International Journal of Environmental Design & Construction Management Vol. 19 No. 4 Published by Cambridge Research and Publications September, 2020.

AN APPRAISAL OF PUBLIC SCHOOLS’ FACILITIES IN IKEJA, STATE,

LASISI, KAMIL OLURANTI; AND ADETUNJI, JELILAT Department of Urban and Regional Planning, the Polytechnic, Ibadan.

ABSTRACT It has been observed over the years that the rapid rate of decline in the educational sector has to be urgently looked into as there have been scenarios of overcrowding in classrooms owing to its inadequacy, limited classrooms, dilapidated structures, inadequate teaching staff and teaching tools, lack or total decay of basic amenities, hence the production of ill-equipped and half- baked products among the host of other associated anomalies. The aim of the study is to appraise the provision, availability and adequacy of educational facilities within Ikeja Local Government Area of Lagos State with a view to make proactive measures that would assist the educational sector in the study area. The study identifies the factors militating against the growth of educational facilities in the study area. The cross-sectional survey type of design was used. The primary sources of data involved questionnaire, personal interview and direct observation. The 22 respondents that represent the target population for the study were selected with a predetermined technique where questionnaires were administered to the 22 school management of the public schools. It was observed that most schools, both Junior and Senior Secondary schools that are located within the same confines, have shared facilities, such facilities include the playing ground, canteen, library, computer lab while science laboratories such as biology lab, physics lab and chemistry lab are solely being used by the senior secondary schools. Some of the identified problems include deterioration of some existing structures/facilities and unavailability of adequate waste disposal facilities. The study recommends proper use and maintenance of facilities, provision of capital and teaching aids while governments should enact law that will guide and protect the proposed and existing educational facilities.

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Keywords: Educational facilities, provision, availability, adequacy and functionality

BACKGROUND TO THE STUDY for any Nation is believed to be veritable machinery for the development of a country. This is obvious because of the roles played by educated people in the development of science, social-economic and political structure to improve the individual, families and making the society a better place to live. In the light of these values, education today must prepare the child to function effectively as an adult to be, and these cannot be achieved without adequate school facilities. (Abraham, M. 2003). According to Aguokogbuo (2000), school facilities constitute essential inputs which could guarantee favourable learning environment and enhance the achievement of educational objectives. Adesina and Ogunsanji (1984) in their recognition of the need for a well-equipped school noted that for effective teaching and learning situations, physical facilities and educational goals should be viewed as being closely interwoven and inter-dependent. Apart from protecting students from sun, rain, heat and cold, the school building represents a learning environment which has a tremendous impact on the learners. Therefore, in order to facilitate this high level of teaching and learning process, there is need for well-planned and organized school facilities. A conducive teaching and learning environment is important to the quality of teachers engaged in the inculcation of desired attributes to the students. Stressing further, the impact of environment on teaching and learning to be effective, the school building and its surroundings must be free from threats, hostility and frustration. He suggested that such materials as textbook, programmed materials and devices, newspaper and magazines, and other library material, pictures, slides, film strips, maps, globes, charts, motion pictures, radio, television, chalkboards and chalks, specimens should be made available for teacher‘s use to enhance learning to concretize the ideas and stimulates imagination. In the school, educational facilities serve as pillars of support for effective teaching and learning thereby making the process meaningful and purposeful. School facilities include permanent and semi- permanent structures, such as machinery, laboratory equipment, the blackboard, teachers’ tools and other equipment as well as consumables. Educational facilities also refer to non-human and non-financial resources which include all

