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This study assessed the impact of environmental elements on the teaching and learning processes of adult learners at the Yetfund skill development centre in Abeokuta. One hundred respondents were utilised, with ten from carpentry, one from bricklaying, twenty-six from tailoring, twenty-six from hairdressing, ten from catering, two from decoration, four from bead making, one from welding, nine from make-up, six from trading, and five from elect/elect.

The study employed random sampling techniques, and the data gathered was examined using basic percentages. The study’s findings indicate that the environment has a significant impact on the teaching learning process of adult learners. Based on the findings and conclusions, it is proposed, among other things, that the government and other stakeholders in charge of literacy programmes provide acoustics for the learner, recognising that adult learners have unique challenges like as learning efficiency.

The First Chapter


1.1 A Brief History of the Problem


The environment can be defined as everything that surrounds something or someone. It consists of both living organisms and natural forces. Living things’ environments provide circumstances for development and growth, as well as danger and injury; because living things do not simply exist in their environments, they continually interact with them.

Organisms vary in reaction to their environment, which includes interactions between plants, animals, soil, water, temperature, light, and other living and non-living things (Ajayi, 2001; Oluchukwu, 2000).

As a result, persons from various domains of expertise (such as history, geography, or biology) use the term environment differently. An electromagnetic environment is the collection of radio waves that equipment like a radio and a reader can encounter. The situation between the stove is referred to as the galactic environment.

Education, as is widely acknowledged, enables individuals to contribute to the development and improvement of the quality of life for themselves, their communities, and the nation as a whole.

The term “school environment” refers to the aspects within the school that have an impact on the teaching-learning process. Classrooms, libraries, technical workshops, teachers’ quality, teaching methods, peers, and other elements can all have an impact on the teaching-learning process (Ajayi 2001). The extent to which students learn could be improved based on what the school environment provides for both students and teachers.

It is considered that a well-planned school will prepare students for expected educational outcomes such as good social, political, and economic emancipation, a successful teaching-learning process, and high academic performance.

The assertions of Williams, Persaud, and Turner (2008), paraphrasing Marsden (2005), that a safe and orderly classroom environment, as well as school amenities, were substantially associated to kids’ academic progress in schools, relate this study to international happenings.

Teaching and learning in rich countries such as the United Kingdom and the United States of America may not face the same issues as in underdeveloped ones. As developing countries discuss awareness and waste owing to parental illiteracy, wealthy countries have focused on subsidising their education without regard for waste or low enrollment (MOEST: Report on Sector Review and Development, 2003).

The government of New York has put in place procedures to ensure that all schools have all of the necessary physical facilities, instructional materials, and other variables that may lead to an effective teaching-learning process. Instructional materials are an important part of the teaching and learning process, and textbooks are frequently the most cost-effective way of enhancing academic attainment and increasing school efficiency (Psachropoulous&Woodhall, 1995).

low learning environments have traditionally been regarded as significant variables that lead to low performance in public primary schools in underdeveloped countries (UNICEF, 2003). This is due to an overstretching of existing resources as a result of rising enrollment. Physical school characteristics in Uganda have a variety of effects on teachers, students, and the learning process.

Poor lighting, noise, excessive levels of carbon dioxide in classrooms, and fluctuating temperatures all complicate the teaching-learning process. Poor maintenance and ineffective ventilation systems result in poor student health and greater absentee rates (Frazier, 2002 Lyons, 2001, and Ostendorf, 2001).

Aside from the direct effects of poor facilities on students’ ability to learn, the combination of poor facilities, which create an uncomfortable and uninviting workplace for teachers, and frustrating behaviour by students, including poor concentration, has an impact on the teaching learning process.

The issue is similar in Kenya, where numerous schools suffer from a lack of or inadequacy of physical infrastructure and teaching materials (UNICEF, 2003). Effective teaching and learning may not occur unless schools are well equipped with physical facilities and instructional resources.

Class size is another issue that has an impact on the teaching-learning process in most developing-country schools. Since the start of Free Primary Education (FPE), enrolment in Kenya has increased, resulting in congestion in classrooms, making the teacher’s job difficult because he/she cannot simply move around in the classroom (Wabuoba, 2011), as mentioned in Chuma (2012).

The school administration is an important aspect in a school’s success. The head teacher should be able to guarantee that all variables inside the school that make the school environment conducive to the teaching-learning process are in place to ensure that quality standards are met.

According to the Education Act of 1968, the head teacher is accountable for all that occurs in the school and is responsible for overall management, control, and maintenance of standards. Okumbe (2001) assigns him the responsibilities of planning, organising, staffing, coordinating, reporting, and budgeting. The teaching-learning process can be monitored by assessing pupils using continuous assessment tests (CATS) and standardised examinations.

