SCHOOL INFRASTRUCTURE AS A CONTRIBUTORY FACTOR TO EFFECTIVE TEACHING AND LEARNING IN PUBLIC SENIOR SECONDARY SCHOOLS IN KOGI STATE

Abstract

This study investigates the school infrastructure as a contributory factor to effective teaching and learning in public senior secondary schools in Kogi State, Nigeria. The quality of education in Nigeria, particularly in Kogi State, faces significant challenges, including inadequate facilities, overcrowded classrooms, and insufficient teaching aids. Recent statistics reveal alarming trends, such as only 32% of students passing core subjects in the WAEC examinations and approximately 60% of schools lacking basic educational facilities. This research employs a descriptive correlational design to examine three critical factors: classroom size, library resources, and teaching aids. Data were collected from a sample of 350 students and 50 teachers across various local government areas in Kogi State. The findings indicate a moderate positive correlation between classroom size and teaching effectiveness (r = 0.485), a moderate to strong correlation between library resources and educational outcomes (r = 0.562), and a moderate correlation between the use of teaching aids and students’ performance (r = 0.317). These results underscore the importance of optimizing school infrastructure to enhance educational practices and improve students’ engagement and academic performance. The study concludes that addressing infrastructural deficits is essential for fostering an effective learning environment in Kogi State's public senior secondary schools. Recommendations include managing classroom sizes, improving library facilities, and integrating diverse teaching aids to create a more conducive educational atmosphere.