CHAPTER ONE
INTRODUCTION
The primary purpose of the teaching and learning process is to bring about in the learner desirable change in behaviour through critical thinking and innovation. This process does not take place in a vacuum but rather in an environment structured to facilitate learning. Stoner, Freeman and Gilbert (1996) described the environment of an organization as all elements relevant to its operation and they include direct and indirect action elements. School facilities like school workshops constitute the major components of both direct and indirect action elements in the environment of learning. Several studies have shown that a close relationship exists between the physical environment and the academic performance of students. Nwagwu (1978) and Ogunsaju (1980) maintained that the quality of education that children receive bears direct relevance to the availability or lack thereof of physical facilities like school workshops and overall atmosphere in which learning takes place. These facilities play pivotal role in the actualization of the educational goals and objectives by satisfying the physical and emotional needs of the staff and students of the school. Knezevich (1975, p.563) emphasized that the physical needs are met through provision of safe structure, adequate sanitary facilities, a balanced visual environment, appropriate thermal environment, and sufficient shelter space for his work and play. His emotional needs are met by creating pleasant surroundings, a friendly atmosphere, and an inspiring environment. The educational system has undergone tremendous changes in the form of its philosophy, broadened goals and objectives, new approaches to service delivery and architectural design, quantum leap in school enrolment, multiplicity of curricula programmes and extra-curricula activities, introduction of technical education and expanded academic support services such as guidance services to students, teachers and the community, integration of the school and community. The resultant effect of all these changes is the need for creative and innovative steps in the management of School workshops. For example, research findings have shown that students learn better when a combination of methods and materials are employed during teaching. Furthermore, emphasis has shifted towards giving individual attention to students as against teaching large classes which presupposes that all students in a class have the ability to learn at the same pace. The implication of the foregoing is that in designing Workshop, provision should be made for individual and small group interaction and for large groups for academic and social activities. Fenker (2004) stated that facilities management which includes workshop maintenance is a process that ensures that buildings and other technical systems support the operations of an organization. The International Facilities Management Association (2002) asserts that facilities management is the practice of co-ordination of the physical workplace like school workshops with the people and the work of the organization; it integrates the principles of business administration, architecture and the behavioural and engineering sciences. School workshops maintenance is the application of scientific and practical methods in the planning, organizing and taking adequate care of the workshops in other to enhance instructional delivery thus improving teaching and learning.
Workshop maintenance is an inevitable administrative role of a school administrator. It is an intellectually demanding job which requires combined talent and activities of an educational administrator. Proper Workshop maintenance is necessary to provide a satisfactory learning environment, ensures the usefulness of facilities for as long a possible, controls expenditure and improves the general atmosphere of a school for effective teaching and learning operations. However, as a result of inadequate financing of educational institutions coupled with negligence of administrative roles by some school administrators due to sheer apathy, some tertiary institutions in Nigeria fail to adopt proper Workshop maintenance strategies thus leading to the poor performance of students.
The major aim of the study is to examine the strategies for adequate maintenance of workshops for effective instructional delivery. Other specific objectives of the study include;
H0: There are significantly no different strategies for adequate maintenance of workshops for effective instructional delivery.
H1: There are significantly different strategies for adequate maintenance of workshops for effective instructional delivery.
The study would be of immense importance towards the improvement of teaching and learning in educational institutions with the sole aim of improving academic performance through effective instructional delivery. The study would also benefit students, researchers and scholars who are interested in developing further studies on the subject matter through the provision of relevant literature.
This study is on the determination of strategies for adequate maintenance of workshops for effective delivery instructional delivery using the Nnamdi Azikiwe University, Awka Anambra state.
LIMITATION OF THE STUDY
Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
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