IMPACT OF EDUCATIONAL FACILITIES ON

STUDENTS’ PERFORMANCE AT THE UNIVERSITY OF

EDUCATION, LAHORE.

by

Noreen

Bc190200380

Assignment 4

Supervisor

Sir Saghir Ahmed

Virtual university of Pakistan

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CHAPTER 1

INTRODUCTION

1.1 Statement of the problem

The researcher is going to study the impact of educational facilities on students’

performance at the university level. The basic purpose of this study is to identify what

are the educational facilities and how they can affect the students’ academic

performance. The study involves the observation of the students’ academic

achievements to know the impact of the available facilities on their academic

performance.

Although many practical studies have been carried out on this topic to investigate

the factors affecting the students' performance at school and college level, especially

the schools in ruler areas that faced lots of problems. Previously, studies focused on

many factors such as noise, infrastructure, family background, etc. This study is going

to focused on the students at the university level in Pakistan and going to find out the

major educational facilities that are affecting the students' academic performance.

Educational facilities are interlinked with students’ performance. They have a

great influence on students’ performance. But underdeveloped countries such as

Pakistan have minimum educational facilities and those educational facilities have not

been utilizing properly. Due to the lack of facilities, the educational level and the

quality of education is decaying day by day. Students are facing many problems at the

university level regarding the educational facilities which results in their failure and

lack of understanding. Studies show that the more availability of the educational

facilities to the students the greater the size of their educational achievements. The

universities that have up to dated educational facilities resulted in a more positive

impact on the students' educational performance.

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1.2 Objectives

These are the main objectives of the study.

1. To know about the availability of the educational facilities at the university

level.

2. To find the impact of educational facilities on students’ performance.

3. To see the relationship between educational facilities and the students’

performance.

1.3 Research questions

1. What are the important educational facilities that impact students' educational

performance?

2. What is the relationship between the two variables?

3. What are the factors of effective educational facilities?

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CHAPTER 2

REVIEW OF THE RELATED LITERATURE

This chapter examined the impact of educational facilities on the academic

performance of students in a public university in Pakistan. The literature analysis is

taken into consideration in the following subheadings:

 Theoretical underpinnings

 Conceptual underpinnings

o Learning facilities and their impact on students’ performance

o Teaching facilities and their impact on students’ performance

o Health facilities and their impact on students’ performance

o Sports facilities and their impact on students’ performance

o Recreational facilities and their impact on students’ performance

o Impact of infrastructure on students’ performance

 Development of educational facilities

 Components of educational facilities

 Importance of educational facilities

 Educational Facilities maintenance

 Students achievements / performance

 Factors affecting students ‘performance

      Empirical studies

 Summery 
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2.1 Theoretical Underpinnings

The foundations of this research work can be linked to system theory. A system is

the sum of all parts that work independently to achieve results based on various needs.

OSUJI (2016) described that includes a set of individuals, services, ideas, and

activities that are organized to produce or attain a recognizable purpose. This whole

system is made up of an input, output, and transformation process, surrounded by an

environment. The system is based on several elements outside the system. Essentially,

they are not systems with input, output processes but influence the objectives and

hence the functioning of the mechanism. Figure 1 describes the details.

Inputs Transformation Process Outputs

Availability of facilities Programmes practice by Products,

people consequences
Cost
Maintenance of facilities Services, satisfaction
Other facilities Integration of the
Infrastructure, tools, and
technological structure instructions.

Figure 1. System and its Environment

Source: OSUJI, N.J (2016)

The system is usually evaluated by its efficiency and effectiveness. The

system's effectiveness reflects the degree to which objectives are accomplished in the

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educational setting. The level of effectiveness in the achievement of the educational

goals is therefore taken into consideration. Whilst efficiency refers to how university's

practices could be done to reduce the wastage of resources to accomplish its specific

goals. Efficiency aims to minimize costs and measuring how efficiently facilities are

used to maintain the available facilities. This depends on the output-input ratio.

OSUJI (2016) further mentioned that according to the system theory

educational institutions whether it is a school, college, or a university, based on a

social system and their survival linked with its ability of the system maintenance

within the outside system. This process is based on an input-output system modal.

Which can be described in figure 2.

Feedback

Input Processes Output

Figure 2. Input-Output System

Source: OSUJI, N.J (2016).

This figure shows that the inputs processed within the system and resulted in

output inside the system. The theoretical underpinnings have shown the students’

performance has considerably influenced by the educational facilities (OSUJI, 2016).

2.2 Conceptual Underpinnings

The conceptual underpinnings of this research are based on the concept of

educational facilities available at a higher level which divided into university

facilities, teaching facilities, learning facilities, health facilities, sports facilities, and
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recreational facilities, etc. As described by Sharma & Sharma (2015) in the overall

development of the country, the higher education system plays a vital role, including

social, economic, and industrial progress. Higher educational institutions are

composed of different educational facilities. The term "education facilities" refers to

all the physical properties of an educational institution that are composed of the

grounds, buildings, and facilities inside and within the institutions’ building.

(Hernandez et al., 2010, p. 25).

2.2.1 University Facilities

The phrase university facilities apply to the location of the campus, the

structures, and the grounds, multipurpose halls effective teaching and learning tools,

equipment, and other material resources provided at the university. University

facilities may include location, weather, lighting, floor, pupil space, health and safety

resources, playfields, tuck shop, and library, etc. Whilst Olusola (2010) described

institution buildings include classrooms, dorms, library and research laboratories

buildings, locker rooms, the instructor's rooms, exam halls, administrative offices, and

the teaching facilities include machinery, audio-visual materials, chalkboards, tools

for cleaning and equipment for workshops.

2.2.2 Teaching Facilities and Their Impact on Students’ Performance

The term teaching facility means the availability of highly educated instructors

as well as teaching resources for pupils at the university level. Although most of the

public and private universities have qualified staff but still there is need for Ph.D.

staff. Teaching is a sacred profession and its basic purpose is to influence the learners'

behavior as well as their life.

