ENVIRONMENTAL FACTORS AND ACADEMIC ACHIEVEMENT OF STUDENTS IN HEALTH EDUCATION IN UYO LOCAL GOVERNMENT OF AKWA IBOM STATE

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ENVIRONMENTAL FACTORS AND ACADEMIC ACHIEVEMENT OF STUDENTS IN HEALTH EDUCATION IN UYO LOCAL GOVERNMENT OF AKWA IBOM STATE

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INTRODUCTION

 

1.1       BACKGROUND OF THE STUDY

 

Education is a social process and individuals participate in the social activities of a community. The learning of individuals depends on a number of factors. The influence of the environment has not yet been considered as one of the factors affecting school performance in secondary schools; so it has little or no attention in pedagogical discourse and consideration. However, over the last decade, remarkable studies have shown a correlation between the environment and the academic performance of students. On the other hand, the environment plays a major role in the life of every individual, whether student, teacher, employer or employee. Although some people still do not believe that the environment generates better performance (Johnson, 2012).

According to Udoh (2009), in his article titled “Environmental Health Problems in Nigerian Schools”, highlighted some harmful practices in our schools. These include schools, inadequate facilities, poor ventilation, and so on. He added that, under these conditions, the health of students and teachers could suffer, which would affect the results of students. For this reason, for students to be able to conduct their learning effectively, it is necessary that learning takes place in a supportive environment. That is why it is relevant to critically examine the environmental factors that influence the academic performance of students, to take steps to improve them and to make recommendations, because the very purpose of our educational mission is to improve academic performance. Studies have shown that environmental factors affect a person’s physical and psychological potential to a large extent. This has led to the thesis that many students do not develop their potential due to inadequate environmental stimulation. However, some environmental factors have contributed to this poor performance of students: family background, inadequate school facilities, misuse of technologies such as the Internet and school climate such as the teacher-student relationship, etc. seriously considered as one of the environmental factors that influence students’ academic achievement, the environment in which they live (Udoh, 2009).

According to Ekene (2005), the environment is the collective of all internal and external conditions affecting the existence, growth and well-being of organisms. It is an influence with which an individual has come into contact after the hereditary has resorted to the plasma gene. Ekene explained that the environment can be divided into a physical, social and abstract environment. The physical environment consists of objects or materials found at home, at school or in the community. It also includes people such as parents, siblings and peers (Ekene, 2005). He further explained that the social environment is social life, societies and clubs that affect the individual. The abstract environment consists of reactions, comments and responses received about interactions with others. She also explained that the environment can also be classified in urban or rural areas.

Ajila, Otutola (2000) stated that parents of all classes understood the importance of education. They also pointed out that different families create an environment that influences in different ways the intellectual growth and educational motivation of children. The function of the family, among others, is to raise, protect and educate children. This function can be filled at home. Thus, the house is an essential agent of education. Home environments influence the aspiration of adolescents. The social education of the child begins at home (family). It is the home that allows the child to identify with society, culture, religion or social class. Thus, the home continues to exert a strong influence on the child's life and school performance. It should be noted that homes have different meanings in social orders. For example, some have more prestige, money, etc. while others have more extensive experience and knowledge of how to function in society or the school environment (Ajila, Otutola, 2000).

Ekene (2005), stated that the home is the single most significant environmental factor in enabling children to develop the trust, attitude and skills that will help them to learn and engage positively with the world- a process that starts at birth, if not before. It is the foundation from which babies and young children and youths can grow to achieve their full potential. Good home learning environment provides the love, security, simulation, encouragement and opportunities that help children to flourish. The quality of parent-child relationship is fundamental to children’s longer –term development. Warmth, encouragement and an absence of hostility are key element in positive home environment.

Nanalee (2007) pointed out that, as children grow beyond infancy, a positive learning environment at home provides interaction, attention and social activities that foster the development of positive attitudes towards children. learning, as well as the acquisition of physical, intellectual, linguistic and social skills. emotional skills. It has been shown that the amount of words that parents have with infants and young children and the way in which they are exchanged have a direct positive impact on children’s linguistic and intellectual abilities. At the age of three and ten, parents can provide the basics of literacy and cognitive development by: chat as much as possible everyday, use a wide vocabulary to praise rather than criticize, discuss with children, use language with high informational content, give children choices rather than simply directing them, listening and responding to what children say. Research has shown that parents’ socioeconomic background, including education and income, has a significant impact on children’s outcomes. There is also ample evidence to document the influence of parenting behaviors on the development of children from early childhood to late adolescence.

