relevant stakeholders, in which mutual accountability is critical. This
means principled and responsible public-private-people partnerships.
(United Nations General Assembly, 2014, p. 19).

The Sustainable Development Goals (SDG) include 17 goals that succeed

the 2000–2015 Millennium Development Goals (MDGs), however the
new SDGs now apply to all countries, including developed countries like
Australia (Thwaites, 2015). At present, goal 3 and 4 are “Ensure healthy
lives and promote well-being for all at all ages” and “Ensure inclusive
and quality education for all and promote lifelong learning opportunities
for all”, respectively. These goals “are truly global challenges that require
solutions involving all countries” (Thwaites, 2015). The two recurring
themes of “health and physical wellbeing” and “community partnerships”
are advocated by the UN.

When considering the role of physical education in promoting

engagement in healthy, active lifestyles through the life course, the
development of partnerships—between schools and community-based
sports organisations and club is essential to accommodate broader life-
long educational outcomes, including health and well-being, as well as
personal and social development. (United Nations Educational, Scientific
& Cultural Organization (UNESCO), 2015, p. 44).
CHAPTER 2
LITERATURE REVIEW
This chapter presents the theoretical review and the review of related
literature on the perceived effectiveness of accommodation policy on
academic performance among students of the Obafemi Awolowo
University Ile-Ife.

Theoretical Review

Students living conditions have an effect on their academic performance.

Accommodation is one of the primary drives which need to be gratified
for learning to take place. In order to achieve academic excellence, the
minds of students should be healthy and should exist in a healthy
environment where they can access adequate meals, stay in a clean
environment and sleep comfortably. In that way students will be in a
better position to excel academically.

Related Literature

Student accommodation

Studies on student accommodation either assess the direct effect of

student housing conditions on academic performance or address
satisfaction, attitude, perception and quality of student housing as part of
modalities towards the general improvement of student experience and by
implication, student achievement. The latter form the vast majority of the
literature reviewed. Analyses were often conducted with gender and
nature of accommodation in terms of living on or off campus as
dependent variables. Araujo and Murray (2010a) in a study of students in
the United States established that living on campus increases GPA by
between 0.19-0.97. The degree of improvement to student performance
caused by living on campus ranges between one-fifth and one full-letter
grade (Araujo and Murray, 2010a, p. 1). Owolabi (2015) establsihed a
similar trend at the University of Ibadan. In contrast, Omar, Abdullah,
Yusof, Hamdan, Nasrudin & Abdullah (2011) note that the academic
performance of off-campus students are not influenced by the
environment in Malaysia ‘although living off campus is said to be more
challenging than staying on campus’ (p. 1225). Otherstudies either report
significant improvement of academic performance largely owing to living
on-campus or the inverse where living off-campus was found to
negatively impact academic performance (Yusuff, 2011; Modebelu &
Agommuoh, 2014; Ekejiuba, 2015).
Depending on quality of facilities and services provided, students’
satisfaction with their accommodation varies across the different contexts
reported in literature. Features generally rated less satisfactory include
overall student accommodation quality (Nimako & Bondinuba, 2013),
fees (Khozaei, Ayub, Hassan, & Khozaei, 2010; Matthew, 2014), room
size, service spaces notably bathrooms, kitchens and laundries as well as
auxiliary facilities such as the internet, security, electricity and water
supply (ibid; Neema, 2003; Yusuff, 2011; Najib, Yusof & Osman, 2011;
Igbinedion, 2012; Oladiran, 2013; Ekejiuba, 2015). Conditions associated
with student housing which record negative satisfaction ratings include
overcrowding and issues of territoriality (Amole, 2011; Modebelu &
Agommuoh, 2014; Ekejiuba, 2015), cleanliness (Nchungo, 2013),
distance from academic facilities (Araujo & Murray, 2010a, 2010b),
thermal comfort and noise levels (Yusuff, 2011).

