A STUDY OF STUDENTS’ PERCEPTION OF THE LEARNING ENVIRONMENT: CASE STUDY OF DEPARTMENT OF ARCHITECTURE, COVENANT UNIVERSITY, OTA OGUN STATE

achievement and learning. Few studies have however been done in the study area. The purpose of this study was to investigate the students' perception of their learning environment and the various building components that influence learning in such environment. An open ended structured interview was conducted amongst 22 randomly selected students of architecture of Covenant University, Ota, Nigeria in the 2016/2017 academic session. A content analysis was carried out to analyze the qualitative research data on a basic level using manual coding by grouping the responses based on thematic issues as presented in tables and word clouds. Findings revealed the meaningful patterns and themes affecting learning environment as: school design and maintenance, school structure, physical conditions and furniture arrangement. 45.5% of the respondents emphasized physical condition variables such as lighting, ventilation/air quality, noise levels, colour & decoration, as major components influencing learning environment. 54.5% emphasized furniture arrangement and physical conditions as key components of the learning environment. The culminating influence on performance and students’ achievement was also highlighted with a view to improve the quality of learning environment and school design

IMPACT OF CLASSROOM ARCHITECTURE ON STUDENTS’ LEARNING OUTCOMES IN SELECTED SECONDARY SCHOOLS IN LAGOS STATE, NIGERIA

Nigeria‘s population currently has a massive youth bulge which is meant to be a plus if young people are exposed to learn and acquire knowledge, skills and attitude required to impact on the three main domains of development: affective, behavioural and cognitive development commonly referred to as the ABC of learning. Unfortunately, lack of access to quality education is one of the challenges facing young people. Whilst most studies focused on a singular aspect of students‘ learning outcomes mostly academic achievement; there are limited studies to report the impact of the classroom architecture on all the three domains of learning outcomes: affective (students‘ engagement), behavioural (conducts and actions) and cognitive (academic achievement). Consequently, there have been uncertainties about the influence of some socio-economic factors such as gender, parent‘s economic status, school location amongst others on learner‘s developmental outcomes. As a result, this study aimed to investigate the impact of classroom architecture on students‘ learning outcomes in selected secondary schools in Lagos State with a view to suggesting ways of using architectural design strategies to improve students‘ learning outcomes in the study area. A cross-sectional survey using the mixed method approach was adopted, comprising both quantitative (deductive) and qualitative (inductive) techniques. The study population comprised of all approved public and private secondary schools in Lagos State with a focus on senior secondary schools. The multi-stage sampling technique was adopted using a hybrid of three techniques: purposive sampling, quota and random sampling. A total of 488 copies of questionnaire were retrieved from nine private schools and three public schools as well as non-participatory direct observation of the components of the classroom architecture of each sampled school. The quantitative data were analysed using descriptive statistics (univariate analysis), factor analysis and categorical regression while the qualitative data were reported in tables and photographic records. Findings from this study revealed eleven (11) factors of the classroom architecture that had a significant impact on students‘ learning outcomes across the three domains of learning outcomes. Quality disparities were observed in different classroom environments. Maintenance was found to be a barrier to the perfect working conditions for the available physical components of the classroom architecture. The furniture (desks, chairs & tables) was the only internal component of the classroom architecture that had a significant influence on students‘ learning outcomes. Other significant variables that influenced students‘ learning outcomes were students‘ learning styles, type of school (private or public), and geographic location of the school. This study contributes to advancing goal 4 of the SDG. It recommends that stakeholders in the educational sector should pay attention to the adequacy and quality of classroom components using the eleven (11) factors of the classroom architecture that had a significant impact on students‘ learning outcomes. Architects and design professionals should therefore design the classroom environment to be responsive to meeting students‘ learning styles, enhance active learning and incorporate blended learning

