Classroom Design and Teachers’ Performance in Selected Secondary Schools in Ogun State, Nigeria is a well-researched topic, it can be used as a guide or framework for your Academic Research.
Studies on classroom design, most especially in Nigerian secondary schools, are seriously lacking. With particular focus on selected teachers in Ogun State, this ex-post facto research examined classroom design and its influence on teachers’ performance in a teaching jobs. A total of 128 participants were randomly selected from 16 secondary schools in Ijebu Ode and 128 questionnaires titled ‘Scale on Classroom Design and Teachers Performance’ (SCDTP) with a reliability coefficient of 0.82 obtained through Cronbach alpha method was developed and administered on the target participants. 96 instruments, constituting 75% of the total administered, were however returned and analyzed. Simple percentage and Chi-square inferential statistics utilising 0.05 level of significance were adopted in testing the hypotheses. The study revealed a significant positive relationship between classroom design and teachers’ job satisfaction, job performance, teaching, and
learning outcome. The study concludes that present-day classrooms should be restructured in contents, styles, design, shape, layout, and sizes. This will enable teachers to start working in an environment that soothes them, uses facilities that feel good to them, and teach the right population of students in the class. By this, teaching performance and learning effectiveness will improve. Keywords: Academic Personnel, Classroom Design, Job Performance, Job Satisfaction, Teaching Effectiveness
At virtually every point in the growth and development of education in Nigeria, we are ever reminded that the quality of education depends to a large extent on the quality of its teachers (Afe 2002, FGN, 1998). We are also reminded of the magical feats of teachers as they transform educational objectives into knowledge, skill, and educated human labor.
With the continued fall in educational standards in Nigeria, one is also reminded of the need to enhance teachers’ skill and performance in order to produce the desired educational results. This explains why educators have always looked for ways to improve educational outcomes in classrooms. It explains why labor and employment relations scholars and practitioners seek ways to improving employee performance through a number of means including built environment of the workplace viz-a-viz ensuring for fair and conducive workstation design, layout, health, and safety. One often overlooked area is the place of classroom design as may influence teachers’ teaching performance. Teachers are humans who naturally avoid pain at all costs. They tend to be more comfortable with well structured and ventilated classroom
designs. A classroom furnished and flourished with equipment that can cause, channel, sustain, and influence teachers’ behavior towards high performance and academic achievement in schools (Donald, 2009). Unfortunately, classrooms like these are seriously lacking in Nigerian schools resulting in falling standards in education and rapid knowledge
declination among Nigerians. Nwadiani (1999) acknowledged that schools in Nigeria are fast decaying. The “rot” in the system ranges from the shortage of all teaching and learning resources to lack of effective leadership and proper motivation of teachers. Teachers in Nigeria are
resultantly unhappy, frustrated, uninspired, and unmotivated (Ukeje, 1991). The school environments are dotted with dilapidated buildings equipped with outdated laboratory facilities without adequate ventilation. The implication of these may be crippling, resulting in
teachers’ low morale and poor teaching performance which may, in turn, translate into students’ poor performance in the examination, examination malpractices, cultism, and other vices detrimental to social cohesion and peaceful co-existence in the society.