TEACHER'S UTILIZATION OF SCHOOL FACILITIES AND STUDENT ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN SOUTHERN IJAW LOCAL GOVERNMENT AREA OF BAYELSA STATE

TOPIC: TEACHER'S UTILIZATION OF SCHOOL FACILITIES AND STUDENT ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN SOUTHERN IJAW LOCAL GOVERNMENT AREA OF BAYELSA STATE

THIS TOPIC IS ALSO SUITABLE FOR: 
1. Educational Management Department

2. Education Department

This research material contains:

1-Chapter One to Five

2-Recent References/citations

3-Tables/Charts/Graphs in Chapter Four

4-Accurate Data Analysis

5-Table of Contents

6-Questionnare

ABSTRACT
This study was carried out to examine teacher’s utilization of school facilities and students’ academic performance in public secondary schools in Southern Ijaw Local Government Area of Bayelsa State. The study was specifically carried out to examine the influence of teachers’ utilization of classroom facilities on students’ academic performance, assess the effect of teachers’ utilization of library facilities on students’ academic performance, determine the influence of teachers’ utilization of science laboratory facilities on students’ academic performance and examine the effect of teachers’ utilization of information and communication technology (ICT) facilities on students’ academic performance in public secondary schools in Southern Ijaw Local Government Area. The study employed the descriptive research design. Hence, the questionnaire was used for data collection, while the data collected were analyzed using mean and standard deviation for the research questions and logistic regression for hypothesis testing using SPSS. A total population of 420 teachers was used, while a sample size of 205 was determined using Taro Yamane formula and a validated sample size of 190 was used for analysis selected through multi-stage (stratified and convenience) sampling technique. From the responses obtained and analyzed, the findings revealed that teachers’ utilization of classroom facilities significantly influences students’ academic performance with positive coefficients ranging from B = 0.553 to 0.721 and p-values below 0.05; teachers’ utilization of library facilities significantly affects students’ academic performance with B values between 0.547 and 0.694 and p-values below 0.05; teachers’ utilization of science laboratory facilities significantly influences students’ academic performance with B values between 0.548 and 0.736 and p-values below 0.05; and teachers’ utilization of ICT facilities significantly affects students’ academic performance with B values ranging from 0.571 to 0.703 and p-values below 0.05. The study therefore concluded that effective utilization of school facilities enhances students’ academic performance. The study recommended that school authorities should ensure adequate provision and effective utilization of classroom, library, science laboratory and ICT facilities, government should strengthen monitoring of instructional resources usage, and teachers should be regularly trained on modern instructional facility utilization to improve teaching and learning outcomes.

Keywords: School Facilities Utilization, Classroom Facilities, Library Facilities, Science Laboratory, ICT, Academic Performance

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
Education has always been acknowledged as one of the most important tools for human capital development and societal transformation in any country. The fact that educational systems are structured environments in which knowledge, skills and values are transmitted to learners for their own and national development is a fact that has been established to be widely true (Frank, 2026). In many parts of the world, there has been a focus on improving learning environments to improve productivity and life-long skills. Albloushi et al. (2023) have documented the association between effective education systems and cognitive development and socio-economic mobility. It was observed by Mahmoud et al., (2026) that investments in education remained a sign of a country's dedication to sustainable development targets, such as enhancing learning outcomes. Similarly, Alrashidi et al. (2023), underscored the continued importance of education in promoting stability and societal development, and Albaqwi et al. (2025), pointed out the significance of education in fostering innovation and adaptability. Cumulatively, these views placed the education in an organised process related to a number of interrelated factors that facilitate learning and teaching.

School facilities are recognized as key physical and instructional resources that facilitate the teaching and learning process in the school setting. School facilities encompass all the infrastructural and instructional resources used to effectively deliver curriculum materials such as classrooms, laboratories, libraries, and technological tools (Joseph & Fransina, 2023). According to Ugwu et al. (2023), these facilities had played significant roles in fostering conducive learning environment, improved students engagement and participation. In addition, Ezeme et al. (2023) noted that the availability of good education facilities is a factor that has affected the efficiency of teaching and learning and the motivation of learners. According to Funmilayo (2023), facilities utilization meant the utilization of available school facilities in learning and teaching. Albloushi et al. (2023) further emphasized the need for effective and organized utilization of school facilities, as it was associated with good instructional delivery and organized classroom activities.