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International Journal of Environmental Design & Construction Management Vol. 19 No. 4 Published by Cambridge Research and Publications September, 2020. movable and immovable materials which are used for teaching, learning and other school activities. Plethora of research reports have revealed that a significant relationship existed between school environment and students’ attitude to schooling Obi et al (2002) in a study carried out reveals that students in class rooms with large windows, natural lighting and well-designed skylights were found to perform well from 19 to 25% better than their peers in classroom without these features. Not only environmental conditions in schools affect the students but also the staff which include the inoperative heating system, inadequate ventilation and poor lighting system. The overall building condition, the age of the building, and the windows as well as the instructional areas were positively related to students achievement in learning (Bullock, 2007). Undoubtedly, if the physical facilities and equipment are not adequate or in good state in public schools, the planning of the programmes would be hampered. In Ikeja, the problems of available structures, physical facilities and teaching equipment is acute. Most public school buildings today were built during the colonial era. Many of them are so old that they are dilapidated and unsafe for human occupation. While those that are relatively good are congested by students. These buildings should be replaced, reinforced or replaced so as to avoid catastrophic loss of lives of the occupants. These have led to the poor performance of students, attributed to poor learning environment and lack of facilities among others.

STATEMENT OF THE RESEARCH PROBLEM There is no gain saying that, educational system in Nigeria has contributed in no small measures to support the Nation‘s economy through the provision of qualitative manpower and acquisition of knowledge, skills and values. In the 21st century, there has been a tremendous growth in students’ population without corresponding growth in the number of facilities as a result of economic depression and corresponding rise in cost. This has put much pressure on existing facilities. Thus, it appears that school facilities have been allowed to decay. For any school to function effectively, the school facilities must be in good condition. Thus the general public has expressed concern over the insufficiency of public schools facilities. To many, the condition of facilities in the school is a major criterion for selecting school for their children. In spite of

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International Journal of Environmental Design & Construction Management Vol. 19 No. 4 Published by Cambridge Research and Publications September, 2020. this concern and demand for a change, it appears that the management of allocating physical facilities in public schools leaves much to be desired. Public schools in Nigeria require adequate teaching, learning, welfare, health sport and recreational facilities such as classroom, chalkboard, computer, internet/ICT, microscope, video CD player, audio CD player, textbooks, projectors, hostel accommodation, laboratories, security, libraries, sports and others recreational facilities to improve students‘ academic performances. The quality of education that our students receive bears direct relevance to the adequacy of school facilities and overall environment in which learning takes place. In other words, educational programmes and processes are greatly influenced by the school facilities. The impact of classrooms, dormitories, libraries, laboratories and instructional materials such as textbooks, blackboards and furniture on students’ performance constitutes the basics upon which many patrons make their initial judgment about the quality of the school and the educational programme. The absence of these facilities often leave a lot of doubt in the minds of stakeholders, parents, students and the general society as to what type of teaching and learning that could take place in such a situation. Appearance and general condition of school facilities are the striking basis upon which many parents and friends of any educational institution make the initial judgment about the quality of what goes on in the secondary schools. Fabunmi (2007) in support of this asserted that school facilities when provided will aid teaching and learning programme and consequently improve academic performances of students. Indeed, the supply of some welfare/health facilities, such as electricity, pipe born water, clinic, toilet. (Wilcockson, 1994.), have variously identified that poor facilities affects teaching, learning, mental stability, inter-personal relationship as well as the psychomotor domain of the students. They concluded that absence or poor quality of educational facilities can affect teaching and learning activities and invariably, academic performance of the students. Most public schools exist in vacuum with virtually no facilities to promote effective teaching and learning process. These facilities include textbooks, libraries, table, chairs, classrooms, laboratories. Musa (2003) opined that lack of school facilities result in depreciation in the academic programme and performance of students. It is believed that the life wire of any educational system is the extent of availability of school facilities (in terms of quality and quantity) which occupies

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International Journal of Environmental Design & Construction Management Vol. 19 No. 4 Published by Cambridge Research and Publications September, 2020. a crucial place in the realization of its goals. However, the result of the findings in this research work shall assist every stakeholder (policy makers, school administrators, teachers, government and the students) in playing a sensitive role aimed at improving the standard of education through the provision of a conducive learning environment. First, policy makers will be well equipped with reliable and factual information which serves as an input for effective law making on issues relating to allocation of funds, timely released period and the legal framework guiding its activities. Secondly, it will provide an extensive knowledge of school facilities to the school administrators to initiate, sustain and put to use. It will afford other researchers to look into grey areas not covered in the present study and seek ways of improving over it. Furthermore, teachers as major stakeholders in the school system, who play an intermediate role, seek to work harmoniously with the school in encouraging the students to use the facilities. This could be to solve assignments, observe practical knowledge and in the acquisition of essential skills. It will also place a great burden on the government to provide adequate funding to the school system, equipped the inspectorate unit to carry out its functions effectively.

