ACKNOWLADGEMENT

FIRST WE WOULD LIKE TO GIVE OUR MAJOR GRATITUDE TO

OUR CREATOR WHO MADE THIS ALL POSIBLE!!!!

We would like to thank

 our civics teacher for his support and guidance throughout
the journey of the research
 all student participants who answered the questionnaire
 the teachers who were kind enough to answer our questions
 Mr. Eyuel who cooperated with us for an inter view
 Our parents who supported us materially , finally, and
mentally
 Everyone who was involved and participated in the making of
this research.

Statement of the problem

Schools face a number of challenges related to disruptive and anti
social students. The behaviour of these students interfere with
learning diverts, administrative time and contribute to the teacher’s
burnout. If children are able to fulfil their learning potential good
order is essential in any school.

Poor disruptive behaviour in the class room reduces student’s

ability to concentrate and absorb information and it un settles their
minds causing immense stress for teachers.

Children who are excluded from school because of their behaviour

underachieve academically and are at a high risk of disengagement
from education and from making a positive contribution to society.
 In many cases teaching and learning have become different in
some schools, and impossible in others b/c some educators do
not understand how to foster discipline in classrooms.
Similarly discipline has became a problem in SOE secondary
school b/c both the educators and the educated haven’t
understood the seriousness of the problem.
 CHAPTER TWO
LITERATURE REVIEW

2.1 FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF STUDENTS

The academic performance of students is affected by numerous independent factors that can be
within the school or outside the school system. These include socioeconomic status of students’
family, school leadership, students’ learning skills and study habit, instructional materials, school
facilities and student-teacher ratio. However, Shimada (2010) warns that no single variable has a
strong impact on academic achievement, arguing that the educational process is complex and
several factors create combination effect. Chang (2012) and Engin-Demir (2009) reported in
their study that socioeconomic status of students’ (SES) family is closely related to student
performance. (Chang, 2012:23) further states in his investigation that SES is one of the most
powerful predictors of student academic achievement across all racial and large groups.
Leadership in schools has also been identified as important in relationship to students’
achievement (Louis et al., 2010). Great deal of research has also focused on class size, student-
teacher ratio, learning environment, cultural resource and learning or material resources among
others in relation to academic achievement (Atanda and Jayeoba, 2011; Zwick, 2012; Greenwald
and Hedges, 1996; Weiet al., 2011; Houtveen and Gift, 2012) and the outcome is a mixed. Marks
(2010), argues that ‘other things being equal, students at better resourced schools would be
expected to perform at higher level than students attending poorly resourced schools’.Jebson and
Moses (2012) also observed that learning resources play a paramount role in the teaching and
learning of science subjects and thereby contributing to students’ academic achievement.

2.2 INSTRUCTIONAL MATERIALS

Instructional materials are contents that convey the essential knowledge and skills of a subject in
the school curriculum through a medium or a combination of media for conveying information to
a student (Wikipedia). Instructional materials may be provided in form hard backed or soft
backed textbooks, electronic content, consumables, learning laboratories, manipulative,
electronic media, and computer courseware or software. Instructional materials include
textbooks, educational media (library media print, non-print, and electronic resources), computer
software digital content, videotapes.

2.2.1 Types of Instructional Materials

The basic types of instructional materials;

1.concrete objects; These types of instructional materials include objects and phenomena such
as minerals, rocks, raw materials, semi-finished and finished manufactured articles, and plant and
animal specimens. Included among these materials are reagents and apparatus for producing
chemical and other reactions and for demonstrating and studying such reactions during
laboratory sessions. Also included in the first group are materials and equipment for students’
expeditions and other travel, as well as supplies, instruments, and equipment for production
training and for courses in drafting and the representational arts. Among such supplies,
instruments, and equipment are wood, metal, plastic, and glass objects, measuring and
monitoring instruments and equipment, equipment for the assembling and finishing of various
products, and machines and machine tools

2 Representations of concrete object and phenomena

These includes three-dimensional materials (castings, globes, and experimental models), two-
dimensional materials (charts, pictures, photographs, maps, diagrams, and drawings), and
audiovisual materials (motion pictures, film clips, filmstrips, slide sequences, diapositives,
transparencies, records and
tape recordings, and radio and television broadcasts). Audiovisual materials, including the
resources of films, radio, and television, help acquaint students with the achievements of modern
science, technology, industry, and culture and with phenomena that are inaccessible to direct
observation. Audiovisual materials also acquaint students with early periods of history and with
distant places in the world and in space. Such materials elucidate natural and social phenomena
and enable students to study the inner world of matter and the internal motion of waves,
elementary particles, atoms, molecules, and living cells.
3 written description
These includes scientific, scholarly, reference, and methodological teaching aids, as well as
textbooks, books of problems and exercises, books for recording scientific observations,
laboratory manuals, manuals for production training, and programmed textbooks.
4 Technological instructional media;

These are equipment for the transmission and assimilation of information recorded on film or on
phonograph recordings: film projectors, tape recorders, phonographs, and television sets.
Monitoring devices include punched cards and various types of automatic apparatus. Teaching
machines include language-laboratory machines, closed-circuit television systems, and
computers.