Saylor et al. (2011:10) described teaching as a process by which one

individual mediates the world's material and another to make learning easier. That's
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deceitful because everyone is given a teacher rank. Furthermore, it does not make you

an instructor by encouraging anyone to study anything. Teaching and learning are

based on some activities. These activities involved various kinds of resources that are

provided to the students to facilitate them and to make the learning easier.

There are unquenchable ranges of teachers’ facilities available. The number of

tools, ingenuity, and innovation of teachers is generally not limited. Thus, teaching

facilities provide certain types of knowledge to promote successful educational

opportunities. These facilities include textbooks, supplemental workbooks, reference

workbooks, graphs, articles, maps, newsletters, brochures, articles, posters,

programmed text and unprinted items such as animations, film models, sketches,

mock-ups, images, photos, videotapes and audiotapes, recordings, transparent objects,

globes, boards, etc. The educational facilities such as scientific instruments and

chemical materials are also included.

Aguokogbuo (2012) observed that the choice of teaching aids will help the

instructor to recognize how appropriate the content and language is to the level of

development of the students if the facilities are audio-visual. Teaching facilities allow

teachers to perform learning tasks and to make the learning process more meaningful

and useful when they properly used. Likewise, Dale (2012) suggested that there is

indeed a more general and more significant trend towards a growing usage of

resources.

In comparison, Brown (2013) pointed out the significance of the teaching

facilities in this way. He described that teaching facility are the means of attaining the

attention of the students. They help the students to directly interact with the learning

environment and promote greater retention and acquisition of the knowledge. Further,
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he stated that teaching aids help to re-enforce verbal messages and promote individual

learning opportunities.

Jamiana and Baharomb (2012) in their research, described that the use of

teaching aids has a high impact on students ‘performance. It does not only help the

teachers to attract the students but also has a great impact on students’ learning.

2.2.3 Learning Facilities and Their Impact on Students’ Performance

Max (2010) defined learning as a behavior-changing activity, which is the

function of past behavior. There are formal experiences in the idea of prior behavior.

Learning may be described in many other cultures as a phase in which any shift in

habits of adaptation happens because of the practice.

To explain the nature of the learning from the psychologist's point of view, we

may look at the main words, including change, which means trying to transition

actions as another entity than before. Those shifts are both mental and emotional,

which is necessary to imply that the learner begins to think in new ways (Obanya,

2011).

In the teaching and learning process learning facilities play essential roles.

Agwu (2013) said Learning facilities are a critical element of the whole process of

control and management of the classroom. Usually, the use of instructional materials

can generate a lot of noise, undue movement of pupils, chairs, and tables but make the

student participate. Learning facilities and assistance are used to enhance and

complement the verbal effort of the teacher. Learning facilities can be generally

classified into libraries, labs, white and chalkboards, classroom furniture, computers

and computer labs, water and electricity facilities.

Akomolafe &Adesua (2016) suggested that the availability and utilization of

the learning facilities play a vital role in students’ performance and the inadequacy of
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such facilities may lead to the poor academic performance of students. Benjmin et al.

(2020) of the view that there is a high degree of relationship between the educational

facilities and the students’ performance. According to the findings of their research

richly endowed environment with facilities for students increase the efficiency and

effectiveness of teaching and learning. Moreover, the use of the ICTs and well-

equipped classrooms significantly affect the students’ performance (Adigeb, Anake &

Akomaye, 2017).

2.2.4 Health Facilities and Their Impact on Students’ Performance

Health can be defined as the complete physical, mental, and social state of a

human being not just the absence of any kind of disease (Hudson & Speck, 2011).

Health facilities are very important not only at the school and college level but also at

the university level too. Health facilities are the facilities that are available in the

universities to facilitates the students and the staff in case of emergency and for the

awareness of health-related issues.

There is an interrelation between health facilities and students’ academic

performance. Generally, higher education institutions offer different health care

facilities to students and the staff (Yeravdekar & Yeravdekar, 2014). Therefore,

universities and other educational institutions should provide awareness about all

kinds of health-related issues to ensure their complete well-being. Students are

suffering from different kinds of health-related issues during their student life. Some

issues are as follows:

 The stress of educational activities such as home-works, assignments,

presentations, and examinations.

 Depression

 Anxiety
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 Use of drugs

 Poor sleeping habit

Most of the students in universities facing mental health issues. Universities

should plan such programs of awareness to help the students and to give awareness

related to the mental health issues as well as other health-related issues. Obtaining a

degree is seen as the key to success which causes anxiety, depression, and stress

among the students and all these health issues affect students’ performance as well.

Academics are a vital aspect of all students’ lives, and students are influenced by

paralyzing pressures without a positive approach towards academic objectives.

Students are suffering considerable stress from learning activities to meet with

qualifications’ standards, to take exams, to practice content quantity, and time

management. But all academic activities can be taken positively by students if the

proper gaudiness and awareness should be given to them using health facilities

(Kumaraswamy, 2013).

It is important to understand which other aspects of life in addition to academics

can lead to an increase in depression, anxiety, and stress, for universities to adapt

treatments to the specific needs of their students. Many other factors related to health

such as low satisfaction in life, poor self-esteem, and inferiority, can contribute to a

substantial decline in educational performance (Goswami et al., 2012). As well as

poor family background and poor sleep are other factors that harm students’

performance and mental health (Orzech et al., 2011).

To reduce all these health-related issues of the students, universities should

develop students’ counseling programs for the awareness of health issues. Most of the

educational institutions provide the gaudiness to students and held different seminars,
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workshops, and psychological sessions for the awareness of health issues that can

affect the students’ performance as well as their physical health.

2.2.5 Sports Facilities and Their Impact on Students’ Performance

Education has not been disaster-prone for the teaching and learning of certain

subjects but aims to develop the person in all areas such as mental, physical,

emotional, social, and moral. In educational institutions, sports facilities are based on

extracurricular activities that are based on different types of indoor and outdoor sports

such as Football, Cricket, Hockey, Table tennis, and Tennis, etc. These activities are

held inside or outside the institutions to help the students in developing physically,

mentally, and socially. These facilities also in some ways linked with the students'

performance and satisfaction. Therefore, an institution should develop sports

complex, sports societies, and sports clubs for the students.