MATERIALS AND METHODS Research method is the specification of procedure for collecting and analyzing the data necessary to solve the problems at hand, in a way that the difference between the cost of obtaining various level of accuracy and the expected information associated with each level of accuracy is maximized. Research methodology in this context includes the method adopted, target population, research instrument, sampling technique, data collection procedure and data analysis techniques. Research design involves the structuring of investigation which is aimed at identifying the variables and their relationship with one another. Research design addresses the plan, structure, and strategy of investigation of issues related to the provision, availability and adequacy of educational facilities in Ikeja. The plan outlined the research scheme by which the work was carried out, the structure indicated specific outline, while the strategy shows the means by which the research was executed and the methods adopted in data collection and analysis. It is also an organized enquiry aimed at providing information for

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International Journal of Environmental Design & Construction Management Vol. 19 No. 4 Published by Cambridge Research and Publications September, 2020. solving identified problems. Thus, this research was based on a survey research because of the existence of a population base. In this study, the cross-sectional survey type of design was used. This included descriptive, exploratory and explanatory designs to describe each of the many variables that are necessary for the study. Two types of data were used for this study namely qualitative and quantitative data. Qualitative data are data that arise when the observations fall into separate distinct categories. Such data are inherently discrete, in that there are a finite number of possible categories into which each observation may fall. They are classified as nominal and ordinal data. Quantitative data are numerals that arise when the observation are counts or measurements. The data are said to be discrete if the measurement are integers such as number of schools, students and facilities in the study area. The two major sources of data which are the primary and secondary sources were used for this study. The primary sources of data for this research work are the various statistical data collection processes like the use of questionnaire, personal interview, direct observation and the use of photographs which further present the study area in its real sense, especially the various problem educational sector of the area, condition of the schools and the facilities among other things. Primary data were obtained through the use of a well- structured questionnaire. The questionnaires were administered to the school administrators. The secondary sources include the extraction of vital information needed for the research work from journals and other published materials such as textbooks, newspaper reports, seminar papers relating to educational facilities in Nigeria and data from the Lagos State Ministry of Education. The target population for this research is the entire school management of the government owned public secondary schools in Ikeja Local Government Area, Lagos State. Sample frame refers to the complete unit of all the population within the study area, which in turn determines the structure of enquiries. The sample frame is the total number of schools in the study area. According to literature, Ikeja has a total of 150 private secondary schools and 25 public schools which comprises of 13 junior secondary schools and 12 senior secondary schools as Ogba Junior secondary school is without a senior secondary school.

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However, this research was carried out using the sample frame of the total public secondary school with a total of 25 governments owned public school in Ikeja. The research focuses on public secondary schools due to the fact that the public secondary schools have more population than private schools, which is as a result of the provision of free education through the State Universal Basic Education Board (SUBEB). The Sample size refers to the working population universe of a study. It excludes all members of the population which the researcher might not be able to reach. The sample size is determined using a method that will ensure understanding the phenomenon properly, without incurring too much expenses, wasting much time and human labour. The Morris Model was adopted in drawing the sample size from the total population. A total of 22 schools wereselected as sample size for the study. For this research, a random sampling technique was adopted. The 22 respondents that represent the target population for the study were selected with a predetermined technique where questionnaires were administered to the 22 school management of the public schools.

