SCHOOL FACILITIES AS CORRELATES OF STUDENTS’ ACHIEVEMENT IN THE AFFECTIVE AND PSYCHOMOTOR DOMAINS OF LEARNING

Abstract

The study examined the relationship between school facilities and students’ achievement in the affective and psychomotor domains of learning. The study was a descriptive research design of the survey type. The population consisted of all the teachers in public secondary schools in south-west Nigeria. The sample was however made up of 1200 teachers from 60 secondary schools. Multistage, simple and stratified random sampling techniques were used to select the states, the schools and the teachers for the study. A self-structured instrument tagged “Secondary School Effectiveness Questionnaire (SSEQ)†which was validated by research experts in educational management and tests and measurement was used to collect the data for the study. The data collected were analysed using frequency counts, simple percentages, bar charts and Pearson product moment correlation. The study revealed that the schools’ physical facilities were not all that adequate. The study further revealed that the students achieved well in the affective and psychomotor domains of learning. The study revealed that there was a significant relationship between school facilities and students’ achievement in the affective domain as well as a significant relationship between school facilities and students’ achievement in the psychomotor domain of learning. Based on the findings of the study, it was recommended that schools should sustain the tempo of students’ achievement in the affective and the psychomotor domains, while government should improve upon the level of physical facilities in schools so as to improve the students’ achievement in these areas of learning.