Sports facilities are a very important element in the educational institution. It

is seen that the educational institutions that have good indoor and outdoor sports

facilities have not only an effect on the students’ academic performance but also their

physical and psychological health. Alsauidi (2015) described that giving the students

sports facilities help them in self-realization, self-confidence, and sense of

accomplishment whilst interacting with team members. He further stated that there is

a relationship between sports facilities and students’ academic performance because

the practice of the various sports activities increases students’ ability of learning and

achieving their academic goals.

The dedication of students to sports is considered to help them improve their

healthier lifestyles by learning about social and cognitive skills (Choi et al, 2014).

Moreover, sports participation may also lead to a variety of beneficial effects on

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physical and emotional, financial, cognitive, and academic performance (Bailey et al,

2013).

Different sports activities help students in the development of cognitive

abilities, critical thinking, and problem-solving skills. Hussain et al. (2017) researched

the effects of sports on students’ development. They stated that sports activities affect

students’ cognitive, emotional, mental, and social development.

In Pakistan, the sports policies for educational institutions are designed and

managed by the ministry of sports. Ministry of education is responsible for the

management of the sports activities at primary and secondary levels of education.

While higher education commission is responsible for the sports facilities at the

university level.

2.2.6 Recreational Facilities and Their Impact on Students’ Performance

Recreational facilities are the other tools to facilitate the students in their

learning process in leisure time. Ezeanichinedu (2009) has described the recreational

facilities as the material tools for pupils learning. He further described these facilities

as the helping tools for the students’ better performance and every subject has their

recreational activities such as in computer subject computers, laptops, and other

multimedia aids are the recreational facilities for students learning.

Art society, drama society, music society, reading society, and many other

societies have existed under an educational institution. The purpose of these societies

is to help the students to utilize their leisure time creatively and in an effective way.

All these societies make the students more active mentally and help to improve their

cognitive abilities like sports activities. Bakoban & Aljarallah (2015) described that

these extracurricular activities have great importance in students’ everyday life and
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play a vital role in students’ life. Thus, recreational facilities in an educational setting

help the students in many ways to enrich academically.

2.2.7 Impact of Infrastructure on Students’ Academic Performance

Governments and communities around the world are seeking to improve

literacy systems and maintaining the capacity of both children and youth to avail

educational institutions and acquire the skills and knowledge necessary to lead a

healthy and productive life. The quality of education is supported by key ingredients

in the education system, such as curricula, teachers, infrastructure, and education

facilities. The standard of education infrastructure and its proper pedagogical nature

with the emphasis on the growth of children has been extensively demonstrated over

the last few years. Recent studies have shown that student performance in an

educational institution is enhanced with better physical learning environments.

World Bank Development Report “Learning to Realize the Education’s

Promise” (World Bank 2018) is based on the idea that education is a key to achieve

growth and development. It is therefore vital that educational institutions’

infrastructure should be designed in a way that makes education accessible and

efficient.

The infrastructure of institutions includes libraries, labs, classroom size,

institution size, halls, open fields, game equipment, dormitories, and sanitation

facilities. the library helps the students to learn outside the classrooms by themselves.

Classrooms serve as a daily learning facility. Open fields serve as the means of

extracurricular activities. In the educational environment, teachers and the pupils need

some sanitation facilities as well, such as toilets, waste deposal services, and water
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facilities. Therefore, infrastructure is a key factor in successful education outcomes

(Mokaya, 2013).

Nepal (2016) stated that the educational organization has always been

supported by a good infrastructure facility. Research has shown that healthy air

quality, good lighting, and a compact, pleasant, secure environment, age, and state of

the building, maintenance quality, temperature, and color, can influence the fitness,

security, and sense of self and psychological status of individuals. Policymakers

should be aware of the relationship between infrastructure development as well as the

learning and achievement of students, not only the health, safety, and psychological

issues (vendiver, 2011).

If an organization has a professional atmosphere for pupils, academic

preparation to acquire information would be organized. Acquiring skills and

knowledge is important for society. The choice of equipment is important: it should

be flexible, adaptable, long-lasting, and easy to maintain. Advanced user-based

procedures should be at the heart of tomorrow's university's teaching and learning

environment. This system should take into consideration while preserving the

environment, the global needs of students, teachers, school administrators, and the

community (Kuuskorpi Marko, 2011).

Infrastructure is a crucial element of learning environments in schools and

universities. There is ample proof that high-quality educational infrastructure allows

improved teaching, increases learning performance, and decrease dropout levels,

among other benefits. Empirical studies have shown that there is a direct relationship

between students’ performance and institutions’ infrastructure.

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2.3 Development of Educational facilities

The development of the educational facilities traced back to ancient Rome and

Greece and the subcontinent. In the subcontinent ‘saints’ and ‘gurus’ used to impart

their teaching in their students in a natural setting. Mosques’ prayer halls and temples

are utilized as the purpose of classrooms. It was the era of natural sites. There is no

need for buildings and other equipment such as furniture, board, etc. In ancient

Greece and Rome teaching and learning took place in temples and the advancement

and construction of educational institutions were made during the British era (OSUJI,

2016).

Castaldo (2011) described that from 500BC-200BC the teaching-learning

processes were held in open places and there were no educational buildings officially

built specifically for educational purposes in that period. The author further described

the recent advancement in the educational fields that have stimulated effective

teaching and learning.

Likewise, Nwogu (2010) described classrooms are the most fundamental

facilities that any educational institution needs. Furthermore, Ozigi (2013) pointed out

that all the educational institutions require a broad range of educational equipment,

including textbooks, laboratories, workshop equipment, audiovisual-aids, science

labs, computer labs, and furniture, to help them to operate.

2.4 Components of Educational Facilities

Educational facilities are broadly divided into three main kinds.

i. Infrastructural facilities

ii. Instructional facilities

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iii. Physical environment.