CONCEPTUAL CLARIFICATIONS AND LITERATURE REVIEW CONCEPTUAL CLARIFICATIONS Location-Allocation Model Location-allocation uses algorithms in a geographic information system to determine the best location for one or more facilities that will best service a given set of demand points. Thus, there are two aspects to the process: determining the best supply location(s) (Location Analysis), and determining to which supply location(s) each demand point or points should be assigned. The location-allocation may take into account such factors as the number of facilities available, their cost, and the maximum impedance from a facility to a service point in order to assign the point to one or more facilities. Network datasets are often used in location-allocation analysis. A network dataset is a dataset that stores topologically connected source features. A topologically correct roads network is an example of a network dataset that is used in network analysis as a critical component in the location-allocation modeling process. For example, if a business owner is trying to determine where to open a new store, a topologically correct roads network and location-allocation would help the

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International Journal of Environmental Design & Construction Management Vol. 19 No. 4 Published by Cambridge Research and Publications September, 2020. owner determine where to place a store that is nearest in distance and quickest in travel time for each of the customers. Location-allocation models are used to identify the optimal locations for new facilities, and underlying population demand. Other applications include provision of schools with consideration of local population characteristics. The model ensures that the most people who need to access a service reach it easily, or is a priority to reach the facility most quickly. Location-allocation models involve two principal elements: 1) multiple facility location; and 2) the allocation of the services or products provided by those facilities to places of demand. Public service location models involve objectives that often maximize access and levels of service, while private sector applications usually attempt to minimize cost. Facilities can reduce costs and keep their accessibility high by using location-allocation analysis. Private- and public-sector organizations can use location-allocation analysis to find the optimal site for a new facility that will service the demand points in the most efficient way possible. However, users should realize that the applications of location-allocation analysis varies depending on the project. Examples of public-sector facilities are schools, hospitals, and fire stations. In a basic formulation, the facility location problem consists of a set of potential facility sites L where a facility can be opened, and a set of demand points D that must be serviced. The goal is to pick a subset F of facilities to open, to minimize the sum of distances from each demand point to its nearest facility, plus the sum of opening costs of the facilities.A simple facility location problem is the Weber problem, in which a single facility is to be placed, with the only optimization criterion being the minimization of the weighted sum of distances from a given set of point sites. More complex problems considered in this discipline include the placement of multiple facilities, constraints on the locations of facilities, and more complex optimization criteria.

LITERATURE REVIEW The quality and quantity of facilities, has impact on educational outcomes, as well as the well-being of students and teachers. This perhaps necessitated the interest by many scholars, researchers, administrators and educational planners in this area. The consensus of opinion among them is that educational facilities in Nigerian public schools are inadequate due to astronomical increase in school

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International Journal of Environmental Design & Construction Management Vol. 19 No. 4 Published by Cambridge Research and Publications September, 2020. enrolment. In a study carried out by Ikoya and Onoyase (2008), it was found that only 26% of secondary schools across the country have school infrastructure in adequate quality and quantity. Ajayi (1999) also reported that many public primary schools are dilapidated due to inadequate funding while many tertiary institutions are living in their past gloriesand have been described as “Glorified Secondary Schools’ as a result of the grossly inadequate facilities in that level of education. Students are admitted to study science courses and Computer Engineering with ill-equipped laboratories and without computers. They still need to enroll in roadside workshops to learn how to operate the computer after graduation or while still in school. This has led to a situation where some courses have had to be disaccredited in some tertiary institutions. According to Emetarom, (2004), educational facilities are material resources in the school which are physical and spatial enablers of teaching and learning which will increase the production of results. When combined with other resources in adequate quality and quantities, constitutes vital inputs for achieving desired educational goals. Owuamanam, (2005) noted that the inadequacy of infrastructural facilities is one of the major problems facing the Nigerian education system. Nwadiani,(2012) is also of the opinion that infrastructural facilities in public schools in Nigeria are inadequate leading to poor utilization.