RETROFITTING OF LEARNING SPACES: A CASE STUDY OF ARCHITECTURE DESIGN STUDIOS AT COVENANT UNIVERSITY

Studies have revealed that the physical environment of learning spaces exerts commensurate effect on students learning outcomes. Previous researches have posited for classrooms to be decorated with maps, decals, charts, posters and murals as they increase the interest, attentiveness and motivational level of the students. This is also in addition to the need for classroom walls to be well painted. In architectural education, formal learning takes place at the design studios where the students get to engage, collaborate and learn both theoretically and practically. Increasing the interest of students in inculcating the studio culture, working in the design studio has been a continuous goal. The research design made use of structured interviews carried out randomly to selected students in the undergraduate level of the department of Architecture of Covenant University, Ota, Nigeria in the first semester of the 2017/2018 academic session following the retrofitting of the design studios. The qualitative research were analyzed and presented in tables and word clouds. Findings reveal the positive influence of the retrofitting to a significant population of the respondents and the simultaneous boost in design thinking and studio culture, while few of the respondents were indifferent as to the influence of the retrofitting on their learning outcomes. The study submits that learning spaces should undergo frequent retrofitting and maintenance to suit timely needs of learners and the learning environment. Adaptability, flexibility and responsiveness are key parameters for retrofitting

A REFLECTION ON THE PURPOSE OF SCHOOLING: A SURVEY OF NIGERIAN STUDENTS AND GRADUATES

A number of young people are in school or have gone to school without understanding the purpose of schooling. Research works are ongoing and in daily progression in defining and delineating the difference between schooling and education. Whilst a number of studies have focused on schooling, learning, learning environment and allied themes, there is still a growing concern and few emphatic studies to clear the air on the purpose of schooling. Today, there is a growing desire and crave to get into various cadres of schools in search for degrees and certificates; parents coercing their wards to go to schools, students supposedly not doing well in school and some dropping out of school. On the other hand, we see persons who have gone through various cadres of the four walls, lamenting and agitating for a change in the schooling system. The associated challenges of under-employment and unemployment is also on the rise. The goal of this study was to carry out a survey to appraise the perceived purpose of schooling from Nigerian students and graduates with in other to educate all learners on its accrued dividends. An open ended structured interview was conducted amongst 100 randomly selected Nigerian students and graduates with a view to evaluate their purpose of going to school. A content analysis was carried out to analyze the qualitative research data by grouping the responses based on thematic issues as presented in charts and word clouds. Findings revealed the meaningful patterns and themes on the reflection of students and graduates on the purpose of schooling, such as: capacity building, education, societal expectation, future aspiration, parental decision and knowledge acquisition. 22% of the respondents revealed that they went to school with the perceived purpose to build capacity in their chosen fields; 18% revealed that they went to school because of their future aspirations; a combination of 16% of respondents went to school because of the societal expectation to go to school and the coercing of parents to do the same. 14% on the other hand went to school just to acquire knowledge; while only the balance 9% of the respondents were conscious of going to school as a platform for their education. The study posits that whilst schooling is for a season, its reason must be defined as early as maturity dawn

Socio-Economic Profiling of Students and its Impact on Learning Outcomes

Every student has a need; and the topmost aspiration of every student is to be self-fulfilled with commendable performance in school. For this aspiration to be achieved, many factors such as the kind of learning environment, teaching methods, socio-economic background, students’ motivation amongst others have been found as precursors. In this context, socio-economic characteristics of students include gender, age, class, daily means of transportation to school, geographical location of the school, type of residential accommodation they lived in, and its ownership amongst others. This paper presents findings of a study carried out to measure the impact of socio-economic profiling of students on their academic performance. Quantitative data were collected from twelve sampled secondary schools: nine private owned schools and three public owned schools across three senatorial districts in Lagos State, Nigeria. Multi-stage sampling technique was adopted using a hybrid of three techniques: purposive sampling, quota and random sampling to select the approved schools, group them in quota and final selection of respondents respectively. A total of 674 copies of the questionnaire were administered by hand during the first term of the 2018/2019 academic session. The result identified that amongst several socio-economic characteristics of learners, the geographical location of the school, type of school (private or public) and learning styles of students have more significant impact on students’ learning outcomes. This paper recommends that instilling internal motivation in students irrespective of their socioeconomic background can boost their self-esteem and self-actualisation. This will in turn influence their performance favourabl