Infrastructural facilities mean buildings. These include principal office, workshop

rooms, medical rooms, classrooms, shops, library, music hall, cafeterias, staff rooms

and storage areas, power and water supplies areas, sports land, vice director's

classroom, and workers sitting areas.

Instructional facilities are all the available materials for teaching and learning.

Whiteboards, chalkboards, dusters, science models, multimedia, projectors, VCD

players, and audio-video aids are included in instructional facilities. The physical

environment based on both instructional and infrastructural components. Most of

these facilities are provided by government officials within the educational

institutions and it is the responsibility of the officials to maintain all these facilities.

2.5 Importance of Educational Facilities

Many researchers, educational planners, and policymakers have emphasized the

importance of educational facilities. The importance of the educational facilities

cannot be overemphasized as a vehicle for effective education and learning. Saiyida &

Sidhu (2012) described the facilities as life-giving tools in a school, a college, or a

university. A life-giving place in such a way that it carries a lifelong affection and

admiration into the lives of its students.

Kocheny (2012) described the heads and their university personnel plan and

consider together the needs of educational institutions in the present and future as a

vital factor in enrolling students in an institution. He also stated that proper

preparation of facilities can help us decide the sort of instructional resources teachers

require for successful teaching and whether the available classrooms are enough for

the number of students enrolled.

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Educational facilities should be developed keeping in view of all the three

domains of learning cognitive, affective, and psychomotor. Therefore, it is also an

unquestionable fact that educational facilities are an essential factor that helps to meet

the educational objectives. It is also clear that inadequacy, inadequate access, and

insufficient maintenance of the facilities would hamper the educational program

management. Furthermore, in the university educational environment within the

availability of different educational programs, the availability of educational facilities

is crucial for the support of education at universities. Although facilities cannot

educate directly, they render a significant contribution to the result of the academic

exercise and influence the academic performance of the pupils. The relation may be

described diagrammatically in figure 3.

Classrooms, Up to date
libraries Halls, modern
& Labs Offices & study
Staff rooms programs
Quality
Shops & Education
Cafeterias

Sports & Educational ICTs,

Health Facilities Computers,
Multimedia

High
Water & Performance
Electricity
Furniture
& other
equipment Board, Charts,
Hostels &
duster & other
transportation
aids
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Figure 1. Importance and relation of the facilities with the University students’

performance

Source: The researcher

2.6 Educational Facilities Maintenance

To ensure lifetime and efficiency, maintenance of the facilities is crucial.

Facilities maintenance involves activities designed to restore their physical conditions.

Maintenance is therefore defined as the actions taken to ensure that a facility operates

properly as long as possible without re-establishing it after an event of failure. Dare

(2010) claimed that the period taken to physically obsolete a building depends both on

the design and on the materials of the initial construction and the standard of repair

and renovation of the facilities.

Educational facilities should be in proper condition for the proper effect on

students’ learnings. Therefore, maintenance of the facilities is very crucial which is

based on regular maintenance, emergency maintenance, recurring maintenance, and

preventive maintenance. The maintenance of the facilities can be ensured by the

administrations by following these activities.

 They should assist and experienced and engaging supervisor.

 Keep the floors of classrooms, clean by ensuring daily sweeping.

 Instant repairing of the gadgets whenever they broke.

 Repairing of the broken walls and the floors.

 Repairing of the broken windows and the rooftops.

 Higher knowledgeable staff for working efficiently.

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2.7 Students’ Academic Performance

Students are the assets of any country, without students’ universities, colleges, and

schools are worthless. Students are the center part of the educational institutions and

students' performance is based on the advancement of the entire environment. So, we

can say that the country’s social and economic wellbeing is directly as well as

indirectly linked with students' performance.

Academic achievements are the outcomes of educational learning. Students'

academic achievements are commonly measured by yearly examinations, semester

systems, and ongoing classroom assessments. Most of the universities used the CGPA

system to evaluate the students’ performance. The students' performance in any

academic test has always been of importance to the government, educators, parents,

and society (Yusuf & Adigun, 2010).

2.8 Factors Affecting Students’ Performance

Many factors are linked to students’ performance. Rasul &Bakhsh (2011)

categorized the factors into four kinds. They examined various factors such as

extrinsic factors, (temperature, light, inside and outside noise, students sitting

arrangements, the lake of discipline, invigilators, and suffocation) intrinsic factors,

(paper pattern, marking criteria, paper printing, and strict marking ) personal factors,

(individual’s family background, selection of questions, confidence, and tension) and

miscellaneous factors ( Handwriting, content demonstration, specific studies, and fear

of examination). Their work has found that women have been more receptive than

male students in certain fields.

According to Mushtaq & khan (2012), such factors affect the output of the

students greatly, however, these factors vary from individual to individual and
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country to country. They divided these factors broadly into two major categories:

internal factors and external factors. The findings of their research have proven

communication to be the most important factor affecting the student performance and

learning facilities are also affected student performance and correct guidance. Social

tension often impacts the success of students and through their output adversely

influences their results.

Stephens, Hamedani, and Destin (2014) researched sociocultural factors. They

described that students with no parents get lower grades and face more barriers to

success than those with at least one parent. Sociocultural factors such as family

background, wealth, and gender are responsible for students’ achievement gap. This

gap can be reduced by understanding the different background of the students and by

implementing various educational strategies which may help to improve the students’

achievements.

Thus, academic integration, family background, and social integration are the

factors that have a strong and significant impact on students’ performance (Shah,

2012). He stated that family background, education for mothers, father's income, and

occupation, alongside the family's size ensures the students' happiness at home which

reflects in their academic performance. Moreover, students’ involvement in their

study, students' contentment as well as students’ self-motivation and surrounding

environment boots the students’ level of learning and help the students to achieve

their goals.