Historical Development of Public Secondary Schools in Nigeria The western type of education was introduced in Nigeria in 1842 by the missionaries who came to Nigeria. At the early stage, schools were under the control of the missionaries without any clear code or guidelines guiding educational practices in the country. It was more or less a competition to win converts among various religious denominations. As Ejiogu in Akpa, Udoh and Fagbamiye (2005) rightly put it that the competition among the Christian missions led to theestablishment of mushroom and enviable schools and colleges. The activities of these missions led to the geographical disparity in the establishment of schools. While some areas were not adequately served, some had too many schools. Besides, the missions were not really interested in the value of education; they only saw it as an instrument for evangelization. The teaching-learning process was Ejiogu also states that the mission also promoted disunity among communities. Each mission regarded its own doctrine as superior to those of other denominations.

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By 1882 the first education ordinance which provided the general rules and guidelines for the conduct of annual examination for the pupils as well as requirement and condition for the award of leading certificate to the teachers was promulgated. It laid the solid foundation forgovernment involvement in the control of education. Government involvement in education at this time was restricted tosupervision, inspection and assistance by way of grants in aid and over all control for quality and efficiency. Several education ordinances were passed with the purpose of reducing the growth and establishment of unassisted schools. This situation of school ownership and control remained for many years until middle of 1970’s when the various government (state and Federal) in the country decided to take over the school. In 1970, the East central state which was carved out of the former Eastern region, promulgated a decree – the public Education Edict which provided for the transfer to the state all rights to school property and management of such schools. The effect of this action was to terminate the age-long missionary voluntary agency participation in education,(Olagboye, 2000). The decree was in the tradition of the educationalreform acts of 1964 and 1967. The Federal military government already had served notice that “Nigeria cannot afford to leave education to the whims and caprices of individual choice.

Deterioration of Educational Sector in Nigeria Over the years, the educational sector in the Nigeria has greatly deteriorated. Over the past decade, Nigeria has been plagued by frequent political unrest. This political instability has generated negative impacts on the education system. Although education had been in crisis for many years, the situation has recently been made worse by frequent strikes staged by students, faculty and teachers (Moja, 2000). Much of the difficulty lies in the fact that the educational sector is poorly funded, which then results in shortages of material and human resources for education: lack of qualified teachers; a brain drain from the public sector; few instructional inputs, shortage of classrooms, and a host of other problems. These difficulties have been most pronounced at the foundation levels of education. Both primary and secondary school levels have been negatively affected. In 1997 the Federal Minister of Education, following a nation-wide tour of the schools, stated that the basic infrastructure in schools such as classrooms, laboratories, workshops, sporting facilities, equipment, libraries were in a state of total decay. The physical condition of most schools was reported to be pathetic. Concern has been raised about the decline in the quality of the Nigerian higher education system. Earlier literature indicates that

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International Journal of Environmental Design & Construction Management Vol. 19 No. 4 Published by Cambridge Research and Publications September, 2020. the quality of education in some Nigerian institutions in the 1970s was comparable to high quality education offered by top world universities. The quality of education offered by higher education institutions at the present time has deteriorated substantially. The poor quality of many Nigerian university graduates has accelerated. As a result, there is high unemployment amongst graduates especially in fields such as engineering. There is also concern about the lack of recognition of Nigerian degrees by overseas universities. In a report submitted to the World Bank, some of the major issues that need to be addressed includes: i. Infrastructure Provision and Rehabilitation of Existing Buildings ii. Human Resource Capacity Development iii. Access and Equity in the System iv. Quality Control v. Funding Mechanisms

Furthermore, it is also believed that in addition to the various challenges facing the educational system in Nigeria is the inefficiency and inadequacy of qualified teachers. The issue of the factors responsible for the decline of the educational system in Nigeria has brought about so many debates which have resulted into conducting of researchers which revealed that educational decline is as a result of the lack or inefficiency of teachers. Despite years of neglect that have left Nigeria with poor quality public education, there are now indications of Lagos State Government’s desire to improve educational services. Efforts are being made to address the problems facing basic education in the state which include– weak management of education, inadequate implementation of policies, and poor tracking and monitoring of education budgets.