Academic Performance
Academic performance is the measure to which students excel in their
subject, course, discipline or registered program. Sometimes expressed as
academic achievement, 'it represents performance outcomes that indicate
the extent to which a person has accomplished specific goals that were
the objective of activities in instructional environments’ (Steinmayr,
Meibner, Weidinger & Wirthwein, 2015).
The cumulative grade point average (CGPA) at the end of a semester or
entire program is often employed to measure academic success and
achievement (Muslim, Karim, & Abdullah, 2012; Baharin et al 2015;
Ranjandran, Hee, Kanawarthy & Khezrimotlagh, 2015).

Many studies have attempted to predict and determine some basic factors
that affect academic performance across a wide range of locations and
contexts. Academic performance is a function of many factors and
dependent on the study sample as well as study context. Academic
performance of students in Higher Education is an issue of concern
following rising global unemployment rates and funding problems
because of its link to social and economic progress for many countries.
This study investigates the influence of accommodation as a subset of
school factors on academic performance of students of the Obafemi
Awolowo University, Ile-Ife, Osun state, Nigeria.

Research results reveal living conditions, dilapitated buildings of school

provided halls of residence, notably cleanliness, electricity and water
supply, overpopulation and territoriality, room size has significantly
influenced academic performance among students. If all this can be
addressed, it would help students to perform better academically.
The study recommends, amongst others, that policy makers and facility
managers prioritize current management practices to improve living
conditions in existing accommodation facilities on campus while
planning for adequate infrastructure to cater for student accommodation
needs in future.

Effect of Accommodation Facilities on Academic Performance.

The South East Asia conference held in Madras (1955) as cited by
Nabawanuka (1997) revealed that accommodation is a vital factor in
enhancing student's learning. The same source recommended that if
students are to make the most of their educational opportunity, it would
be important to have adequate facilities for accommodation, private
study, and community life and health recreation. Brook (1965) revealed
that good accommodation offers students excellent opportunities for
learning and social interaction with fellow students from varying social
backgrounds. When students interact they learn new ideas which help
them to develop all the three domains of psychomotor, affective and
cognitive domain. This will therefore widen their capacity to learn and it
takes away the fear to learn therefore making a student ready to learn and
even consult teachers or those with knowledge about the subject. Vespoor
(1993) was therefore right when he said the quality of Education in Africa
has declined because of inadequate facilities, poor student welfare
services and lack of experienced senior staff that is able to offer academic
guidance and student welfare services to institutions.

Kasule (2000) puts more emphasis on insecurity by lamenting that

students residing in insecure areas live in constant fear of theft which
adversely affects their academic performance. Lyons (1990) firmly
contends that noisy and overcrowded residences with inadequate security
and lighting at night are the common examples of physical environments
that undermine students ability to engage in their studies. The
overcrowded residences of students plus the minimal supervision and
insecurity may be one of the factors that affect students academic
performance. The facilities inside the rooms of residence should be
adequate. Heath and Mendell (2002) put it that low ventilation rates and
less day light may reduce the performance of students. This implies that
buildings alone are not enough but they should have proper ventilation
and light so as to bring about maximum performance of Students. The
presence of fresh air in rooms of residence also helps to control disease
among students so students can attend all classes hence better
performance since absentia is now eliminated. Ventilation therefore in
students residences is paramount and of utmost importance.
Something that cannot be neglected when looking at students
accommodation is security of students. Creating a secure environment
makes students reading fun since they can read at any time of the night
and this may lead to their academic excellence. Guarantee of students
security against fire outbreak is important. Businge of New Vision on
22nd April 2008 lamented that 93% of Ugandan schools do not have fire
extinguishers and that the status of safety and security in schools is so
worrying. This led the Minister of Education and Sports to issue a policy
requiring every tertiary institutions to have fire extinguishers installed,
spacious hostels and lightening conductors. However despite the above
recommendations what is on ground is quite different as most schools do
not have adequate fire extinguishers, where they exist students do not
know how to use them as reported by media. The review of related
studies identified several gaps that further convinced the researcher to
undertake this study.
 CHAPTER THREE
METHODOLOGY

This chapter describes the research design that was employed in the
study, the area and population, sample size, the techniques of data
collection.