Similarly, the study was conducted by Daniyal et al. (2011). They have described

the performance of the students is not only influence by their self-characteristics but

there are many other factors responsible for their performance. They found that family

income, father and mother education, size of family, the motivation of parents, the
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regularity of teachers, the interest of the teachers in their subject matter, and students'

participation in co-curricular activities are the eight factors that can influence the

students’ academic performance.

Karadag (2017) compile a book based on the meta-analyses of empirical studied.

The book focuses on the impact of social, demographic, and psychological factors on

the students’ performance. Various researches by different writers based on different

factors i.e. educational leadership, motivation, anxiety, attitude, self-efficacy, locus of

control, self-regulation, socio-economic status, culture, climate, teacher efficacy, self-

esteem, parental involvement, learning types, goal orientation, and social adjustment

had been included in this book. The conclusion of the book suggested that all these

factors have a positive relationship with students’ performance.

Another study conducted by Ramli & Zain (2018). In this research, the researchers

had discussed the three factors that can impact students’ academic performance.

According to them, these factors are system management, learning environment, and

infrastructure. They stated that the universities that are unable to provide these

facilities to students may affect their academic performance.

2.9 Empirical studies

Abdullah et al. (2011) conducted research titled “A Study on Student Satisfaction

in Pakistani Universities: The Case of Bahauddin Zakariya University, Pakistan”. The

study used surveys guided and questionnaires were used with convenience sampling

techniques. the population of the study was based on a total of 401students and data

was collected from eighteen different disciplines. Ten major constructs i.e. teaching,

administrative/management support, transportation, library, computer labs & general

labs, accommodation, medical; sports, prayer/religious facilities, and classroom

facilities were used. Mean analysis reflect student dissatisfied with many core services
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& facilities like teaching, administrative support, library, labs, accommodation,

medical, and sports, while satisfaction has been reported only in three augmented

areas like transportation, classroom and prayer facilities. The findings of the research

revealed that students are satisfied with their current offering at the higher education

level. The factors causing dissatisfaction among students have a great impact on

students’ academic performance.

The research is linked with the current research because it was based on all the

facilities that are linked to students’ performance and have a great impact on students'

performance. In this research, various educational facilities such as teaching, learning,

infrastructural facilities, and other facilities such as libraries, labs, sports, internet

facilities, and health facilities are taken as variables that are directly linked with

objectives of the current research work. As in current research, various educational

facilities are going to take into consideration to find out their impact on students'

academic performance.

Similarly, another study was conducted titled “Factors Contributing to the

Students’ Academic Performance: A Case Study of Islamia University Sub Campus”

by Ali et al. (2013). The purpose of the study was to identify the various factors

affecting the students' performance at the university level. A simple random sampling

technique was used and the data was collected from a population of 100 students. A

linear modal of graduate students’ performance was designed. Close-ended

questionnaires were used, and the analyses of data were constructed using SSPS 13.0

and Microsoft Excel 2007. The findings of the research revealed that all the factors

like gender, age, faculty of study, schooling, father/guardian social economic status,

and residential area, the medium of schooling, tuition trend, daily study hours and

other educational facilities indeed influenced the students' performance.

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The current study is linked with this study in this way that one of the main

objectives of students’ academic performance is the concern of the current study and

this study as well.

The research conducted by OSUJI (2016) titled “Impact of School Facilities on

Students’ Academic Performances in Public Secondary Schools in Giwa and Zaria

education zones, Kaduna State, Nigeria”. The method used in the research was a

descriptive survey type. The population of the study was based on 81 principles and

2012 teachers from both education zones. The sampling method was used for this

research is simple random sampling and questionnaire was used as a tool for data

collection. Descriptive statistical was used for data representation and the relationship

measurement of the variables was done by the T-test. All the hypotheses were by the

T-test 0.05 alpha level. The findings of the study revealed that the availability of

educational facilities have adequate an impact on students ‘educational performance.

The research work is related to the present study because it measured the

impact of school facilities on students’ performance and tried to describe the

relationship between students’ performance and different educational facilities which

is one of the current study objectives.

The research titled “The Impact of Facilities on Student’s Academic

Achievement” was conducted by Ramli& Zain (2018). The study was conducted at

the University of Malaysia and the survey-questioner was used. The population of the

study was the students of UMK and about 4000 students were selected for analysis

from two faculties. A random sampling technique was used for sampling. From the

target respondents, 500 participants were selected and only 364 questionnaires were

returned. The final analyses were based on the 364 questionnaires. The data was

analyzed through correlation and regression analysis. SSPS version 24 was used to
 24

analyze the data. The findings of the study had shown that the e-learning library,

teaching aids, infrastructural facilities, such as hostels, classrooms, parking facilities,

and sports facilities were all significantly impacted students’ academic achievements.

The research is linked with the current research as it was also based on the

objective of finding the relationship between the students' performance and the

educational facilities, which is one of the objectives of the current research.

2.10 Summary of The Reviewed literature

In this research, an attempt has been made to use the literature concerned the

impact of educational facilities on the performance of students at public universities in

Pakistan. The educational refers to the site of institutions, buildings, play areas,

equipment, and other equipment available for efficient learning and teaching activities

within the institution. Such facilities were found to be essential for teaching and

learning in educational institutions, as interpreted by various scholars. Some key

concepts have been defined, such as educational facilities, teaching facilities, health

care/welfare facilities, sports, and recreation facilities. These facilities also have an

impact on student performance. The types of facilities such as Infra-Structural,

teaching or instructional facilities, and physical environment were observed.

Maintaining facilities such as preventive, regular, recurring, and emergency

maintenance have also been discussed. The significance of educational facilities,

which facilitate successful teaching and learning in every educational institution, has

also been clarified. Different factors that can affect the students’ academics are also

discussed. There were also empirical studies discussed. Learning and teaching were

found not to take place where no appropriate educational facilities are fully

accessible.
 25

CHAPTER 3

RESEARCH METHODOLOGY

This chapter will address the methods and procedures to be used for research

under various sub-headings.