BRIEF DESCRIPTION OF THE STUDY AREA Ikeja is the state capital of Lagos State. The town was founded by an Awori Hunter named Akeja Onigorun, after whom the area is named. To this day, majority of the residents are Awori. The locality was raided for slaves until the mid-19th century. Early in the 20th century, it became an agricultural hinterland of Lagos. Kola nuts were first grown in Nigeria in Ikeja. Communities in the area include Oregun, Ojodu, Opebi, Akiode, Alausa, Ogba, Maryland, GRA and Ipodo. Ikeja, like other Lagos municipalities has suffered from neglect as a result of lack of planning and over concentration of disorganized commercial activities within it. Ikeja city is a large component of the Lagos metropolis. Lagos itself is the largest cityin Nigeria, located at 6°34′60″N, 3°19′59″E along the West African coast and was thecapital city of the country before it was replaced with

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International Journal of Environmental Design & Construction Management Vol. 19 No. 4 Published by Cambridge Research and Publications September, 2020. on 12th December, 1991.However, Lagos remains the commercial nerve centre of Nigeria. The city is a typicalexample in the history of growth and development of urban areas in Nigeria. TheWestern Region administered the city along with Agege, Mushin, Ikorodu, Epe, and Badagry until Lagos State took off as an administrative entity, and in 1976 Ikeja replaced Lagos Island as the capital of Lagos State; consequently, more roads were constructed.

JUNIOR SECONDARY SCHOOLS POPULATION AS AT APRIL 2017 S/ NAME OF SCHOOL TOTAL PERCENTA AVERAGE NO OF STUDENTS N POP GE BELOW 51-80 81-100 ABOVE TOT 50 STUDEN STUDEN 100 AL TS TS STUDEN TS 1 AGIDINGBI JUNIOR GRAMMAR SCHOOL 649 5.2% 1 0 0 0 1 2 ARMY CANTONMENT JUNIOR 1380 11.0% 0 1 0 0 1 SECONDARY SCHOOL 3 ARMY CHILDREN JUNIOR SECONDARY 579 4.6% 1 0 0 0 1 SCHOOL 4 COMMUNITY JUNIOR HIGH SCHOOL 218 1.7% 1 0 0 0 1 5 IKEJA JUNIOR HIGH SCHOOL 1227 9.7% 0 1 0 0 1 6 OGBA JUNIOR GRAMMAR SCHOOL 1350 10.7% 0 1 0 0 1 7 OJODU JUNIOR GRAMMAR SCHOOL 1702 13.5% 0 0 1 0 1 8 OJODU JUNIOR HIGH SCHOOL 1717 13.6% 0 0 1 0 1 9 OKE-IRA JUNIOR GRAMMAR SCHOOL 1148 9.1% 0 1 0 0 1 10 OMOLE JUNIOR GRAMMAR SCHOOL 800 6.4% 1 0 0 0 1 11 ONILEKEKERE JUNIOR HIGH SCHOOL 682 5.4% 1 0 0 0 1 12 OPEBI JUNIOR GRAMMAR SCHOOL 526 4.2% 1 0 0 0 1 13 OREGUN JUNIOR HIGH SCHOOL 616 4.9% 1 0 0 0 1 TOTAL 12594 100.0% 7 4 2 0 13 % PERCENTAGE FOR AVERAGE 53.8% 30.8% 15.4% - 100 STUDENTS %

SENIOR SECONDARY SCHOOLS POPULATION AS AT APRIL 2017

S/ NAME OF SCHOOL TOTAL PERCENT AVERAGE NO OF STUDENTS N POP. AGE BELOW 51-80 81-100 ABOVE TOT 50 STUDEN STUDEN 100 AL TS TS STUDEN TS

