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School Facilities Essay

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The quality of education depends on school facilities and instructional material. It is the process of students
learning. The quality of a school’s environment and its facilities has a strong in uence on students’ learning.
Besides regular use in organizing and managing a school’s activities, records of a school’s physical facilities
and material resources such as furniture and equipment can provide data to derive many indicators for
assessing the quality of education in a school. School facilities can actually have a substantive impact on
learning process.

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School facilities can be de ned as those things that enable the teacher to do his/her work very well and
helping the learners to learn e ectively. School facilities are all the things that are needed for e ective
teaching – learning process to take place. They are designed to enhance the process of teaching. The
challenge for educators was to renovate or design buildings that provided the appropriate infrastructure for
new learning approaches, mode of instruction, as well as tools for technology that improved teaching and
learning.

(Dewees, 1999) Lack of facilities has an adverse e ect on the performance of students in the less endowed
schools, Professor Kwesi Andam, former Vice Chancellor of the Kwame Nkrumah University of Science and
Technology (KNUST), has stated. He noted that students of less endowed schools could therefore not
compete with other students in major public examinations, which determined admission to universities
andother tertiary institutions. Prof Andam made these observations at the 35th Anniversary Speech and Prize-
Giving Day of the T I Ahmadiyya Senior High School at Gomoa Potsin in the Central Region at the weekend.

The main reason for the low education rates in Africa is the lack of proper schooling facilities and unequal
opportunity for education across countries. Many schools across Africa nd it hard to employ teachers due to
the low pay and lack of suitable people. This is particularly true for schools in remote areas. Most people who
manage to receive education would prefer to move to big cities or even overseas where more opportunities
and higher pay wait. Thus, there will be an overly large class sizes and high average number of students per
teacher in a school. Moreover, the teachers are usually those unquali ed with few teaching aids and poor
textbook provision. Due to this, children attending schools in rural areas usually attain poorer results in
standardized tests compared to their urban counterparts. This can be seen in the reports given by the
Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ).Those taking the tests
in rural areas score much lower than those in small towns and big cities. This shows a lack of equal education
opportunity given to children from di erent parts of the same country. In Manila lack of books, chairs, and
water and toilet facilities once again greeted public school students of school year 2013-2014.

While the Department of Education said that the shortages are being addressed for this year, recent reports
however belied this. DepEd Assistant Secretary for Planning Jesus Mateo said shortages in textbooks and
classroom seats have been addressed since last year with an expected 1:1 student-textbook and student-seat
ratio this year. The school facility is much more than a passive container of the educational process: it is,
rather, an integral component of the conditions of learning. The layout and design of a facility contributes to
the place experience of students, educators, and community members. Depending on the quality of its design
and management, the facility can contribute to a sense of ownership, safety and security, personalization and
control, privacy as well as sociality, and spaciousness or crowdedness. When planning, designing, or managing
the school facility, these facets of place experience should, when possible, be taken into consideration.
(Lawrence O. Picus) The San Francisco Uni ed School District, which has 113 schools and roughly 55,000
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students, is still lacking nearly 3,500 textbooks. The dearth of instructional materials is a ecting core topics
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such as math, English, history and science, according to a report given to the Board of Education. example, our professional writers
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In Davao del Norte, more particularly at the Bukidnon State University Sto. Tomas External Studies Center, your own paper. All you need to do
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school facilities are the problem of some students, Especially the Bachelor of Arts major in English students
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who don’t have a speech
page? Is laboratory, and lack of books and EMC. The school doesn’t have any speech
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laboratory that is very essential for the English majors. It also lack of books, it has only a total of 4,700 books
Please type here...
in the library. In the library it has only four computers that available for the students to use for research. They
don’t have also projectors or Over Head Projector (OHP) in classrooms. The ndings in this research study
provided data on the relationship between school facility and learning environment and how growing school
districts can e ectively address or plan for students’ learning needs with the appropriate facilities. The quality
of public school facilities was important to the discussion about school infrastructure. We were not just
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speaking about the buildings themselves, but what we need these buildings for—the knowledge creation and
transfer of learning (Filardo, 2008). I'm searching…

Statement of the Problem

This study surveyed the relationship between the School Facilities and its e ect towards the learning
pro ciency of Bachelor of Arts Third year students of Bukidnon State University-Sto. Tomas External Studies
Center of Sto. Tomas Davao del Norte Region XI. Speci cally, it sought to answer the following questions:

1. What is the level of School Facilities and its e ect in AB3 of Bukidnon State University-STCES in terms of:
Books and Materials
EMC (Educational Media Center)
Speech Lab
2. What is the level of Students Achievement in terms of:
Grades
3. Is there a signi cant di erence on the School Facilities and its e ects when analyzed according to gender?
4. Is there a signi cant di erence on the learning pro ciency when analyzed according to gender?
5. Is there a signi cant relationship between the School Facilities and learning pro ciency?

