School Location And Students’ Learning And Performance In Colleges
For over four decades, series of studies have suggested the importance of school as social environment of learning. Some of these studies examined locational planning and their attendant consequences on achievement of students in various states of the Federation. The studies were intended to assist education authorities of various states to decide where a particular type of school should be located; the size of a school in each location; whether a new school should be built or otherwise among others.
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The World Bank recommended that the following data were needed for rationalizing and drawing up of both the urban and rural school map. Schools which includes physical aspects, site, type of building, usage, capacity, teachers (numbers, qualification, and age); students which include enrollment in school by age, individual data in age, sex, previous schools, home, location of mode transport, time taken in home/school journey, parental background; Rural and Urban Area Data which include land use administrative map on as large a scale as possible, planning reports, settlement patterns and the likes are required
SCHOOL LOCATION
School location means in any building owned by the school or on any school premises; in any school-owned vehicle or in any other school-approved vehicle used to transports students or participants to and from school or school activities; off school property at any school-sponsored or school-approved activity, event or function, such as a field trip, outpost campsite where students are under the jurisdiction of the school; or during any period of time such staff member is supervising students on behalf of the school or otherwise engaged in school business. A good school location and Classroom environment provides students’ with effective instruction and promotes smooth teaching-learning process and affect academic achievement positively
STUDENTS LEARNING
Learning may be regarded as a result of one’s own efforts to flourish within society. Numerous empirical studies have tried to explain the manner in which students’ individual characteristics ( such as gender, academic motivation, school self-efficacy), the family environment (such as the social support coming from parents) and the school climate (for instance, the social support provided by teachers and colleagues, autonomy granted to learners, quality of instructive practices) have a genuine impact upon the way in which students get involved in the learning activity and the way they gain academic performances. Therefore, the subjects and areas that contribute to self-education and social education should move into pedagogical discourse.
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The contextual model in which learning is seen as a continuous dialogue between individual and the socio-cultural environment regards the existence of an interdependence at the level of three contextual domains as a prerequisite of being a successful learner. Therefore, the factors that are connected and meant to ensure performance in learning are found at the level of the personal context (motivation and expectations, knowing previous interests and beliefs, decision and control), of social context (socio-cultural mediation within the group, mediation conducted by others) and at a physical level (strictness/ accuracy of organization and orientation, design and exploitation of opportunities and experiences).
ACADEMIC PERFORMANCE
Academic achievement is considered to be equal to academic performance, and the common measure of academic achievement of college students is GPA (credit point average), which can be accurately calculated from the marks of each course to measure students’ academic achievement. “Academic” means the result of school work. For example, test scores. When “achievement” is used as a noun, it refers to the results obtained in a career. Academic achievement can be equated with academic performance. The factors influencing the academic achievement of college students using cross-year data on variables such as academic achievement and social engagement, and found that “the higher the level of the student’s institution, the more academic achievement is influenced by the student’s personal input (including factors such as academic engagement, social engagement, and learning goals).
SCHOOL LOCATION AND STUDENTS’ LEARNING AND PERFORMANCE
Poor academic performance has been associated with the location of schools in various studies. Numerous studies link learner’s poor academic performance in specific with the walking distance which the learners travel to reach their schools. The distance traveled by learners from home to school correlated positively with the academic performance of the students. The recent research we carried out showed that most of the learners were affected by the distance which made them use most of their time on traveling than learning. The effect of distance to school students found that the falling level of academic achievement was attributed to teacher’s non-use of verbal reinforcement strategy