3.1 Research Design

A research design is the research plan, framework, and approach intended to

address research questions (Mugenda & Mugenda, 2010). This study was

designed to know the impact of educational facilities on students’ performance. A

descriptive survey design was used because a descriptive survey design attempts

to describe the events as it is. Clair (2011) described that a descriptive design is

intended to adequately represent the characteristics of an individual, circumstance,

or community. To collect reliable and comprehensive details on the current state

of the problem/issue, a descriptive survey research design is used, and where

appropriate, draw a clear general inference from the evidence available. In terms

of the above concise concept features, it is better to incorporate in this study as it

lets the researchers analyze the actual condition in this study and gathers

knowledge regarding the problems being studied.

3.2 Research Method

Quantitative research was carried out to collect the data by simple random

sampling technique, data from students are gathered to know the impact of

educational facilities on students’ performance.

3.3 Population
 26

The population for this study consisted of the selected main campus of the

university. The University of Education is a multi-campus university located in

various cities of Punjab, Pakistan. The main campus of the university was

established in 2002 and located in Township, Lahore. Out of 13000 students, 250

students of different departments are selected by using the simple random

sampling technique for this research.

3.4 Sampling Technique

A simple random sampling technique was used for this research to give each

department a chance of being selected.

3.5 Sample size

The researcher had chosen 250 students as a sample to generalize on its

population.

3.6 Research instrument

A research tool is an instrument for data collection to generate information to

accomplish the necessary research objective (Ihemeje, Ogbanje, Umeh, 2011). A

questionnaire was utilized as the main research instrument to gather data for this

study. The five Likert scale questionnaire (strongly agree, agree, neutral, strongly

disagree, and disagree) was adopted by the researcher. The Likert scale includes

several statements relating to the issue in question, which does not just require the

respondent to test such statements with which they agree or disagree but also

require the respondent to indicate the degree of agreement or disapproval too.

3.7 Validity of instrument

In this study, to ensure validity, the researcher consulted the supervisor and

experienced lecturers of the university who assisted to ascertain the validity of the

prepared research instrument. To ascertain the face validity of the instrument used
 27

for the study the draft question was given to the supervisor for approval and final

selection. The supervisor scrutinized the questionnaire and made the necessary

correction and modification.

3.8 Reliability of instrument

To establish the reliability of an instrument, the test, and retest method was

applied. The reliability testing approach was introduced for checking the

instrument 's reliability. If the measure produced by the instrument is precise, the

tool is defined as reliable. The instrument's durability means deciding how the

instrument procedures produce accuracy over time.

3.9 Time frame

The time frame of this study was almost 5 months. The study was completed

during the last semester of B.Ed. secondary.

 28

CHAPTER NO 4

DATA COLLECTION AND ANALYSIS

4.1 Introduction

This chapter will cover the data analysis, which includes the descriptive analysis,

t-test and one-way ANOVA tests. Each analysis will interpret and answer the research

questions. Descriptive analysis will describe the respondents’ demographic profile.

4.2 Descriptive Analysis

The questionnaire was distributed to the students by online. A total of 250

useable questionnaires were collected. There was no missing data. The main objective

for descriptive analysis is to understand the profile of the respondent. Table 4.1 and

4.2 below show a summary of the description analysis.

Table 4.1

Demographic profile of the respondents

Variable Category Frequency Percentage

Female 193 77.2

Gender
Male 57 22.8

Total 250 100.0

Gender

In this study there were a total of 193 (77.2%) female respondents and 57 (22.8%)

male respondents. The percentage shows that the female respondents were much

higher than the male respondents.

 29

Table 4.2

Demographic profile of the respondents

Variable Category Frequency Percentage

Education 118 47.2

English 55 22.0

Math 24 9.6

CS, IT 13 5.2

Arts 9 3.6
Department
Botany 9 3.6

Zoology 7 2.8

Physics 6 2.4

BBA 6 2.4

Chemistry 3 1.2

Total 250 100.0

Department

In this study, the majority of the respondents were from the department of Education,

with 118 respondents (47.2%), followed by the departments of English, Math, and

CS, IT with 55, 24 and 13 respondents, representing 22.0%, 9.6% and 5.2% of the

study. The minority of the respondents were from the departments of Arts, Botany,

Zoology, Physics, BBA and Chemistry, with 9, 9, 7, 6, 6 and 3 respondents,

representing 3.6%, 3.6%, 2.8%, 2.4%, 2.4% and 1.2% respectively.

 30

4.3 Independent Sample T-test

Independent sample t-test was used to compare means score difference between male

and female on the use of educational facilities for their better academic performance.

Table 4.3

Comparison between gender’s performance using learning facilities

Gende
N Mean Std. Deviation df t P
r
Male 57 11.42 4.071 248 .637 .179*
Learning Facilities Femal
193 11.06 3.703
e
*p<.05

To explore significant mean score difference between male and female academic

performance, “Independent sample t test” was applied.  The result is t (248) =.637,

p>.05. Significant mean score difference was explored between the male and female

academic performance using learning facilities. The mean score of male students

(Mean=11.42) was found higher than female (Mean=11.06). Hence, it can be

concluded that there is no significant difference between male and female students’

performance using learning facilities.

Table 4.4

Comparison between gender’s performance using teaching facilities

Gende Std.
N Mean df t P
r Deviation
Male 57 10.56 4.200 248 -1.406 .199*
Teaching
Femal
Facilities 193 11.39 3.811
e
*p<.05

To explore significant mean score difference between male and female academic

performance, “Independent sample t test” was applied.  The result is t (248) =-1.406,
 31

p>.05. Significant mean score difference was explored between the male and female

academic performance using teaching facilities. The mean score of female students

(Mean=11.39) was found higher than male (Mean=10.56). Hence, it can be concluded

that there is no significant difference between male and female students’ performance

using teaching facilities.

Table 4.5

Comparison between gender’s performance using health facilities

Std.
Gender N Mean df t P
Deviation
Health Male 57 16.53 5.736 248 -.845 .878*

Facilities Female 193 17.27 5.861

*p<.05

To explore significant mean score difference between male and female academic

performance, “Independent sample t test” was applied. The result is t (248) =-845,

p>.05. Significant mean score difference was explored between the male and female

academic performance using health facilities. The mean score of female students

(Mean=17.27) was found higher than male (Mean=16.53). Hence, it can be concluded

that there is no significant difference between male and female students’ performance

using health facilities.