Purpose of the Study

The purpose of our study is to examine the impact of the quality of Lack of School facilities. The intent of this
research study was to determine the relationship between school facilities and the learning pro ciency. The
researcher identi ed what aspects of school facility design that had the greatest potential to impact student
learning. The ndings of this research study had implications and design of school facility renovation or
construction of new, schools buildings. The educational process was a very complex system. Improving school
facilities, the e ect on learning, and the educational environment, plays an integral role in educators
improving the education of the students and providing good school facilities. (Filardo,2008)

Importance of the Study

The Importance of this is study is to determine the di erence and relationship between the School facilities
and the Students if they can a ect their proper education into the Lack of facilities. The Bene ciary of this
study are the following:

Students
The students can bene t this study because they are the ones who need to be informed with the problems
and the facilities of the school. The lack of school facilities can contribute to the learning development of the
students. Teachers

The teachers needed to be informed by the concerning problems of the school particularly with the school
facility problems. University
This study is addressed itself primarily to the University. School Facilities are very important aspect in the
university. Therefore, The university should be informed in order for them to be enlighten with the existing
problems in school.

Scope and Limitations of the Study

The Scope of this study is all about the School facilities in Bukidnon State University and conducted inside the
campus and it is only limited in AB-3 Students.
GPA of the AB – 3 Students is another data resource for this study. It was gathered from the Bukidnon State
University Center Registrar with the assistance of the Center Registrar.

Conceptual and Theoretical Framework

Independent Variables Dependent Variables

Moderator

Figure1. Conceptual Paradigm Showing the Variables of the Study Theoretical Framework
This study is conceived based on the theory of Bert Vandiver. He said that problem was that school facilities
were negatively impacting student learning and faculty, and administrators were not properly supporting
stronger facility management.

According to Oni (1992), facilities constitute a strategic factor in organizational functioning. This is so because
they determine to a very large extent the smooth functioning of any social organization or system including
education. He further stated that their availability, adequacy and relevance in uence e ciency and high
productivity. As shown in Figure 1, the independent variable of the study is the level of School Facilities of
Bukidnon State University (STESC) which are composed of the following indicators: (a) Library Books and
Materials (b) Educational Media Center (EMC) (c) Speech Laboratory. The dependent variable is the level of
academic achievement of the AB-3 students with an indicator of grades. The conceptual paradigm of the
study shown in Figure 1, as can be seen in the gure, the independent variable is in the left box and an arrow
from there is pointing to the dependent variable, the academic achievement of students, which contained in
the right box. This means that the extent socioeconomic status has something to do with the academic
achievement of the AB-3 students.

Null Hypotheses
The following null hypotheses are tested at .0.5 signi cance level:

1. Is there no signi cant di erence on the e ectiveness of School Facilities and its e ect when analyzed
according to gender? 2. Is there no signi cant di erence on the learning pro ciency when analyzed according
to gender? 3. Is there no signi cant relationship between the School Facilities and learning pro ciency?

De nition of Terms

School Facilities – School facilities can be de ned as those things that enable the teacher to do his/her work Hi, my name is Jenn 👋
In case you can’t find a sample
very well and helping the learners to learn e ectively developmental stage. example, our professional writers
(http://www.mext.go.jp/english/schoolfacilities/index.htm)Retrieve 9/14/14 Learning Pro ciency – Learning are ready to help you with writing
your own paper. All you need to do
Pro ciency refers to systems of instruction, assessment, grading, and academic reporting that are based on
is fill out a short form and submit an
students demonstrating
Quick question:that
Howthey have
can we learned
improve this the knowledge and skills they are expected to learn as they order
progress through their
page? education. (http://edglossary.org/pro ciency-based-learning/) Books – a book is a set
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of written, printed, illustrated,
Please type here... or blank sheets, made of ink, paper, parchment, or other materials, usually
fastened together to hinge at one side. (http://en.wikipedia.org/wiki/Book) Educational Media Center – The
Educational Media Center (EMC) provides visual and audio media such as videos and CDs for teachers to use
in their instructional program. (http://www.huensd.k12.ca.us/page/130)Retrieve 9/14/14 Speech Lab – A
speech laboratory is often found at universities. They are often used to research topics on speech. a special
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room or rooms with sound-recording and -reproducing equipment for use by students to practice speaking
foreign languages, usually with an instructor monitoring the program. I'm searching…