Research Design
In this study a cross sectional survey design was used. Quantitative
method was used to collect data from selected Faculties in Obafemi
Awolowo University which would form a representative sample. The
design was used to obtain information about preference, attitudes,
practices, concerns and opinions about accommodation policy on
academic performance among students. It was because of the above
reasons that the design was found to be appropriate to investigate the
effect of living conditions on students‟ academic performance in
Obafemi Awolowo University. This method was also appropriate because
it produces normative data required for quantitative analyses.

Area and Population

The study was carried out in Obafemi Awolowo University situated in the
ancient city of Ile-Ife. The study focused mainly on Students residing
ON-CAMPUS and OFF-CAMPUS, to critically analyze the effect of
living conditions on students 'academic performance'.

Sample Size
The sample size comprised of 50 people. The respondents selected were
from Faculty of Law, Faculty of Social Sciences and Faculty of Education
which were considered in the study.

Sampling Technique

Stratified Random sampling techniques were used in the study to select

students in the faculty of law, social sciences and Education respectively.
This technique was chosen because it has a high degree of
representativeness and offers accurate results. Random sampling was also
used in the study because all students had an equal chance of being
selected. Law students, Education Students and Social Science Students
were purposively selected since they are also part of the ones with more
information about students ‟living conditions.
Data Collection Tools
Questionnaire
The questionnaire was composed of close ended questions which sought
to capture opinions of the respondents on the possible association of
variables under the study of students‟ living condition. The
questionnaires were useful instrument for collection of data especially
where there was need to protect the privacy of the respondents. This was
necessary because confidentiality on the side of participant in the
questionnaire was vital in a way of encouraging and maintaining the
response to the questions in the questionnaire without getting
embarrassed or intimidated when issuing the instrument. The questions
were close ended type of questions to objectify and standardize the
observation made by researcher. The closed type of questionnaires was
used because they are easy to fill by the respondent and take a short
period of time. They also make construction of frequency table easy for
“a carefully structured question save time, implify the task of
categorizing, tabulating and summarizing the responses”. Questionnaire
also helped to collect data from a large sample within a short period of
time.

ROLES EACH MEMBER PLAYED

 We all involved ourselves in the work having shared the five
chapters amongst ourselves.
 Each individual contributed by working on chapter allocated to him
or her. And keeping abreast the whole group on how it was done
with the whole group having full knowledge of what each chapter
allocated to him or her entails.
 We made use of questionnaire as our research tool, each individual
of the group contributed to questions which was later acceesed and
reviewed by Dr. T.I ODEYEMI before administering to our
respondents.
 It was collated, reviewed and proofreaded by Aderele Oluwaseun
Gabriel
 CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND
INTERPRETATION

This chapter presents the findings from the study that investigated the
perceived effectiveness of student's living conditions on their academic
performance. This study was carried out from Obafemi Awolowo
University Ile-Ife capturing data from Faculty of Law, Faculty of Social
Sciences and Education. The study analyzed the variable of
accommodation of the living condition of students and how it affected
student's academic performance. SPSS was used to calculate the
descriptive statistics. A qualitative analysis was done on Key informants
and results were presented in frequency tables and percentages.

Section A
Background Information of Respondents.

Demographic data of Respondents.

The background information on students is given in the table below

capturing age limit, gender, faculty, residence and education level.

Frequency Percentage
Gender Female 22 44%

Male 28 56%
50 100%
Age Limit 15-19 11 22%

20-24 27 54%
 25-29 9 18%

30-34 3 6%
50 100%
Faculty Law 16 32%

Social Sciences 21 42%

Education 13 26%
50 100%

Frequency Percentage
Residence On- Campus 15 30%

Off-Campus 35 70%
50 100%
Education level 100 4 8%

200 6 12%

300 31 62%

400 6 12%

500 3 6%
50 100%

The table above suggests that majority 28 (56%) were male while 22
(44%) were female. This meant that male responded much more than the
females on their perceived effects of the accommodation policy on
academic performance. As regards the age limit, information were
gathered more between class 20-24 which covers 27(54%) of the
population.
In the course of our research, faculty of Social Sciences dominated with
21(42%) respondents out of 50. Off-Campus students view were captured
more with 35(70%) respondents sharing their view while just 15(30%)
On-campus since the new policy adopted by the management of the
school is the strict adherence to some certain number of occupants in a
room, people who resides off-campus surpasses the number of students
who stays On-Campus.
300levels students covers 31(62%) of our research data because we
believe they have much experience about the school accommodation
policy.