Table 4.6

Comparison between gender’s performance using sports facilities

Std.
Gender N Mean df t P
Deviation
-.34
Sports
Male 57 6.84 2.920 248 .769*
4
Facilities
Female 193 6.99 2.957
*p<.05
 32

To explore significant mean score difference between male and female academic

performance, “Independent sample t test” was applied. The result is t (248) =-.344,

p>.05. Significant mean score difference was explored between the male and female

academic performance using sports facilities. The mean score of female students

(Mean=6.99) was found higher than male (Mean=6.84). Hence, it can be concluded

that there is no significant difference between male and female students’ performance

using sports facilities.

Table 4.7

Comparison between gender’s performance using recreational facilities

Gende
N Mean Std. Deviation df t P
r
Male 57 12.65 4.398 248 .321 .423*
Recreational Facilities Femal
193 12.00 4.308
e
*p<.05

To explore significant mean score difference between male and female academic

performance, “Independent sample t test” was applied.  The result is t (248) =.321,

p>.05. Significant mean score difference was explored between the male and female

academic performance using recreational facilities. The mean score of male students

(Mean=12.65) was found higher than female (Mean=12.00). Hence, it can be

concluded that there is no significant difference between male and female students’

performance using recreational facilities.

4.4 One-way ANOVA

The mean score difference on the basis of departments of male and female students

and their performance using educational facilities was calculated by using ANOVA

test.
 33

Table 4.8

Comparison between gender’s performance using learning facilities on department

basis

Sum of Squares df Mean Square F Sig.

Between Groups 72.170 9 8.019 .923 .506*
Within Groups 2085.430 240 8.689
Total 2157.600 249
*p<0.05

The F value (9.23) for all respondents of 10 levels of department was not significant

at p>.05. It is evident that the performance of respondents using learning facilities was

not significantly different among these levels of department. For further detail Least

Significant Difference (LSD) was used as post-hoc test.

Table 4.9

Post hoc test(LSD)

Level of department Level of department Mean Difference p

Education English -1.539* .012
BBA Education 3.672* .020
English CS,IT 2.354* .042
Zoology BBA -4.333* .038
BBA CS,IT -4.387* .016
Arts BBA -4.444* .025
*p<0.05

The mean difference between respondents of these levels were significant at p<0.05

respectively.

Table 4.10

Comparison between gender’s performance using teaching facilities on department

basis

Sum of Squares df Mean Square F Sig.

 34

Between Groups 289.338 9 32.149 2.194 .023

Within Groups 3516.662 240 14.653
Total 3806.000 249
*p<0.05

The F value (2.194) for all respondents of 10 levels of department was not significant

at p<.05. It is evident that the performance of respondents using teaching facilities

was significantly different among these levels of department. For further detail Least

Significant Difference (LSD) was used as post-hoc test.

Table 4.11

Post hoc test(LSD)

Level of department Level of department Mean Difference p

Education English -1.377* .029
BBA Education 3.989* .013
English CS,IT 3.208* .007
Math CS,IT 3.362* .011
Chemistry BBA -6.333* .020
BBA CS,IT 5.821* .002
CS,IT Botany -3.932* .019
*p<0.05

The mean difference between respondents of these levels were significant at p<0.05

respectively.

Table 4.12

Comparison between gender’s performance using health facilities on department

basis

Sum of Squares df Mean Square F Sig.

Between Groups 554.829 9 61.648 1.871 .057
Within Groups 7907.671 240 32.949
Total 8462.500 249
*p<0.05

The F value (1.871) for all respondents of 10 levels of department was not significant

at p>.05. It is evident that the performance of respondents using health facilities was

not significantly different among these levels of department. For further detail Least

Significant Difference (LSD) was used as post-hoc test.

 35

Table 4.13

Post hoc test(LSD)

Level of department Level of department Mean Difference p

Education English -2.023* .032
CS,IT Education -3.864* .022
English CS,IT 5.887* .001
Math CS,IT 3.362* .011
BBA CS,IT 7.590* .008
*p<0.05

The mean difference between respondents of these levels were significant at p<0.05

respectively.

Table 4.14

Comparison between gender’s performance using sports facilities on department

basis

Sum of Squares df Mean Square F Sig.

Between Groups 72.170 9 8.019 .923 .506
Within Groups 2085.430 240 8.689
Total 2157.600 249
*p<0.05

The F value (.923) for all respondents of 10 levels of department was not significant

at p>.05. It is evident that the performance of respondents using sports facilities was

not significantly different among these levels of department. For further detail Least

Significant Difference (LSD) was used as post-hoc test.

Table 4.15

Post hoc test(LSD)

Level of department Level of department Mean Difference p

CS,IT English 1.799* .049
*p<0.05
 36

The mean difference between respondents of these level were significant at p<0.05

respectively.

Table 4.16

Comparison between gender’s performance using recreational facilities on

department basis

Sum of Squares df Mean Square F Sig.

Between Groups 206.940 9 22.993 1.238 .273
Within Groups 4458.584 240 18.577
Total 4665.524 249
*p<0.05

The F value (1.238) for all respondents of 10 levels of department was not significant

at p>.05. It is evident that the performance of respondents using recreational facilities

was not significantly different among these levels of department. For further detail

Least Significant Difference (LSD) was used as post-hoc test.

Table 4.17

Post hoc test(LSD)

Level of department Level of department Mean Difference p

Education English -1.781* .012
English CS,IT 2.708* .043
*p<0.05

The mean difference between respondents of these levels were significant at p<0.05

respectively.
37
 38

CHAPTER NO 5

FINDINGS, DISCUSSION, CONCLUSIONS AND

RECOMMENDATIONS

In this study the researcher had studied the impact of educational facilities on

students’ performance at the university level. The basic purpose of this study was to

identify what are the educational facilities and how they can affect the students’

academic performance. The study involved the observation of the students’ academic

achievements to know the impact of the available facilities on their academic

performance. The population was the University of Education, Lahore and 250

students were selected using random sampling technique. The questionnaire was used

to collect the data from students. Independent sample t-test and one-way ANOVA

was used to analyze the data.