Teacher utilization of school facilities is a measure of how well teachers use available facilities and instructional resources to facilitate understanding and participation in the learning area. It is known that the role of teachers is crucial in making the curriculum content meaningful and providing it through appropriate utilization of facilities (Jimoh et al., 2026). Njoku et al. (2026) noted that the ability of the teachers to strategically utilize the available resources in catering for the varied learning needs of students had an impact on instructional effectiveness. Frank (2026) highlighted the importance of teachers effectively using instructional resources to enhance students' understanding and retention. Instructional resource utilization was also found to correlate with better interaction in the classroom and knowledge acquisition (Mahmoud et al. (2026). These perspectives, together, suggested that teacher interaction with school facilities is an important factor in determining the quality of instruction and effectiveness of learning in formal learning contexts.

Student academic performance is commonly defined as the measurable result of learning experiences as a consequence of cognitive achievement, skills acquisition and examinations results. Alrashidi et al. (2023) mentioned that a mix of both supportive and instructional practices and learning environments had an impact on academic performance. Albaqawi et al. (2025) remained steadfast that effective use of educational resources had made impact on learning outcomes in various subject areas. Ugwu et al. (2023) also noticed that the performance of learners was also improved when learning environment was well supported with functional facilities. Ezeme et al. (2023) noted that the effectiveness of education would rely upon the harmony between teacher's pedagogical approaches and learning resources. These interrelated factors showed that the rate of use of school facilities had been linked with variation in academic achievement of pupils in the local school system in Southern Ijaw Local Government Area of Bayelsa state.

1.2 Statement of the Problem

Secondary education still continues to be a formal system in which knowledge, skills and behavioral change are nurtured for the betterment of the society. Several factors impacting this educational process have been identified as interrelated, namely teaching methods, learning environment, and availability of resources (Frank, 2026; Albloushi et al., 2023). In addition, educational systems operate optimally when the teaching and learning process are supported by the establishment of institutional structures and coordination of instructional approaches, as noted by Mahmoud et al. (2026). Besides, Alrashidi et al. (2023) highlighted the role of human and material inputs in the school system that influence the learning outcomes. However, despite these clear views, educational effectiveness remains reliant on the extent to which these aspects are integrated in order to fulfil set learning goals. But there are differences in the way educational inputs are operated and converted into educational achievement in various contexts, which warrant a more detailed look at some major dynamics in the operation of school systems, both in terms of inputs and outcomes.

There is a growing concern in public secondary schools in many developing regions such as Bayelsa State, Southern Ijaw LGA on the effective use of the school facilities to improve teaching and learning. Schools and resources like laboratories, libraries, and instructional materials should be seamlessly integrated to enhance understanding and engagement in learning. Nevertheless, Ugwu et al., (2023) and Ezeme et al., (2023) found out that having facilities does not necessarily mean that the same will be used optimally in the teaching processes. Funmilayo (2023) also indicated that poor use of instructional resources is one of the factors that can constrain the quality of teaching and learning, and it can also affect learners' interest and participation. While Mahmoud et al. (2026) and Jimoh et al. (2026) stressed the importance of effective use of resources in improving learning experiences, the extent to which teachers are making use of these resources in classrooms is still inconsistent. This situation gives an imbalance between the expected use and the actual use, and questions are raised about the impact of such use on academic achievement in the study area.

In the best case scenario in the public secondary school, teachers use the school facilities with consistency and effectiveness to provide interactive instruction and participation for the students that will lead to high academic achievement. At present, however, an observation of the academic performance of students in the Local Government Area of Southern Ijaw indicates that despite the few instructional facilities in the schools, academic performance of the students is not uniform. The effectiveness of instruction has been shown to be closely related to the proper utilization of educational resources (Njoku et al., 2026; Joseph & Fransina, 2023); however, evidence showed that this relationship is not maximized in many school settings. Frank (2026) and Albloushi et al. (2023) also pointed out that these resource utilization gaps can be linked to achievement gaps. The question is then, what effect does the use of school facilities have on academic performance of the pupils in the area and what is the extent to which the teacher makes use of the school facilities and how it affects the academic performance of the pupils in the public Secondary Schools in Southern Ijaw Local Government Area of Bayelsa State is the gap knowledge to be addressed by the study.

1.3 Objectives of the Study

The study's main goal is to examine teacher's utilization of school facilities and student academic performance in public secondary schools in Southern Ijaw Local Government Area of Bayelsa State. The study specifically attempted to:

1.Examine the influence of teachers' utilization of classroom facilities on students' academic performance in public secondary schools in Southern Ijaw Local Government Area.