Section B
Description of Respondent's opinion in Relation to the Questionnaire
Items. This part describes the opinions of respondents on the item of the
questionnaire relating to the objectives of this study. In the questionnaire,
the respondents were asked to tick the option that best described their
opinion on a two segment likert scale ranging from first, Yes, No, I don't
Know and second segment which covers Section C and Section
D..Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree
(SD).
Respondents opinion on Oau Campus Accommodation Policy.

The first objective was to examine the Oau accommodation policy itself.
The table below shows their frequency and percentage.

Level of Frequency Percentage

S/N STATEMENTS Agreement or
Disagreement
I am aware of campus accommodation YES 50 100%
policy which says squatters are not
allowed as it will attract suspension from NO 0. =50 0% =100%
1. the school.
I DON'T KNOW 0 0%
Denial of visitors from entering the halls YES 33 66%
before/beyond visiting hours has
2. affected students. NO 10. =50 20%. =100%

I DON'T KNOW 7 14%

Prohibition of the use of heavy electrical YES 41 82%
appliances (such as cooker, boiling rings
3. etc) affects students. NO 4. =50 8%. =100%

I DON'T KNOW 5 10%

No defecating or urinating around halls YES 33 66%
4. of residence has addressed the issue
affecting the well-being of students on NO 14. =50 28%. =100%
campus.
I DON'T KNOW 3 6%
Students no longer cook in rooms as YES 14 28%
implemented by the school management.
5. NO 25. =50 50%. =100%

I DON'T KNOW 11 22%

The school management has done well YES 31 62%
about the strict adherence to specified
6. numbers of occupants in a room. NO 17. =50 34%. =100%

I DON'T KNOW 2 4%

 The table above clearly shows that 100% of the respondents knew
about OAU accommodation policy which disallows squatters in
halls of residences.
 66% equivalent to 33 respondents agreed that disallowance of
visitors from entering halls beyond/before visiting hours affects
students. It implies the school management has not done well about
that policy.
 Prohibiting students from the usage of heavy appliances were
strongly agreed by the respondents that it affects students. In a
book Energy for Sustainable development by UNDESA. For a
better school performance in aggregate, the benefits from
electricity-based lighting, access to high electrical appliances that
will promote students well-being and make teaching lead to better
outcomes in school performance—less truancy and absenteeism,
higher enrollments rates, higher graduation and completion rates,
and the achievement of higher test scores is of great importance.
 33 respondents also agreed that the policy of no defecating or
urinating around halls of residences has addressed the issue
affecting the well-being of students staying on campus. It implies
the school management has done well and promoted the well being
of the students. According to goal 3 of Sdgs. The sanitation target
of the Sustainable Development Goals is that everyone should have
 a ‘safely-managed’ sanitation facility by 2030 and that open
defecation be eliminated.
 According to 50% of the respondents, they believe students didn't
adhere to the policy which disallows cooking in a room. Cooking
in the room is not ideal for a good health status. While SDG 3 is
devoted to good health and well-being, health contributes to almost
all the other goals. For example, universal health coverage (UHC)
can help to reduce poverty (SDG 1) by protecting people from a
major cause of financial hardship, and good health can fuel
increased employment and economic growth (SDG 8). Strong
health systems can also provide support against the social and
economic consequences of outbreaks and other health emergencies.
Better health, in turn, advances the other goals.
 Oau accommodation policy clearly state the strict adherence to
some certain number of students in a room. 50% of the respondents
supported this policy as it has enhance development among
students for a suitable lifestyle and a good living. An overcrowded
room will hinder the inflow of good ventilation and it will steer a
poor living condition. 'The SDGs are unique in that they cover
issues that affect us all. They reaffirm our international
commitment to end poverty, permanently, everywhere. They are
ambitious in making sure no one is left behind. More importantly,
they involve us all to build a more sustainable, safer, more
prosperous planet for all humanity'.