Chapter 2
Review of Related Literature and Review of Study
Textbooks and teaching/learning aids are essential for e ective curriculum development. But these days a lot
of teachers complain that students do not have even the recommended texts talk less of supplementary texts
that could be used to reinforce classroom learning. Part of the problem with textbooks is that the prescribed
texts are oftentimes not available in the market and so make it di cult for students to acquire them. At other
times, the texts cost so much that most parents cannot a ord them for their words. Another dimension to the
problem is that most parents have been made to believe that Government has supplied textbooks to the
schools and that the texts are there for their wards. It is di cult to convince this crop of parents otherwise.
One can imagine what happens during a reading comprehension lesson in a class of about 50 students with
only 5 of them owning the text. Assuming three children share a text. That means that the teacher
concentrates on fteen children out of the fty. This author has witnessed such a scene during teaching
practice supervision. What happens to the rest of the children who are in the majority without textbooks? Yet
as Ekpo (1994) shows, the content of knowledge embodied in the curriculum is conveyed to the learners
through communication channels such as textbooks and other devices.

According to Philippine Basic Education another problem with textbooks has to do with their readability index.
The texts, apart from the Nationwide English pupils book one that is manageable, the Macmillan primary
English course for primaries two to six is quite above their level. The paragraphs with long sentences are
really cumbersome and intimidating to these pupils with their scanty experience in the language. In most
schools where they have the supply, the teachers pack them one place. They will always tell you that the
pupils cannot read them. Instructional materials are necessary for e ective curriculum development. This is
especially so in the case of English, where it’s teaching and learning are better facilitated with the use of
materials. The use of materials helps to reduce the abstractness of the language to something meaningful
and relevant to the pupil’s life.

As wiltch and Schuller (1973) show, creative teachers use a variety of inter-related resources to assure the
quality of instruction. The use of picture, charts, realia, audio and other related materials improve learning
opportunities for L2 learners of English. But sad to say that, most teachers never give thought to this. To
them, it is the duty of government to provide materials and where they are not provided, no e ort is made to
improvise them. The last part of the above excerpt de nitely shines light on teachers who are resourceful
enough to overcome the lack of textbooks and other learning materials. The following photos from an
elementary school in Paete, Laguna demonstrate how a teacher is able to make up for the missing resources.
There is a reason why public school teachers in the Philippines need to have good handwriting skills as well as
some sense of art. An excerpt of article at library journal Vol. 20, No. 6, January 1993.

Understandably, computer education has taken a back seat to these tragic circumstances. Yet, some
computer education does exist in schools, although not uniformly or equitably. The high cost of equipment
and the lack of space limit most Filipino public schools to computer education at the awareness level.
However, a few bright spots exist such as at the Philippine Science High School in Manila, rated number one in
the country, and an IBM-funded writing to Read project operating at one elementary school in Quezon City.
One education o cial, Dr. Pacita I. Habana, described the level of computer education in the public
elementary schools by saying that there is “really nothing going on.” However, she did say that, while generally
there is no formal computer education program at the secondary level, a few schools have used their
budgeted funds or other contributions to acquire computers. In higher education, the government-funded
University of the Philippines’ computer science program ourishes, with its graduates in demand by Filipino
employers. In contrast with public schools, computer education is more generally available at Filipino private
schools. Elementary, secondary and post-secondary institutions, plus numerous commercial schools, o er
courses of varying quality. One of the most highly regarded private institutions is the Jesuit-operated Ateneo
de Manila University.

Under Ateneo’s auspices and located on its 100-hectare campus is a K-8 school with an enrollment of about
4,000 boys and a computer education program established in 1983. Computers are incorporated into
Ateneo’s work-education curriculum along with courses in gardening and lantern making. Computer
education is taught for one semester to all seventh-grade students. The program consists of an introduction
to computing via keyboarding using Typing Tutor and a short unit on word processing using WordStar, but its
primary focus is programming in LOGO. The school has two computer labs equipped with Zenith computers,
but a shipment of 50 new Macintoshes were expected shortly as replacements. The head instructor, Helen
Flores, stated that computer instruction currently occurs only in the labs, but school administrators were
planning to move the Zenith computers into the classrooms. Flores anticipated problems integrating
computers into the curriculum because of a lack of appropriate software and teacher resistance. (A failed “TV
in every classroom” project had made many teachers leery of technology.) Flores spoke enthusiastically about
computer programming developing students’ cognitive and problem-solving skills, but expressed doubts
about the value of a computer-integrated curriculum.