It is not out of the question to imagine that the type of family, the parents’ level of education and their socio-economic background can affect the educational outcomes of schoolchildren. Children from families with low socio-economic status are more vulnerable to hunger, homelessness, illness, physical and mental disabilities, violence, parenting, family stress and school failure . Students from disadvantaged socio-economic backgrounds who face these environmental factors are four times more likely to have learning difficulties than students from higher socioeconomic groups, whereas a combination of these environmental factors accelerates the learning process. school success. A student who has not eaten for days and whose clothes do not fit him can not stay focused in a classroom.

Ekene (2005) states that students from higher socio-economic backgrounds compared to those from families with lower socio-economic status, that students from disadvantaged socio-economic backgrounds do not provide the same tools as students from families well-off, do not live in similar conditions. Similarly, it is thought that factors such as malnutrition, lack of motivation at home, domestic violence and single-parent families, as well as the impoverished domestic environment, negatively affect the development of intellectual abilities. This means that students from disadvantaged socio-economic backgrounds tend to have inferior or just average intellectual development, especially when this phenomenon is used in terms of results or tests.

Academic achievement represents performance results that indicate the extent to which a person has achieved specific goals that were at the center of activities in learning environments, especially at school. School systems primarily define cognitive objectives that apply to several domains (for example, critical thinking) or include the acquisition of knowledge and understanding in a specific intellectual domain (for example, numeracy, literacy, science, history). Therefore, academic success should be considered as a multi-faceted construct with different learning domains. Among the many criteria for academic achievement are very general indicators such as the procedural and declarative knowledge acquired in an educational system, criteria based more on programs such as grades or performance on a school achievement test, and cumulative indicators of academic achievement such as certificates (Mario, 2006).

 

According to Bossaert, Doumen, Bugse and Verschuerenc (2011), academic success is usually measured by continuous assessment or assessment. However, there is general agreement on the best way to test it. In some countries, academic success is measured by the academic performance index. In Nigeria, academic performance is mainly measured by student performance in external examinations such as WEAC exams, Senior and Junior WEAC exams, NECO and JAMB exams. Chukwudi (2013) found that individual differences in school performance were related to differences in intelligence and personality. He explained that students with higher mental abilities, as shown by the IQ test (fast learners), and those with a high sense of awareness (related to motivation of effort and success) have tendency to succeed in academic contexts. Early school results improve subsequent school performance. However, a number of factors contribute to this. It has also been discovered that certain factors can either influence or hinder the academic performance of students at all levels of education. Such factors come from the school environment, curriculum planning and implementation, the influence of siblings / peer group, the family environment, eg parents, socialization at home, the location of the house, modern gadgets at home, etc. This study examines household environmental factors that affect students’ academic performance. The student’s home environment may accelerate or interfere with school performance.

 

The World Health Organization has defined health education as “encompassing consciously constructed learning opportunities that use some form of communication to improve health literacy, including through improving knowledge and skills developing essential skills that promote the health of individuals and communities.” Education is a combination of learning experiences designed to help individuals and communities improve their health by developing their knowledge or influencing their attitudes. However, health education is a profession of educating people about health. Social health, emotional health, intellectual health, and spiritual health can also be defined as the principle that individuals and groups of people learn to behave in ways that promote, maintain, or restore health. On the other hand, because there are many definitions of health, there are also many definitions of health education. The Joint Committee on the Terminology of Health Education and Promotion 2001 emphasized that health education is “a combination of planned learning experiences based on good theories that offer individuals, groups and communities the opportunity to acquire information and acquire the skills to make quality health decisions “Health education aims to positively influence the behavior of individuals and communities in health, as well as the living and working conditions that affect their health.

The importance of health education includes:

1. Health education get better the health status of individuals, families, communities, states, and the nation.
2. Health education improves the quality of life for all people.

• Health education decreases premature deaths.

1. By focusing on prevention, health education reduces the costs (both financial and human) that individuals, employers, families, insurance companies, medical facilities, communities, the state and the nation would spend on medical treatment.

 

Given this situation, the problem of the study therefore is to find out really if the already mentioned environmental factors are the main factors that affect the academic achievement of secondary schools students in health education in Uyo.