Lower Nyokal division school environmental elements such as instructional material availability, physical facility availability, class size, and school location are aspects inside the school that may affect the teaching-learning process in the Homa-Bay district. When the division’s rate of repetition, drop out, and absenteeism appears to be excessive, an effective teaching-learning process may not take place, affecting learner performance.

A person’s environment is defined in psychology and medicine as the actual things, places, and events with which the individual interacts. The environment influences a person’s behaviour. It has an impact on a person’s body, intellect, and heart (Goliber 2003).

Nature versus nurture debates are sometimes presented as genetics versus environment. The Earth is the only planet in the solar system where life can exist. The environment in biology and ecology refers to all natural materials and living creatures, including sunlight. This is often referred to as the natural environment.

Some people identify as environmentalists, and they believe that we must conserve the environment (in order to keep it safe). They believe that individuals should reduce their pollution (waste) to the environment. We respect sunlight and forests as crucial elements of the environment.

These are renewable natural resources because as we consume them, more naturally grows. Non-renewable natural resources are key components of the ecosystem that do not replenish themselves naturally, such as coal and natural grass (Banning 2001).

Furthermore, the amount to which learner learning can be improved is determined by the location within the school premises, the organisation of the classroom, the availability of instructional and access facilities. It is assumed that a well-planned school will prepare students for healthy social, political, and economic independence, as well as an effective teaching and learning process and academic performance.

1.2 Statement of the problem

School environment location or school site is one of the factors that affect academic success. This is because in a case when the school is located in a noisy environment, such as an airport, where activities distract the adult’s teaching or learning. One would not expect such mature learners to perform well academically.

According to Onkwo (2004) in his remark, a favourable setting promotes a learner’s growth and development. Learners are happier in a tranquil and welcoming setting, whereas schools located in busy metropolitan areas are related with mental focus impairments, leading to low performance in students.

Noise is defined as anything that interferes with teaching or learning processing strategies, feelings for personal control, or arousal levels. Other elements that influence learners’ academic achievement include economic, motivational, and emotional aspects (Franser 1978).

The gadgets, resources, and facilities in both sorts of communities will impact the learners’ learning processes, even if some are not as well equipped. Adult learners cannot attain all of their objectives on their own. As a result, they must have adequate technological resources, such as textbooks, clients, computers, visual and audio-visual aids, photographs, and posters.

1.3 The Importance of the Research

This study will provide information for educators, corporate bodies, and school administrators to consider numerous elements that assist pupils in meeting their academic objectives. In doing so, they can look into the possibilities of incorporating those characteristics into their centre, which could lead to improved educational outcomes for pupils.

Furthermore, the fact that this study is being conducted serves as literature for individuals who may want to conduct research on similar topics in the same or related field, and the entire society will benefit from the study as individuals, organisations, government parastatals, religions, homes, and so on who lay their hands on this research work will have in-depth knowledge of the effect of environment on teaching adult learners.

1.4 The scope of the research

The research looked into the learning processes of adult learners at Yetfund Skill Development Centre in Abeokuta, Ogun State.

1.5 Purpose of the research

The goal of this study is to investigate the impact of environmental elements on the teaching and learning processes of adult learners, using yetfund skill development centre in Abeokuta as a case study.

1.6 Investigational questions

– What is the relationship between the environment and the performance of the learner?

– Does a lack of school amenities have an impact on student performance?

– Does overcrowding in class have an effect on the performance of adult learners?

1.7 Glossary

i. Adult learner: A person over the age of 18 who is engaged in some type of learning. They may also be referred to as mature learners, adult returners, adult students, or returning adults.

ii. Factors: A constituent or element that causes certain effects or results, or denotes a specific multiple, number, or quantity.

iv. Environment: The collection of goods, conditions, or influences that surround one; surroundings; milieu

iv. Teaching: Imparting knowledge or expertise or instructing (someone) on how to do something through example or experience.

v. Learning: The acquisition of knowledge or abilities through experience, study, or instruction.

vi. School Environment: The physical environment of a school includes the school building and its surroundings.

vii. Learning Attitude: A mood or style of thinking that influences one’s behaviour.

The intellectual, social, emotional, and physical contexts in which students learn are referred to as the classroom environment.

viii. School Management: They provide succinct reference material on the fundamental notion of school.

x. Accessories Planning: The process of establishing goals and devising strategies in a data collecting.

xi. Instructional Space Planning: This is to create a vision to guide the construction and management of instructional spaces.

xii. Administrative Space Planning: An study, as well as general administration tasks.

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