SECTION C
This section contains respondents residing On-Campus View about the
effects of the Campus accommodation policy on Academic Performance.

S/N LEVEL OF FREQUENC

STATEMENTS AGREEMENT Y PERCENTAGE
OR %
DISAGREEM
ENT
Electricity on campus is satisfactory SA 8 53.33%
1. enough for reading. A 6 40%
D 1 6.67%
SD 0 0%
15 100%
Hostel environment is conducive for SA 3 20%
2. learning. A 6 40%
D 5 33.33%
SD 1 6.67%
15 100%
There is constant supply of water in SA 1 6.67%
3. halls of residence. A 8 53.33%
D 4 26.67%
SD 2 13.33%
15 100%
There is accessibility to hall library SA 7 46.67%
which will enhahde the performance A 4 26.67%
4. of students. D 2 13.33%
SD 2 13.33%
15 100%
Hostels are too congested for SA 2 13.33%
5. students to survive. A 3 20%
D 9 60%
SD 1 6.67%
15 100%
Security officials are always on SA 1 6.67%
guard to protect students. A 5 33.33%
6. D 4 26.67%
SD 5 33.33%
15 100%
Halls of residence environment has SA 2 13.33%
helped students to improve their A 6 40%
7. good health and total well-being. D 4 26.67%
SD 3 20%
15 100%
Toilets are properly taken care of to SA 0 0%
8. avoid infections among students. A 5 33.33%
D 5 33.33%
SD 5 33.33%
15 100%
Dustbins are properly installed and SA 0 0%
9. covered. A 2 13.33%
D 8 53.33%
SD 5 33.33%
15 100%
Sewage systems are properly SA 2 13.33%
10. maintained. A 2 13.33%
D 9 60%
SD 2 13.33%
 15 100%

SECTION D
This section contains respondents residing Off-Campus view about the
effects of campus accommodation policy on academic performance
among students in Oau.

S/ LEVEL OF PERCENTAG
N AGREEME FREQUENC E
STATEMENTS NT OR Y
DISAGREE
MENT
Staying OFF-CAMPUS has made my SA 8 22.86%
1. attendance in class extremely poor. A 10 28.57%
D 11 31.43%
SD 6 40%
35 100%
Staying OFF-CAMPUS has increased my cost SA 24 68.57%
2. of living. A 9 25.71%
D 1 2.86%
SD 1 2.86%
35 100%
Staying OFF-CAMPUS has helped me in SA 0 0%
3. sustaining a good reading culture. A 8 22.86%
D 23 65.71%
SD 4 11.43%
35 100%
Staying OFF-CAMPUS makes me vulnerable SA 4 11.43%
4. to social vices. A 14 40%
D 13 37.14%
SD 5 14.29%
35 100%
 Staying OFF-CAMPUS has affected my SA 7 20%
5. punctuality to classes. A 16 45.71%
D 5 14.29%
SD 8 22.86%
35 100%
The accommodation policy has enhanced my SA 3 8.57%
6. academic performance A 7 20%
D 15 42.86%
SD 10 28.57%
35 100%

CHAPTER FIVE
DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS

Introduction

This chapter discusses the major findings, conclusions and

recommendations are presented. The discussion, conclusions and
recommendations in accordance with the objectives of the study.

Discussion of the Findings

Discussion on the Effects of OAU accommodation policy on academic

performance among students ON-CAMPUS.

Discussion on the Effect of OAU accommodation policy on Academic

Performance among students of Obafemi Awolowo University. The third
objective aimed at establishing the relationship between OAU
accommodation policy and academic performance. Accommodation has a
significant effect on the academic performance of students and in schools
where accommodation facilities are good, the performance of students are
high compared to schools where accommodation facilities are extremely
poor. Our findings indicated that Obafemi Awolowo University hostels
have limited space for their students. Our research reveals it evidently
that the policy of specified amount of numbers in a room has promoted
the well-being of students because there is no congestion in hostels as
supported by 60% and 20% of students who strongly agreed and agreed
with the statement respectively. It was also noted the condition of rooms
of hostels were good and they had proper security in terms of security
officers.