 

 

1.2       STATEMENT OF PROBLEM

The academic performance of students is one of the determining factors in assessing the superiority of education. Most high school health education students can indicate the factors that contribute to their best academic performance. Figuratively, an excellent education is not by chance. It is an effective teaching and learning product, combined with the efforts of the teacher, the school, students, parents and their diverse home environments. Student failure often falls to teachers and school authorities. On the other hand, most families in our society do not seem to be paying enough attention to their children’s education. It seems that some parents have a misconception about the performance of their children, they do not know and seem to fulfill their role of guidance and encouragement in the performance of the child at school. Some people also think that failure or mass success in schools can be attributed to teachers and school authorities. At the same time as other people, the socio-economic status of the family influences the child’s academic success. Nevertheless, research has shown that student achievement is a joint effort of school authorities and parents in different environments. This requires further research to discover the causes of student failure and then offer them a solution. In the state of Akwa Ibom, for example, some students and parents believe that the factors responsible for the re-emergence of a student’s massive failure in the West African School Certification Examinations (WASCE) and seniors are due to school authorities and teachers alone. Some students even go to special centers while few enlightened parents say that certain factors related to the students’ home environment also contribute to this. It is on this principle that this study was designed to identify some of the environmental factors that affect students’ academic performance and offer them a solution. The present study consists of discovering, through a review of the literature, and then analyzing the factors that characterize student success in secondary schools.

1.3       PURPOSE OF THE STUDY

This study aims at examining educational factors that influence academic achievement of students in health education in Uyo.

Objectives of the Study

The study is guided by the following objectives

1. To compare students’ academic achievement in public and private secondary schools offering health education in Uyo.
2. To establish the relationship between school facilities and students academic achievement in health education in Uyo.
3. To examine the relationship between male and female student academic achievement in health education in Uyo
4. To establish environmental factors that affect academic achievement of students pursuing health education at secondary schools in Uyo

 

1.4       RESEARCH QUESTIONS

 

1. What factors affect student use of school facilities?
2. What are the environmental factors that affect student’s academic achievement?
3. What influence has home background on the academic achievement of students?
4. What influence has technology on student’s academic achievement?

 

1.5  RESEARCH HYPOTHESES

2. Is there a significant difference in academic achievement between public and private secondary schools offering health education in Uyo?
3. Is there a significant relationship between school facilities and student achievement in Uyo?
4. Is there a significant relationship between environmental factors and student’s academic achievement in Uyo?

 

 

 

 

1.6       SIGNIFICANCE OF THE STUDY

The findings from this study will be useful:

1. To health education secondary school managers in Uyo, the findings of the study will help them establish how to enhance quality in their education;
2. To education planners, the study findings will help them find out how environmental factors play an important role in the teaching/learning process and hence to students’ academic achievement;
3. To parents and/or guardians, the study findings will guide them in identifying reason why they should pay attention to home environment and then seek quality education instead of any other motive to enroll their children in such and such secondary schools;
4. To the government of Uyo and other policy makers the study findings will provide information the inequality in education and they will also reveal to them that this inequality is not only closed by setting central exams but also by considering other factors.

1.7       ASSUMPTIONS OF THE STUDY

            The following assumptions are made by the researcher. It is assumed that majority of the schools in Uyo Local Government Area of Akwa Ibom State are faced by the problem of educational factors and the student of these schools are either higher or lowers achievers.

 

1. The population under this study is a representative of the entire Uyo Local Government Area of Akwa Ibom State.
2. The study resources for educational factors in schools are favourable and a good working relationship between students, parents and teachers as well as schools authority will produce a desirable outcomes.

• They study assumed that good work also assess critics for further research to be conducted upon.

 

1.8       SCOPE OF THE STUDY

 

The environmental factors and academic achievement of students in Health Education in Uyo Local Government Area of Akwa Ibom were the influence of this study with a major focus on Secondary schools. Other areas focus by the study was use of educational factors in searching and learning of health education.

 

1.9       LIMITATION OF THE STUDY

There are some of limitations of this study, despite the fact that research would be successful in any research work, it may be impossible to take good care of all problems involved, the only thing a researcher can do is to consider those factors that are essential to research. The actual limitation of the study is financial constraints as well as time constraints due to other academic pressure.

 

1.10     OPERATIONAL DEFINITION OF TERMS

It is pertinent to define some terms to enhance better understanding. The researcher has taken to briefly define the following terms:

• Academic achievement is student’s success in gathering by meeting short- or long-term goals and objectives in schooling
• Health Education: Health education is the theory by which persons and groups of people gain knowledge of to act in a way helpful to the promotion, upholding, or restoration of health.
• Influence is the capacity to have an effect on the character, development, or behaviour of someone or something, or the effect itself.
• Environmental factors are recognized characteristics in an environment that impact the continued existence, operations, and influence that contributes to a result or outcome.

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