2.2.2 Importance of Instructional Materials

Learning by student occurs primarily through interaction with people (teachers, peers, resource
persons and parents) and instructional materials (textbooks, workbooks, internet, homework,
projects, quizzes, and tests). Students learn by engaging in cognitive, affective and psycho
motive processes (domains of learning) that are determined by relationship with people and
instructional materials. Instructional materials help to improve students’ knowledge, abilities,
skills and assimilation. Teachers vary considerably in the way they use textbooks, teacher’s
guides, and assessment materials, with some teaching strictly to-the-book and others exercising
considerable flexibility (Donald et al., 1989). Despite such individual variability, in general,
teachers are much more likely to cover topics presented in the materials selected by their school
or district than to cover topics not included; they are likely to follow the sequence of topics in the
selected materials; and their pedagogical approach is influenced by the instructional design of the
materials (Robert et. al.,2003). The evidence is clear that instructional interactions between
students and teachers are framed by the instructional materials that teachers are provided by their
schools and districts. That instructional materials exercise their influence on learning directly as
well as by influencing teachers’ instructional choices and behavior makes instructional materials
all the more important (Mattew and Grovers, 2012).
2.4 SCHOOL FACILITIES AND STUDENTS’ ACADEMIC PERFORMANCE

Review of relevant literatures on the relationship between instructional materials and educational
facilities on the academic performers of the learners show conflicting views from previous
researchers. Cole mantel(1996) as cited in Aksit (2007:129) claimed then that ‘only a small
portion of variance in student achievement can be accounted for by variation in schools
compared with other factors such as family background’. Also Rutter et al. (1979) as cited in
Aksit (2007:129)concluded in their study that ‘schools make a small but highly significant
difference.’

One possible explanation for finding a weak relationship between classroom and school
resourcing levels and pupils attainment is that schools are inefficient and therefore do not use the
resources more efficiently. However, Owolabi (2012) attributes poor or low performance in
science in school in Nigeria, for instance, to inadequate good instructional materials, equipment,
facilities; lack of qualified teachers and laboratories. It is important to note that these materials
and resources do not work in isolation of a qualified operator. Lewin (2000) reports a positive
connection between the qualification and experience of science teachers, and high levels of
achievement in science. Oladejoet al.(2011) argued that teaching physics without appropriate
instructional materials may certainly result in poor academic achievement. Studies have also
established positive association between library and student’s academic performance (Jaiyeoba
and Atanda, 2011). Ola (1990) as cited in Owoeye and Yara (2011) underscores the importance
of a well-equipped library arguing that it constitutes a major facility and enhances good learning
achievement of high educational standards. Popola (1989) as cited in Owoeye and Yara (2011)
also reports ‘that library correlates well with academic achievement and those with well-
equipped ones normally maintain high academic performance’. However, Farombi (1998) as
cited in Owoeye and Yara (2011) warns that school library may not be effective if the books are
not adequate and up-to-date. Farombi (1998) as cited in Owoeye and Yara (2011) also adds that
the library’s impact is dependent on how often and length of time it is accessible to students.

Positive links between resources and students’ academic achievement have been reported by
Siddhu (2011). Engin-Demir (2009) states that ‘merely equipping schools with such facilities is
not enough to raise student achievement rather what matters most is weather this facilities are
utilized properly’.

2.5 SCHOOL ENVIRONMENT AND STUDENTS’ ACADEMIC PERFORMANCE

 A serene and comfortable environment is said to enhance students’ learning. A well organized,
ventilated, clean, and spacious classroom will help student to settle and concentrate both
physically and mentally when instruction is been passed by the teacher. This will in turn
positively influence students ‘academic performance. According to Schneider (2002) clean,
quiet, safe, comfortable and healthy environment constitute an important component of
successful teaching and learning process. Evidences show that student achievement lags in
shabby school buildings, those without science labs, inadequate ventilation and faulty heating
system (Schneider, 2002). Siegel (1999:4) as cited in Victoria Institute of Teaching (n.d)
observes that: The arrangement of space has immediate and far reaching consequences for
teachers’ ability to effectively and efficiently accomplish day activities, the formation of social
and professional relationship and the sharing of information and knowledge. The condition of
learning facilities in the school is also important during learning. For example, noisy equipment
will distract the learners rather than attract their attention. Also, faulty equipments will not give
optimum result when used to carry out experiments or demonstrations. It can also predispose the
health of both students and teacher to hazardous conditions. Bad condition of classroom,
laboratory and library furniture will inconvenient the learners and the desired objective will not
be achieved afterwards. Phelps et al.(1998) observe that safe and good conditions of buildings
have been linked to student success. According to Earthman and Lemasters (1996) studies
evidence indicate the existence of a relationship between student performance (both achievement
and behaviors) and the conditions of the built environment. Important factors influential to
learning include control of thermal environment, proper illumination, adequate space and
availability of equipment and furnishings more especially in science education (Earthman and
Lemasters, 1996). Lyons (2001) and Earthman (1998) report that students who attend better
buildings have test scores varying from 5 to 17 percentile points higher than students in
substandard facilities. The Department of Education (USA) (2000) warns that: Decaying
environmental conditions such as peeling paint, crumbling plaster, non-functional toilets, poor
lighting, inadequate ventilation, inoperative heating and cooling system can affect the learning as
well as the health and the staff morale of staff and students