2.Assess the effect of teachers' utilization of library facilities on students' academic performance in public secondary schools in Southern Ijaw Local Government Area.

3.Determine the influence of teachers' utilization of science laboratory facilities on students' academic performance in public secondary schools in Southern Ijaw Local Government Area.

4.Examine the effect of teachers' utilization of information and communication technology (ICT) facilities on students' academic performance in public secondary schools in Southern Ijaw Local Government Area.

Other parts of chapter one include:
1.4 Research Questions

1.5 Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Operational Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter therefore focuses on the concept of school facilities, types of school facilities in secondary schools, information and communication technology (ICT) facilities, concept of students' academic performance, effect of the use of teaching facilities by teachers on academic performance of students, etc. The chapter is sub-grouped into the following major headings:
Conceptual Framework

Theoretical Framework

Empirical Review

Summary of Literature Review

CHAPTER THREE
METHODOLOGY (Preview)
Presented below is a snapshot of key areas of the study methodology, the full and detail chapter three methodology is contained in the instant download document.

Research Design: The study adopted a quantitative research approach.

Population of the Study: The population of the study comprises teachers in public secondary schools in Southern Ijaw Local Government Area of Bayelsa State.

Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 205 participants.

Sampling Technique: The study employed a multi-stage sampling technique involving stratified and convenience sampling methods to select the individual respondents.

Research Instrument: The study utilized a structured questionnaire titled “Teacher’s Utilization of School Facilities and Students’ Academic Performance in Public Secondary Schools in Southern Ijaw Local Government Area of Bayelsa State” as the instrument for data collection.

Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their opinions. Inferential statistics, particularly Logistic Regression, were used to test the hypotheses. The data were analyzed using SPSS, and the results were presented in tables, charts, and graphs.
Full outline for chapter three;
3.1 Research Design

3.2 Population of the Study

3.3 Sample and Sampling Techniques

3.4 Instrumentation of the Study

3.5 Validity of the Instrument

3.6 Reliability of the Instrument

3.7 Administration of the Instrument

3.8 Method of Data Analysis

CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following major findings were made:

i. The study found that teachers’ utilization of classroom facilities has a positive influence on students’ academic performance in public secondary schools in Southern Ijaw Local Government Area, as evidenced by a grand mean of 3.58, with item means ranging from 3.52 to 3.67, above the acceptance benchmark of 3.00. This was further confirmed by the logistic regression result, which showed coefficients (B) ranging from 0.553 to 0.721, Wald values from 5.928 to 12.247 and p-values from 0.000 to 0.015 (p < 0.05), leading to the rejection of the null hypothesis. This implies that effective use of classroom facilities improves academic performance.

ii. The study found that teachers’ utilization of library facilities has a positive effect on students’ academic performance, as evidenced by a grand mean of 3.57, with item means ranging from 3.54 to 3.61, above the acceptance benchmark of 3.00. This was further confirmed by the logistic regression result, which showed coefficients (B) ranging from 0.547 to 0.694, Wald values from 5.609 to 10.517 and p-values from 0.001 to 0.018 (p < 0.05), leading to the rejection of the null hypothesis. This implies that teachers’ use of library resources improves academic performance.

iii. The study found that teachers’ utilization of science laboratory facilities has a positive influence on students’ academic performance, as evidenced by a grand mean of 3.57, with item means ranging from 3.52 to 3.63, above the acceptance benchmark of 3.00. This was further confirmed by the logistic regression result, which showed coefficients (B) ranging from 0.548 to 0.736, Wald values from 5.730 to 12.887 and p-values from 0.000 to 0.017 (p < 0.05), leading to the rejection of the null hypothesis. This implies that practical laboratory use enhances academic performance.

iv. The study found that teachers’ utilization of ICT facilities has a positive effect on students’ academic performance, as evidenced by a grand mean of 3.55, with item means ranging from 3.52 to 3.58, above the acceptance benchmark of 3.00. This was further confirmed by the logistic regression result, which showed coefficients (B) ranging from 0.571 to 0.703, Wald values from 6.214 to 11.425 and p-values from 0.001 to 0.013 (p < 0.05), leading to the rejection of the null hypothesis. This implies that teachers’ use of ICT improves academic performance.

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter covers the following outline:

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Limitations of the study

5.5 Recommendations

5.6 Suggestions for Further Studies

Reference
Appendix

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