Various noise distractions contribute to poor performance in schools in this area, necessitating the need to examine noise distraction impacting NECO academic achievements. The study’s goal was to investigate the relationship between noise distraction, selective attention, and how they together influence students’ academic performance. We employed a descriptive survey design.
Students and instructors from public secondary schools in Jos North LGA were the target groups. The population sample was chosen using stratified random sampling. Questionnaires were used to obtain data from teachers and pupils. The proposed questionnaire was used to collect data in chosen schools throughout the LGA. The data was then analyzed with the Statistical Package for Social Sciences (SPSS).
The instruments were tested in Makongo Secondary School. The findings were meant to help stakeholders in improving noise distraction in order to improve student performance. According to the study findings, the key variables impeding students’ performance were a lack of noise prevention facilities, a lack of suitable noise distraction, and a very high TPR.
The teachers’ interactive teaching technique served to increase noise distraction by including the students in the learning process. Noise disturbance at students’ residences was detrimental to study and contributed to low performance. The household from which the pupils originated played an important impact in improving their academic achievement. The noise disturbance at home was very detrimental to learning, and so the students’ performance suffered.
1.1 Introduction to the Research
All education and educational psychology experts agree that effective education is dependent on having a goal, the appropriateness of the physical and social environment of the classroom, the motivation of teachers and students for teaching and learning, the students’ cognitive, emotional, and motor preparation, sound classroom management by teachers, their mastery of the subject, and their passion for their work and the students’ progress. The instructor strives to establish an ideal learning environment in order to prevent the formation of behavior and annoyance elements (1).
The learning environment has a significant impact on students’ learning outcomes. Noise, insufficient light, overcrowded classes, misplaced boards, and an improper classroom arrangement are examples of variables that could be confusing variables distracting students in class (2).
Noise is defined as sounds that interfere with an individual’s capacity to hear what they want or need to hear (3). Background noise in the classroom can come from a variety of sources, including exterior noise (such as road noise), internal noise (students running in corridors), and room noise (such as students talking) (4). According to research, noise has a direct negative impact on student learning, notably on language and reading development (1, 5-8). There are also issues with attention, memory, and motivation (9).
Teachers frequently have to speak loudly in order to compensate for the noise level in classrooms. This type of speaking pattern is considered to be a risk factor for voice issues in instructors (10). Background noise in schools must be addressed so that both students and teachers can study and work in a healthy setting.
High-density, a lack of unoccupied spaces, a bad communication network, and, most importantly, ill-conceived planning have all contributed to the development of educational spaces in Ahvaz metropolis, independent of location, proximity, spread, and compatibility principles and requirements.
This problem, in addition to failing to comply with the principle of equal and fair access of student population to educational places, affects students’ comfort, efficiency, and health and safety on the one hand, and produces numerous problems for students, teachers, and citizens on the other. According to the most recent study examining the location of training centers in Ahwaz using Boolean logic, 63 percent of Ahvaz junior high schools were in the improper location in terms of location criteria.
Furthermore, among Ahvaz’s several educational districts, Education District 2 and District 3 were the most and least favorable educational centers in terms of site optimization (11).
Several studies have been undertaken in Iran to compare the existing state of the educational environment with international standards, as well as the impact of physical variables on the educational attainment of children in schools. Karen et al. (12), Karami et al. (13), Moeinpour et al. (14), Chiang et al. (15), Mills (16), DiSarno et al. (17), Zannin et al. (18-21), Kruger et al. (22), Lewinski et al. (23), Dockrell et al (25).
Education is the foundation of any society’s social, economic, political, and cultural progress. Examining the variables influencing modern society’s development and progress reveals that all of these countries have competent education. Many components work together in each educational system to ensure pupils’ academic success. Because if one component of the system fails, the performance of other components can be diminished or harmed.
Environment in the Classroom
The study of the classroom environment is important since learning is the result of this environment. A suitable classroom atmosphere is a key aspect in enhancing the child’s level of education as an agent of intellectual stimulation.
This has a significant impact on the investigation of crucial topics in classroom education. The technique of dealing with the class, curricular subjects, and instructor behavior are some of the aspects that determine whether the classroom atmosphere is beneficial or negative, rewarding or discouraging to the student.
The academic milieu in school and among students fosters either a favorable or negative attitude toward their schoolwork. Negative attitudes are bound to have a substantial influence on their academic performance and present themselves in undesirable conduct such as inattention and truancy, further affecting their academic accomplishments. Academic achievement is influenced by both school and home noise disturbance (Upadhyay 1983).
