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CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The entire amount of what surrounds something or someone is referred to as the environment. It consists of both living things and natural forces (Ajayi, 2001). The environment of living things provides opportunities for development and expansion, as well as danger and harm; living things do not simply exist in their environment; they interact with it continually. Organisms change in reaction to changes in their environment, which includes interactions between plants, animals, soil, water, temperature, light, and other living and nonliving objects (Oluchukwu, 2000). As a result, people from many domains of study (such as history, geography, and biology) use the term environment to refer to a variety of topics. The different radio waves that equipment such as a radio and a reader might encounter make up an electromagnetic environment. The situation between the stove is referred to as the galactic environment. The physical items, locations, and experiences that a person lives with are referred to as the individual’s environment in psychology and medicine. The person’s behavior is influenced by their surroundings (Gilbert, 2001). It has an impact on a person’s body, mind, and heart (Goliber, 2003). Nature vs. nurture debates are sometimes framed as heredity vs. environment. The only planet in the solar system that supports life is Earth. The environment in biology and ecology refers to all natural materials and living things, including sunlight. The natural environment is another name for this. Some people call themselves environmentalists, and they believe that the environment must be protected (to keep it safe). They believe that individuals should not pollute the environment with so much rubbish. Sunlight and woods are two crucial aspects of the environment that humans cherish. These are renewable natural resources because as we consume them, more naturally grows. Non-renewable natural resources, such as coal and natural grass, are vital components of the ecosystem that do not regenerate naturally (Banning 2001). Furthermore, the amount to which student learning may be improved is determined by the school’s location, the classroom’s structure, and the availability of instructional facilities and access to them. A well-planned school, it is claimed, would set up intended educational outcomes that will promote excellent social, political, and economic emancipation, effective teaching and learning processes, and learners’ academic achievement.
STATEMENT OF THE PROBLEM
Emphasizing the significance of the educational environment in terms of student success Ohichukwu, (2000) said that the environment is an important component of educational design; he went on to say that until schools are well-suited, buildings are properly created, and equipment is properly used and maintained, much teaching and learning will be impossible. Where instructional space, such as classrooms, technical, workshop, and labs, is physically deficient, good levels of learner performance may not be assured. However, little is known about how the environment affects a student’s success
ย OBJECTIVES OF THE STUDY
The study’s particular goals are to:
i.ย investigate the link between school environment and student success;
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ii.ย investigate the influence of school amenities on student success.
iii.ย To see how much the location of a school influences a student’s academic success.
RESEARCH QUESTION
i. What is the link between school environment and student success?
ii. What is ย the influence of school amenities on student success?
iii. How can the location of a school influence a student’s academic success?
ย SIGNIFICANCE OF THE STUDY
The outcomes of this study are supposed to give information for educators, corporations, and school administrators to consider numerous elements that assist kids in reaching their academic goals. As a result, they may look into the prospect of integrating such variables to their center, which could lead to improved educational outcomes for pupils in school. Furthermore, the fact that this study is being conducted will serve as literature for individuals who may want to conduct research on similar topics in the same or related field, and the entire society will benefit from the study as individuals, organizations, government parastatals, religions, and homes will have in-depth knowledge of the effect of environment on teaching adult learners who lay their hands on this research work.
ย SCOPE OF THE STUDY
This study will look at the effect of the environment on adult learners’ teaching-learning processes, with a focus on a skill development center, Idah local government.
ย DEFINITION OF TERMS
Adult learner:ย A person above the age of 18 who is engaged in some type of learning. Adult learner, adult returner, adult student, and returning adult are all terms that might be used to describe them.
Environment:ย a collection of items, situations, or effects in the immediate vicinity; a setting; milieu
Teaching:ย Using example or experience to impart information or expertise, or to instruct (someone) on how to accomplish something.
Learningย is the process of gaining information or skills via experience, study, or instruction.
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