Concluding our interview, Flores admitted to a sense of professional isolation because of the lack of Filipino
organizations or periodicals speci cally for computer-using educators. Educational facilities are considered
indispensable to a school; they do not only provide housing for the school but also serve as facilitating agents
for all the educational activities that take place in a school. The availability of safe, secured and satisfactory
educational facilities (i.e., site, building, furniture, and equipment) is one of the prerequisites for the opening
of a new school. Sites should be assessed in terms of its vulnerability to various geological and hydro
meteorological hazards. Hazard-speci c resilient features that have undergone thorough feasibility and
viability studies must be incorporated in the design of the buildings or structures (Niño Relox, PAGASA).
Conversely, one of the grounds for the closure of a school is substandard facilities (i.e., lack safe, sanitary, and
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adequate buildings and site). The availability of safe, secured, adequate and satisfactory educational facilities In case you can’t find a sample
will support the teaching and learning processes and ultimately improve the quality of basic education. School example, our professional writers
facilities have been observed as a potent factor to quantitative education. The importance to teaching and are ready to help you with writing
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learning of the provision of adequate instructional facilities for education cannot be over-emphazied. The is fill out a short form and submit an
dictum that “teaching is inseparable
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According to Akande (1985), learning can occur through one’s interaction with one’s environment.
Environment here refers to facilities that are available to facilitate students learning outcome. It includes
books, audio-visual, software and hardware of educational technology; so also, size of classroom, sitting
position and arrangement, availability of tables, chairs, chalkboards, shelves on which instruments for
practicals are arranged (Farrant, 1991 and Farombi, 1998). According to Oni (1992), facilities constitute a
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strategic factor in organizational functioning. This is so because they determine to a very large extent the
smooth functioning of any social organization or system including education. He further stated that their
availability, adequacy and relevance in uence e ciency and high productivity. I'm
In his words, Farombi (1998)
searching…
opined that the wealth of a nation or society could determine the quality of education in that land;
emphasizing that a society that is wealthy will establish good schools with quality teachers, learning
infrastructures that with such, students may learn with ease thus bringing about good academic achievement.
Writing on the role of facilities in teaching, Balogun (1982) submitted that no e ective science education
programme can exist without equipment for teaching. This is because facilities enable the learner to develop
problem-solving skills and scienti c attitudes. In their contribution, Ajayi and Ogunyemi (1990) reiterated that
when facilities are provided to meet relative needs of a school system, students will not only have access to
the reference materials mentioned by the teacher, but individual students will also learn at their own paces.

The net e ect of this is increased overall academic performance of the entire students. Farombi (1998) found
that the classroom learning environment in some schools was poor. He cited examples of schools without
chalkboard, absence of ceiling, some roo ng sheets not in place, windows and doors removed among others,
a situation which the researcher regarded as hazardous to healthy living of the learners. According to Nigerian
Tribune on Thursday 25 November 1999, in caption; Mass Failure will Continue until…” the chairman of the
National Committee of WAEC, Dr. U.B Ahmed opined that the classroom is the origin of failure… a close look
at the public schools and what goes on there shows that nothing good can come out of most schools as they
do not have facilities, adequate and appropriate human resources to prepare candidates for WASCE. The
above statement indicates that the problem of candidates’ mass failure in WAEC’s organized examination will
continue until the situation of the nation’s public schools change for the better. Writing on how to improve
primary education in developing countries, World Bank publication (1990), citing Mwamwenda and
Mwamwenda (1987) linked performance of students to the provision of adequate facilities while referring to a
survey of 51 primary schools in Botswana that students performed signi cantly better on academic tests
when they had adequate classrooms, desks and books. Earlier, Fagbamiye (1979) attesting to why students’
performance standard fall observed 559 cases from 13 secondary schools in Lagos State using age, type of
school (Day or Boarding, mixed or single sex), teachers quali cation and teaching experience as well as intake
quality using students’ entrance examination achievement.

His ndings revealed that schools which are equipped had good records of achievement and attracted more
students. He concluded that good quality schools in terms of facilities and younger students’ intake perform
better in WASCE. Commenting on why high academic attainment is not in vogue in Nigeria, Adesina (1981)
identi ed poor and inadequate physical facilities, obsolete teaching techniques… overcrowded classrooms
among others, as factors. Throwing more light on school facilities and moral guiding provision, Fabunmi
(1997) asserted that school facilities when provided will aid teaching learning programme and consequently
improve academic achievement of students while the models guiding their provision to schools could take any
form as rational bureaucratic and or political model. Whichever model is adopted, according to him, there is
always a common feature of di ering allocation of facilities to schools. In his words, Ojoawo (1990), however,
noted that certain schools are favored in the allocation of facilities at the expense of others. Writing on poor
performance of students in public examinations, London (1993) stated that in many developing nations
certain physical facilities are none existent, and that those instances where amenities are available many are
of substandard quality. What is even more alarming is the correlation, which these observers claim to exist
between quality of facilities and academic performance.