Noise distraction, according to Najike (2002) in his study in Papua, New Guinea, has a crucial effect in schoolchildren’s academic progress. Schoolchildren’s success or failure is heavily influenced by the quality of the classroom environment and social atmosphere.
Bradley et al. (1988) investigated the home environment and discovered a substantial relationship between the home environment and children’s achievement, test scores, and classroom behavior. According to Shah and Shamah (1984), a highly significant and positive association exists between the variables, family climate and academic achievement, in their study on the effects of family climate on students’ academic accomplishment.
The learning process is influenced by health, visual and physical flaws, diet, and physical development. Malnutrition affects every part of a child’s personality. This will have an impact on a child’s visual, auditory, and bodily health, affecting his capacity to learn and concentrate (Menmott, Jay and Brennan: 1998).
1.2 Problem Description
Planning can be made more intentionally by considering and analyzing inputs such as physical variables. In addition to physical aspects, there are other elements that influence learning and academic accomplishment, and we can discover their effects by doing study in this area.
Correct performance in diverse disciplines of education cannot be expected if education systems lack the requisite information in such fundamental fields. In contrast, knowing environmental elements affecting the educational process and incorporating them into planning improves students’ mental health and reduces stress, resulting in improved educational achievement.
The purpose of this study was to investigate the impact of noise in educational institutions on the academic achievement of primary school pupils in Ahvaz, Iran during the academic year 2015-2016.
According to National Examination Council 2012 results, Jos North LGA did not feature among the top ten schools in the State, nor did it generate the top candidate, necessitating the need to evaluate the impact of noise distraction on student academic performance. This subpar performance could be related to unwelcome noise disturbance. This study studied the impact of noise distraction on student performance in Jos North LGA of Plateau State.
1.3 Purpose of the Research
The study’s goal was to look into how noise distraction affects students’ academic performance in the National Examination Council (NECO) in Jos North LGA in Plateau State.
1.4 The Study’s Objectives
To look into the impact of noise distraction and selective attention on students’ academic performance. The study aimed to achieve the following goals:
To investigate the association between noise distraction and students’ academic performance.
To explore the relationship between selective attention and student performance.
to investigate the relationship between the educational environment and the academic performance of students
1.5 Questions for Research
Is there a link between noise distraction and academic performance in students?
Is there a link between selective attention and academic performance?
Is there a link between the school environment and students’ academic performance?
1.6 Importance of the Research
The study’s findings may contribute to the current body of knowledge on the factors that contribute to low student performance in local and national exams.
More precisely, the study may provide policy recommendations to the government for improving noise distraction in numerous public secondary schools in Plateau State’s Jos North LGA. This could be accomplished by providing resources and facilities that reduce noise distraction and so make schools more child-friendly.
The findings may also aid in identifying psychological or home issues that impede or enhance learning and in making relevant governmental changes.
The study may also provide remedies to psychological and home variables that impede learning, with the goal of improving performance, attitude, and social concern among stakeholders such as parents and teachers.
1.7 The Research’s Limitations
The study was limited to public secondary schools in Jos North LGA because noise distraction is detrimental to academic performance in many of these schools. This is due to the fact that many classrooms are not secure, and children are subjected to strong winds, dust, and cold. The researcher was motivated to conduct this study because of the unwelcome noise distraction in these schools.
1.8 Limitations of the Research
The study was restricted to a single LGA in the state. All of the other LGAs should have been researched, but due to time and financial constraints, this was not possible. Because this is one of the LGAs with a large number of schools, it is expected to provide a representative sample for the study.
Due to limited infrastructure, transportation from one school to another was also a constraint. Among other things, weather conditions could be an issue. To circumvent these obstacles, the researcher employed motorbikes to speed up the process.
1.9 Organization of the research
The following topics were discussed in chapter one: study background, problem statement, study purpose, objectives, research questions, significance, limitations, delimitation, and description of significant terminology utilized in the study.
The second chapter discusses noise distraction and how it impacts student performance. The chapter delves at the psychological, sociological, and economic factors that contribute to noise distraction, as well as the home environment.
Under research methodology, the following topics are covered in chapter three: study design, target population, sample and sampling design, research instruments, instrument reliability, instrument validity, data collection procedure, data analysis methodologies, and variable operationalization. The fourth chapter discusses data analysis and interpretation, while the fifth gives a summary of findings, conclusions, and recommendations.
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