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1 AGIDINGBI SENIOR SECONDARY 730 8.1% 0 1 0 0 1 GRAMMAR SCHOOL 2 ARMY CANTONMENT SENIOR 470 5.2% 1 0 0 0 1 SECONDARY SCHOOL 3 ARMY CHILDREN SENIOR SECONDARY 758 8.4% 0 1 0 0 1 SCHOOL 4 BABS FAFUNWA MILL SENIOR 1812 20.2% 0 0 0 1 1 GRAMMAR SCHOOL 5 BABS FAFUNWA MILL SENIOR 1124 12.5% 0 0 1 0 1 SECONDARY SCHOOL 6 COMMUNITY SENIOR HIGH SCHOOL 255 2.8% 1 0 0 0 1 7 IKEJA SENIOR HIGH SCHOOL 645 7.2% 0 1 0 0 1 8 OKE-IRA SENIOR GRAMMAR SCHOOL 746 8.3% 0 1 0 0 1 9 OMOLE SENIOR GRAMMAR SCHOOL 1209 13.5% 0 0 0 1 1 10 OPEBI SENIOR GRAMMAR SCHOOL 323 3.6% 1 0 0 0 1 11 OREGUN SENIOR HIGH SCHOOL 344 3.8% 1 0 0 0 1 12 STATE SENIOR HIGH SCHOOL 564 6.3% 1 0 0 0 1 TOTAL 8980 100.0% 5 4 1 2 12 % PERCENTAGE FOR AVERAGE 41.7% 33.3% 8.3% 16.7% 100 STUDENTS %

JUNIOR SECONDARY SCHOOLS POPULATION AS AT APRIL 2017 S/ NAME OF SCHOOL TOTAL PERCENT AVERAGE NO OF STUDENTS N POP AGE BELOW 51-80 81-100 ABOVE TOT 50 STUDEN STUDEN 100 AL TS TS STUDEN TS 1 AGIDINGBI JUNIOR GRAMMAR SCHOOL 649 5.2% 1 0 0 0 1 2 ARMY CANTONMENT JUNIOR 1380 11.0% 0 1 0 0 1 SECONDARY SCHOOL 3 ARMY CHILDREN JUNIOR SECONDARY 579 4.6% 1 0 0 0 1 SCHOOL 4 COMMUNITY JUNIOR HIGH SCHOOL 218 1.7% 1 0 0 0 1 5 IKEJA JUNIOR HIGH SCHOOL 1227 9.7% 0 1 0 0 1 6 OGBA JUNIOR GRAMMAR SCHOOL 1350 10.7% 0 1 0 0 1 7 OJODU JUNIOR GRAMMAR SCHOOL 1702 13.5% 0 0 1 0 1 8 OJODU JUNIOR HIGH SCHOOL 1717 13.6% 0 0 1 0 1 9 OKE-IRA JUNIOR GRAMMAR SCHOOL 1148 9.1% 0 1 0 0 1 10 OMOLE JUNIOR GRAMMAR SCHOOL 800 6.4% 1 0 0 0 1 11 ONILEKEKERE JUNIOR HIGH SCHOOL 682 5.4% 1 0 0 0 1 12 OPEBI JUNIOR GRAMMAR SCHOOL 526 4.2% 1 0 0 0 1 13 OREGUN JUNIOR HIGH SCHOOL 616 4.9% 1 0 0 0 1

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TOTAL 12594 100.0% 7 4 2 0 13 % PERCENTAGE FOR AVERAGE 53.8% 30.8% 15.4% - 100 STUDENTS %

