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Kwame Nkrumah University of Science and Technology, Kumasi KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY, KUMASI COLLEGE OF AGRICULTURE AND NATURAL RESOURCES FACULTY OF AGRICULTURE DEPARTMENT OF HORTICULTURE EFFECTS OF A WELL LANDSCAPED ENVIRONMENT ON TEACHING AND LEARNING IN BASIC SCHOOLS IN THE KUMASI METROPOLIS BY SAMUEL EBO OWUSU, BSc. Agric A THESIS PRESENTED TO THE DEPARTMENT OF HORTICULTURE, FACULTY OF AGRICULTURE, KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE MASTER OF PHILOSOPHY (MPhil.) DEGREE IN LANDSCAPE STUDIES MAY, 2014 i DECLARATION This thesis has been the result of my own field research except where specific references have been made. It has not been submitted towards any degree or being submitted concurrently in candidature for any other degree. I hold the responsibility for the views expressed and the factual accuracy of the contents. SAMUEL EBO OWUSU …………………………… ……………………………. (Student) Signature Date MRS. H-V ADZRAKU ……………………………. ……………………………… (Supervisor) Signature Date DR. B. K. BANFUL ……………………………. ……………………………… (Head of Department) Signature Date ii ABSTRACT This study assessed the state of grounds in Basic Schools in the Kumasi Metropolis, and its effect on teaching and learning. The study was qualitative and quantitative in approach. 100 Basic schools within the Kumasi Metropolis were selected for the study. Data was collected from head teachers, teachers and pupils. Tools for data collection included structured questionnaires and interview guide. The study investigated the knowledge of respondents on; the benefits of landscaping schools, the concept of outdoor learning and the relationship between the schools landscape and the school curriculum. The findings of the study revealed that Grounds in Basic Schools in the Kumasi Metropolis were generally poor and the use of ornamental plants was simply lacking in most schools. The research clearly showed that most schools within the study area, that had good landscaped grounds scored very good aggregates in the BECE, while those with very poor or no landscaping performed poorly comparatively, in the BECE. It also revealed that Head teachers and teachers are aware of the functional and aesthetic benefits in landscaping school grounds but not many of them were prepared to help improve on the environment in schools even though it is encouraged. iii DEDICATION To my parents, Prof. S. E. Owusu and Mrs. Mary Cromwell Owusu with much gratitude. iv ACKNOWLEDGEMENT First and foremost, glory and honour goes to my heavenly father for his unending grace, favour and guidance given me throughout my study of this programme. I offer my sincerest gratitude to my supervisor, Mrs. Hannah-Vic Adzraku for her support throughout my thesis work. I am thankful to her for her patience and direction whilst allowing me room to work on my own. One simply could not wish for a better or friendlier supervisor. I am also grateful Dr. Ben Banful, Dr Francis Appiah and Dr, Laura Atuah for helping me through this the program. To my Parents and siblings, I say thank you all for your prayers and support in diverse ways during my study. To all my friends who helped me in the collection of data and analysis, and to all those who supported in various ways, I wish to express my sincerest appreciation. May God bless and favour you all in ways you have not imagined. Thank you. v TABLE OF CONTENT DECLARATION ........................................................................................................................ ii ABSTRACT ............................................................................................................................... iii DEDICATION ........................................................................................................................... iv ACKNOWLEDGEMENT .......................................................................................................... v TABLE OF CONTENT ............................................................................................................. vi LIST OF FIGURES ..................................................................................................................... x LIST OF TABLES ..................................................................................................................... xi LIST OF PLATES ...................................................................................................................... xi CHAPTER ONE ........................................................................................................................ 1 1.0 INTRODUCTION ............................................................................................................... 1 1.1 BACKGROUND ................................................................................................................... 1 CHAPTER TWO....................................................................................................................... 6 2.0 LITERATURE REVIEW ................................................................................................... 6 2.1 DEFINITIONS OF LANDSCAPE AND LANDSCAPING ................................................ 6 2.1.1 Basic Education in Ghana .................................................................................................. 6 2.2 BENEFITS OF LANDSCAPING ....................................................................................... 10 2.2.1 Intelligent Landscape Strategies and School Performance .............................................. 10 2.2.2 Landscape & Heat Stress.................................................................................................. 11 2.2.3 Landscape and Learning Outcomes ................................................................................. 12 2.2.4 Landscape and Cognitive Functioning ............................................................................. 13 2.2.5 Landscape and Social Interaction ..................................................................................... 14 2.3 THE SCHOOL GROUNDS ................................................................................................ 15 2.3.1 The Landscape of the School Ground .............................................................................. 16 2.3.2 The UK and US Situation................................................................................................. 16 2.3.3 Planning of School Grounds ............................................................................................ 18 2.3.4 The Greening of Schoolyards ........................................................................................... 19 2.3.5 Naturalized Schoolyards .................................................................................................. 20 vi 2.4 OUTDOOR LEARNING .................................................................................................... 20 2.4.2 Facilitating Learning through Direct Experience ............................................................. 24 2.5 THE SCHOOL CURRICULUM AND THE LANDSCAPE ............................................. 25 2.5.1 Learning in the School Landscape ................................................................................... 25 2.5.2 Pupils with Special Needs ................................................................................................ 29 2.5.3 Gifted Children ................................................................................................................. 29 2.5 Children’s Interaction with Nature ...................................................................................... 30 CHAPTER 3 .............................................................................................................................. 31 3.0 METHODOLOGY ............................................................................................................ 31 3.1 STUDY AREA .................................................................................................................... 31 3.2 STUDY METHODS AND DESIGN .................................................................................. 32 3.2.1 Data Collection Techniques ............................................................................................. 32 3.2.2 Sampling Techniques ....................................................................................................... 32 3.2.3 Instruments ....................................................................................................................... 33 3.3 ANALYSIS OF DATA ....................................................................................................... 36 3.4 LIMITATIONS OF THE STUDY ...................................................................................... 37 CHAPTER FOUR ................................................................................................................... 38 4.0 RESULTS ........................................................................................................................... 38 4.1 PERIOD IN OFFICE (HEAD TEACHERS) ...................................................................... 38 4.2 YEARS IN TEACHING ..................................................................................................... 38 4.2.1 Classes Taught.................................................................................................................. 39 4.2.2 Subjects Taught ...............................................................................................................
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