Impact of Physical Learning Environment on Students' Learning Outcomes in Secondary Schools in Lagos State, Nigeria

The classroom is the physical learning environment where learning takes place in formal education. More worrisome globally is the need for classroom learning spaces that can improve students’ learning outcomes not just in one aspect of learning outcome but holistically: affective, behavioural and cognitive domains. In achieving this, this paper draws data from findings of a study carried out to investigate the impact of the classroom learning environment on students’ learning outcomes. Quantitative data were collected on 37 variables from students across the three senatorial districts in Lagos State, Nigeria’s commercial capital with the highest number of schools. Multi-stage sampling technique was adopted using a hybrid of three techniques: purposive, quota and random sampling to select the approved schools, group them in quota and final selection of respondents respectively. A total of 674 copies of the questionnaire were administered by hand during the first term of the 2018/2019 academic session. A total of 488 were analysed using descriptive statistics, factor analysis and regression analysis. The result identified eleven (11) significant factors to consider in remodelling classroom learning spaces in order to improve students’ learning outcomes. As a result of these factors, a combined proportion of 53.6% of respondents experienced a significant impact on the classroom physical learning environment on their learning outcomes. 31.8% affirmed to its average impact while only 6.9% averred to its least impact, respectively. This paper provides a focus for Architects, interior designers, space planners and other stakeholders in the educational planning and management on the guidelines for remodelling classroom spaces to holistically improve students’ learning outcomes

Public School Buildings in Lagos, Nigeria: Renovations, Renewable Energy Retrofits and Implications for Technology- based Education

Renovation of existing building stock across several building types has continued to generate interest in built environment research. It is a way of restoring aging building stock to good condition thereby reducing the need for new buildings and ultimately contributing to sustainability through resource efficiency. Residential and nonresidential buildings have been found to be high energy consumers and by implication, carbon emitters. School buildings which form part of the non-residential building stock account for a significant share of energy consumption and carbon emissions of the building sector. As a result of the relatively large stock of buildings erected prior to the enactment of energy efficiency regulations in many jurisdictions, renovation is often seen as an opportunity to improve the energy performance and efficiency of old buildings. Given the conditions of public secondary school buildings in Lagos State, Nigeria and bearing in mind the poor access to energy prevalent in the study area, this paper examines ongoing school buildings renovation programmes with a view to ascertaining the extent to which the renovation efforts contribute to sustainability practices especially through the promotion of renewable energy retrofits. The study employed qualitative research methods to identify school buildings renovated between 2010 and 2020 within the six education zones of the study area. Archival studies, interviews and observation methods provided the data for the study. Content analysis was deployed in the analysis of data collected. The result of the study showed that huge opportunities for the installation of renewable photovoltaic retrofits abound in the buildings studied as exemplified in the huge roof footprints and relative heights of the buildings. The study also found that emphasis was more on making the school buildings durable, functional and secure. Even though opportunities for renewable energy retrofits exist in the renovated buildings, very few school buildings considered had such installations. Hence, most school buildings still relied on the national grid for electricity supply. Given the epileptic supply from the grid, most of the schools resorted to fossil fuel fired generators for electricity supply with dire implications for sustainability. The findings point to the need to make school building renovations more holistic by incorporating the energy efficiency component of building renovation