Lamenting on the glowing inadequacies of school facilities in our educational industry, Akinkugbe (1994)
opined that everywhere you look, primary, secondary, special, technical, tertiary, there is abundant evidence
of crippling inertia, criminal neglect and a pervasive decay in values and standard. Other scholars (Wilcockson
1994, Lawal 1995, Ajayi 1996, Suleiman 1996) have variously identi ed the signi cance of facilities in teaching
learning spheres. We can say that absence or poor (and or deteriorating) quality of educational facilities can
a ect academic performance. Gamoran (1992), however, holding a contrary view noted that facilities…
teachers’ salaries, books in the library and the presence of science laboratory, had little impact on variation in
student achievement once student background variables had been taken into account. This statement
connotes that before such student could perform well in higher educational level, he must have been
groomed or cushioned by availability of resources in his elementary days upon which he now uses as spring
board. According to Hallak (1990), facilities form one of the potent factors that contribute to academic
achievement in the school system. They include the school buildings, classroom, accommodation, libraries,
laboratories, furniture, recreational equipment, apparatus and other instructional materials. He went further
to say that their availability, relevance and adequacy contribute to academic achievement.

He however, quickly added that unattractive school buildings and overcrowded classrooms among others
contribute to poor academic attainment. Describing where these facilities should be located, he ascribed that
educational facilities should be located in appropriate places, while the needs of the users should be put into
consideration. In another development, Aliyu (1993) as cited by Johnson (1998) found that there was no
signi cant di erence between students in secondary schools with and without adequate instructional
facilities. However, he submitted that instructional facilities were indispensible to academic achievement of
students in English Language, Mathematics, Biology and Geography while students could perform well in
other subjects without adequacy of sophisticated instructional materials. He concluded that the e ect of
instructional facilities on students’ academic achievement is more felt in pure and social sciences.

Chapter 3
METHODOLOGY
This chapter presents the research design, research subjects, research instrument, data gathering procedure
and statistical of data. Locale of the Study
This study was conducted in Bukidnon State University Sto. Tomas External Studies Center, Sto. Tomas Davao
del Norte. Santo Tomas is a rst class municipality in the province of Davao del Norte, Philippines. According
to the 2010 census, it has a population of 109,269 people. Sto. Tomas is located on the island of Mindanao,
and it is in the province’s second political district. It is bounded in the north by the Municipalities of Kapalong Hi, my name is Jenn 👋
and Talaingod, in the east by the Municipality of Asuncion, in the west by Davao City, and in the south by the In case you can’t find a sample
example, our professional writers
Municipality of Braulio E. Dujali. This map shows the location of Bukidnon State University-STESC Of Fd rd. #4
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Sto,tomas Davao del Norte. your own paper. All you need to do
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Figure2. Showing the mapHow
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canmunicipality of Sto. Tomas Davao del Norte
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Respondent
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The respondents were 30 students, 16 males and 14 females. The researcher chose the random sampling
which is drawing of samples of the study which gives each member of the population equal chance to be
picked-up without a de nite pattern being followed in the process of drawing the sample by means of lottery.
(Maximiano Marquez Rivera Jr. 1999). Research Design and Instruments

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The researcher prepared 1 set of questionnaire. The questionnaire was for the determination of the level of
School Facilities of Bukidnon State University (STECS) which was composed of two
I'm(3) indicators such as:
searching…
Books and Materials with ve (5) items; Educational Media Center with ve (5) items and Speech Laboratory
with ve(5) items being answered. The second instrument use by the researcher is the overall GPA of AB-3
students to determine their academic performance of the 2nd semester school year 2013-2014 which was
requested to the Registrar’s O ce. The draft was submitted to the thesis adviser for comments,
recommendations and endorsement to the three experts for validation and was rated based on the following
criteria: clarity of direction and items, presentation/organization of items, suitability of items, adequateness of
items per category of indicator, attainment of purpose, objectivity and scale and evaluation rating system. The
research questionnaire has the scale of 1 to 5 or the Likert’s Scale to measure the level of School Facilities in
Bukidnon State University (STESC). The values on the scale has the following descriptive equivalent a.) 5- very
high; b.) 4- High; c.) 3- Average ; d.) 4- Low; and e.) 5- Very low. The average mean of each item and the overall
mean of the whole indicator would then be interpreted using the scale with parameter limit of the normal
curve.

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