SENIOR SECONDARY SCHOOLS POPULATION AS AT APRIL 2017

S/ NAME OF SCHOOL TOTAL PERCENT AVERAGE NO OF STUDENTS N POP. AGE BELOW 51-80 81-100 ABOVE TOT 50 STUDEN STUDEN 100 AL TS TS STUDEN TS 1 AGIDINGBI SENIOR SECONDARY 730 8.1% 0 1 0 0 1 GRAMMAR SCHOOL 2 ARMY CANTONMENT SENIOR 470 5.2% 1 0 0 0 1 SECONDARY SCHOOL 3 ARMY CHILDREN SENIOR SECONDARY 758 8.4% 0 1 0 0 1 SCHOOL 4 BABS FAFUNWA MILL SENIOR 1812 20.2% 0 0 0 1 1 GRAMMAR SCHOOL 5 BABS FAFUNWA MILL SENIOR 1124 12.5% 0 0 1 0 1 SECONDARY SCHOOL 6 COMMUNITY SENIOR HIGH SCHOOL 255 2.8% 1 0 0 0 1 7 IKEJA SENIOR HIGH SCHOOL 645 7.2% 0 1 0 0 1 8 OKE-IRA SENIOR GRAMMAR SCHOOL 746 8.3% 0 1 0 0 1 9 OMOLE SENIOR GRAMMAR SCHOOL 1209 13.5% 0 0 0 1 1 10 OPEBI SENIOR GRAMMAR SCHOOL 323 3.6% 1 0 0 0 1 11 OREGUN SENIOR HIGH SCHOOL 344 3.8% 1 0 0 0 1 12 STATE SENIOR HIGH SCHOOL 564 6.3% 1 0 0 0 1 TOTAL 8980 100.0% 5 4 1 2 12 % PERCENTAGE FOR AVERAGE 41.7% 33.3% 8.3% 16.7% 100 STUDENTS %

In the general context, Lagos State is made up of twenty local government council areas out of which sixteen form the metropolitan Lagos and Ikeja Local Government area is one of them. Ikeja is both the administrative capital and Headquarters of Ikeja Local Government Council Area of Lagos State. Ikeja LocalGovernment Council Area is located in the north-central part sharing boundaries withIfako-Ijaiye, Agege, and Alimosho Local Government Council Areas in the western perimeter; Kosofe, and Mushin Local Government Council Areas in the eastern side, while Oshodi-Isolo Local Government Council Area forms the boundary in the southern part (see Fig. 1).

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Figure 1: Map of the Study Area

Source: Ikeja LocalGovernment Area Planning Authority, 2018

DISCUSSIONS On the basis of findings and conclusions, the following recommendations are made: School administrators and government urgently need to upgrade teaching facilities to meet up with modern demands of secondary school education. Digital facilities should be provided in schools. While the schools managers on their part should also try to maintain and manage flip chart, models, public address system, slide picture and projector facilities provided in the school.

RECOMMENDATIONS Effort should be made my alumni to support the school with provision of learning facilities such as laboratory, workshop, and furniture among others; i. In order to promote higher productivity in schools, good and adequate sick bay, treated bed nets refuse disposal first aid box should be provided to the school. While regular school inspection and a good maintenance programmes are recommended to protect the existing school facilities; ii. In order to enhance higher productivity of staff and students fitness in schools, good and adequate sport facilities such as basketball court, volley

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ball court, table tennis and hand ball facilities should be provided to the school; and iii. Principals should solicit help from philanthropist to support them with funds that would be used to provide adequate recreational facilities such as common room, garden, seesaw, swings, and playgrounds.

CONCLUSION On the basis of the findings, the study concluded that most of the schools did not have sufficient teaching facilities, but the available ones have great impact on the students‘academic such as teaching specimens and instructional materials. Learning facilities have been described as an effective tool for educational development in general, had a positive impact on the students academic performance. Study also identified that it is the government that shows negative attitudes on the adequate provision of learning facilities. Schools managers play their parts only when there is adequate provision of these facilities. Health facilities such as sick bay, toiletries, and first aid had positive impact on the students’ academic. It was revealed that some of these facilities are not adequate; there was inadequate sport facilities but the ones available such as football field, basketball court, and table tennis have impact on the students‘ academic performance; and recreational facilities such as gardens, parks, common room, and art galleries among others are not allocated in the school, hence increase students learning.

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