Findings

1. t (248) =.637, p>.05. Significant mean score difference was explored between

the male and female academic performance using learning facilities. The mean

score of male students (Mean=11.42) was found higher than female

(Mean=11.06). Hence, it can be concluded that there is no significant

difference between male and female students’ performance using learning

facilities.

2. t (248) =-1.406, p>.05. Significant mean score difference was explored

between the male and female academic performance using teaching facilities.

The mean score of female students (Mean=11.39) was found higher than male

(Mean=10.56). Hence, it can be concluded that there is no significant

difference between male and female students’ performance using teaching

facilities.
 39

3. t (248) =-845, p>.05. Significant mean score difference was explored between

the male and female academic performance using health facilities. The mean

score of female students (Mean=17.27) was found higher than male

(Mean=16.53). Hence, it can be concluded that there is no significant

difference between male and female students’ performance using health

facilities.

4. t (248) =-.344, p>.05. Significant mean score difference was explored between

the male and female academic performance using sports facilities. The mean

score of female students (Mean=6.99) was found higher than male

(Mean=6.84). Hence, it can be concluded that there is no significant difference

between male and female students’ performance using sports facilities.

5. t (248) =.321, p>.05. Significant mean score difference was explored between

the male and female academic performance using recreational facilities. The

mean score of male students (Mean=12.65) was found higher than female

(Mean=12.00). Hence, it can be concluded that there is no significant

difference between male and female students’ performance using recreational

facilities.

6. The F value (9.23) for all respondents of 10 levels of department was not

significant at p>.05. It is evident that the performance of respondents using

learning facilities was not significantly different among these levels of

department.

7. The F value (2.194) for all respondents of 10 levels of department was not

significant at p<.05. It is evident that the performance of respondents using

teaching facilities was significantly different among these levels of

department.
 40

8. The F value (1.871) for all respondents of 10 levels of department was not

significant at p>.05. It is evident that the performance of respondents using

health facilities was not significantly different among these levels of

department.

9. The F value (.923) for all respondents of 10 levels of department was not

significant at p>.05. It is evident that the performance of respondents using

sports facilities was not significantly different among these levels of

department.

10. The F value (1.238) for all respondents of 10 levels of department was not

significant at p>.05. It is evident that the performance of respondents using

recreational facilities was not significantly different among these levels of

department.

Discussion
 41

IMPACT OF EDUCATIONAL FACILITIES ON STUDENTS’

PERFORMANCE AT THE UNIVERSITY OF EDUCATION,
LAHORE.
Questionnaire
Dear respondent, this study focuses on the impact of the educational facilities
on student’s performance at the university level. The main objective of this study is to
find out the educational facilities available at the university level and their
relationship with students’ performance. The information requires from you is for this
research only and has nothing to do with you as an individual. Your responses will be
treated with a high degree of confidentiality. Your co-operation in this regard is
highly appreciated. Your sincere response is therefore solicited.
Section A
Demographic information:
Name: _____________________ Gender:
____________________
Qualification: _______________ Department:
_________________
Date: ______________________
Instructions:
Please read the statements carefully and mark the relevant answer that
indicates your level of agreement with each statement. The following are the keys.
SA= strongly agree A= agree
N= neutral D= disagree
SD= strongly
Section B: Learning facilities and their impact on students’ performance
S/NO Items SA A N D SD
The library is functioning adequately and stocked
with current educational materials to improve
1
students reading habits, hence increase their
performance.
Laboratory facilities are adequate for practical
2 exercise, hence increases students’ understanding
and performance.
3 Adequate furniture is available which makes the
 42

students comfortable for learning, hence increase

their performance.
A bulletin boards are used to disseminate
4
information to students.
Classrooms are adequate to shelter the students
5 from climatic conditions and improve their
learning.

Section C: Teaching facilities and their impact on students’ performance

Internet /ICT facilities are available for students’

6 research; hence increase their learning and
performance.
Audiovisual aids are utilized for teaching to increase
7
student learning and performance.
The availability of projectors and other multimedia
8 for teaching increases the students’ academic
performance.
The computer is available and working properly
9
increases students’ learning and performance.
Instructional materials are provided to enhance
10 teaching in the class ultimately impact students’
performance

Section D: Health Facilities and Their Impact on Students’ Performance

Students have quick access to drugs such as

11
Panadol, and Flagel for immediate treatment.
First aid box is available for immediate treatment of
12 students in the university and invariably help their
performances.
Dust bins and incinerators for refuse disposal are
13
available to keep the environment clean for learning.
Toiletries are provided for students in this university
14 for hygiene sake, hence boost their academic
performance.
Toilets are available for both male and female
15 students are properly clean; hence impact their
performance.
 43

Insecticides are spread around the university to

16 prevent disease and to protect learning and
performance.
Sick bay is provided for sick students in the
17 university hence create an avenue for quick recovery
to promote learning

Section E: Sports Facilities and Their Impact on Students’ Performance

Sports facilities are available in this university to

18
keep the students physically fit and active.
Different indoor and outdoor games tournaments are
19
held for students hence boost their performance.
University has the facility of multi-grounds for
20
various games.

Section F: Recreational Facilities and their Impact on Students’ Performance

Gardens are provided in university for students to

21
relax in their leisure time.
Common rooms are available in the university
22 where students relax and interact among themselves,
which helps to increase their knowledge.
There is an art gallery for students to use and visit
23 which helps them improve on their academic
performance.
Recreational facilities are provided to students such
as drama costumes, cultural costumes, and debate
24
equipment to use hence increase their knowledge
and performance.
Multi-purpose halls are available for workshops,
25
conferences that impact the students’ performance.