The findings of this study as regards students staying ON-CAMPUS are

in conformity with view of scholars like Madras (1955) as cited by
Nabawanuka (1997) that accommodation is a vital factor in enhancing
student's learning and performance which is what SDGs are envisaging in
achieving. In support of this, Brook (1965) also affirms that good
accommodation offers students with excellent opportunities for learning
and social interaction with fellow students from varying social
backgrounds. In fact, when students interact they learn new ideas which
help them to develop all the three domains of psychomotor, affective and
cognitive domain. This helps them to widen their capacity to learn, takes
away the fear to learn thus making students ready to learn and even
consult lecturers or those with knowledge about the course. In light of
this, it's true as the findings in lecturers interview revealed that
congestion in hostels affects academic performance of students. The
findings thus indicate that living in a perfect, tidy environment lead to
better academic performance among students ON-CAMPUS.

The above declaration is supported by Lyons (1990) who observed that

noisy and overcrowded residences with inadequate security and
electricity are common examples of physical environment that undermine
student's ability to engage in their studies. Acola (1992) sums it up by
noting that for students to study well, their living places should have
basic facilities like enough rooms, tables and chairs. This eventually
enhances academic performance. OAU accommodation policy on campus
is satisfactory because it pursues the goal 3 of the SDGs 'good health and
well-being'.

Discussion on the Effects of OAU accommodation policy on academic

performance among students OFF-CAMPUS.

With regard to the perceptions of the university’s undergraduate students

and its implications of increasing off-campus student living, three
categories of implications are identified which are Socioeconomic, poor
academic performance and facilities related implications.
Seven variables were identified as constituting socio-economic
implication. These are higher house rent, inadequate finance to cater for
other academic needs having paid rent, lack of adequate security, high
transportation cost, poor attendance in classes and vulnerability to social
vices.
This OAU accommodation policy has made a large percentage of OAU
students stay off campus, and this has led to transportation issues on
campus. It is now survival of the fittest to get a bus as you have to join
long queues or rush to force your way in. The condition has been
unfavorable as students have to compete for bus spaces. It's a waste of
time and energy after a stressful day on campus. Early morning struggle
to get to campus for lectures sometimes make students untidy afterwards,
late or eventually miss classes.
By implication, the epileptic power supply off-campus has negative
impact on student academic activities. Students complained of not been
able to engage in night reading and making use of electronic lecture and
other study materials stored in their personal computers and mobile
devices. This study also gathered that transport facilities are grossly
inadequate. For the morning lectures (between the hours of 8 am and
10am) most especially on Mondays, there are always long queues at the
major bus stops at off the university’s campus and during closing hours
(between 4pm and 7pm) the same scenario is often observed on the
campus. This situation oftenleads to missing lectures, and stress thereby
directly or indirectly impacting negatively on student's academic
performance.
OAU accommodation policy is of higher detriment to students
residing off campus as it affect their academic performance
drastically.

Conclusions
From the discussion, the following conclusions were drawn.
1. In Obafemi Awolowo University, accommodation policy was active
which helps academic performance among students on campus
moderate and good.
2. Students staying off-campus standard of living is very poor and
can't enhance a good academic performance.
3. Accommodation policy in Obafemi Awolowo University does not
promote good well-being for students residing off campus.

Recommendations
To change the above trend, we recommend the following;
1. The school management should include health education in their
curriculum to sensitize students on general and personal hygiene.
2. The school management should look into expansion strategy by
building more hostels since students residing OFF-CAMPUS are not
contended with their state of living as it's affecting their academic
performance. Accommodation plays a crucial role in the success of every
student. Goal 3 of the Sdgs craves for the good well-being of every
citizens. To experience development, this factor must be considered. The
only effective measure to combat transportation crisis for those staying
off-campus is the construction of more hostels on campus.

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