PROMOTING ICT AND DIGITAL EDUCATION IN PUBLIC SCHOOLS IN LAGOS, NIGERIA USING AFFORDABLE CLEAN ENERGY SOLUTIONS

Goal 4 of the United Nations Sustainable Development Goals (SDGs) aims to ensure inclusive and quality education for all including the promotion of lifelong learning. Hence the goal seeks to promote development of the human person through education. This development is best driven by technology through the application of Information and Communication Technology (ICT) to digital education. The challenges posed by COVID-19 have further made virtual education which is dependent on the acquisition of ICT and digital skills very imperative. Incidentally, technology based education is dependent on the availability of energy which cannot be guaranteed in a developing country context such as Nigeria. Hence, this study is aimed at examining the energy supply situation in selected public secondary schools in Lagos, Nigeria and their coping strategies for ICT and digital education. The study adopted the qualitative approach with data obtained from observation and interviews. The study found that the schools relied mostly on conventional electricity supply from the national grid which was generally epileptic and unreliable. The schools had standby electricity generators to support mains supply and this is a major source of pollution and carbon emissions. The study thus recommended the use of renewable clean energy systems such as solar electricity through photovoltaic cells to power the equipment used for ICT and digital education

INVESTIGATING THE EXTENT OF USE OF BUILDING INFORMATION MODELLING (BIM) IN DEPARTMENT OF ARCHITECTURE, COVENANT UNIVERSITY OTA, NIGERIA

Building Information Modeling (BIM) is gradually gaining wider acceptance in the Nigerian Architecture, Engineering and Construction (AEC) industry and the education industry should match that level of acceptance by training future professionals in the Nigerian AEC industry on the concept and its practice. BIM describes the process of designing a building collaboratively using one coherent system of computer models, rather than as separate sets of drawings. This allows for proper and effective management of information which in turn creates smarter and more informed professionals in a construction industry that loses billions per year, due to ineffective communication. This research aimed at examining the extent of use of BIM in Covenant University‘s department of architecture focused on three major variables; awareness, effective use and application of the subject matter outside the classroom. The result of this research however suggests that the more advanced facets of BIM are used at marginally low levels, compared to the rather basic facets such as 2D and 3D BIM. Nonetheless, this research did not give room for fallacy of generalization as extensive means of cross analysis were used to properly examine awareness, use and application of BIM outside the classroom‘ (amongst other variables) across the several levels of study. Hence, allowing for more detailed and precise finding

Assessing the Impact of Virtual Learning Environments on Architecture Students' Skill Development

This study explores the impact of virtual learning environments on architecture students' skill development during the Covid-19 lockdown. The study collected data from architecture students across three private universities in Southwest Nigeria through a questionnaire. The data were analyzed using multiple regression analysis and factor analysis to identify correlations and patterns in the perceived improvement levels. The results indicate that architecture students experienced significant improvements in various skill areas during the lockdown. Among the respondents, 78% reported enhanced proficiency in digital design and visualization, underscoring their adaptability to digital tools for architectural modeling and rendering. Additionally, 65% of students displayed improved independent learning skills, showcasing their ability to take initiative and explore architectural concepts beyond the traditional classroom setting. Furthermore, 72% of students demonstrated better virtual collaboration skills, emphasizing their capacity to collaborate effectively in online group projects and virtual design presentations. The lockdown also fostered improved time management skills in 61% of students, enabling them to meet project deadlines amidst personal challenges. Moreover, 57% of students developed stronger problem-solving abilities, demonstrating their resilience in finding innovative solutions to design and logistical challenges during the unprecedented circumstances. The research also identified a 63% increase in students refining their presentation skills, adapting to the virtual format for showcasing design ideas verbally and visually. Factor analysis further supported these findings, identifying clusters of skills that exhibited substantial improvements among architecture students during the lockdown. Educational institutions can use these insights to design effective learning approaches that integrate virtual tools and encourage independent learning and problem-solving skills. However, attention should be given to addressing potential disparities in access to resources and technological proficiency to ensure equitable learning experiences. Overall, this study offers valuable implications for architectural education and emphasizes the enduring impact of virtual learning environments on students' skill development. This work suggested further pedagogical investigation in the habitus of virtual learning environments