TB Similar Studies

Facilities have a great impact on academic performances of students, and inadequate facilities
translate to poor performance. The study examined the availability and convenience of the facilities that
were provided to students with special educational needs in mainstreamed schools. It ascertained the
qualifications of teachers teaching in mainstreamed public secondary schools. It determined the
relationship between availability of facilities and academic performance of students with special
educational needs; and also compared the academic performance of male and female students with
special educational needs. The results showed that essential facilities and materials like hand railings,
hearing aids, Braille, instructional materials, and lower toilets were not available, although the few that
were available (typewriters, resource rooms, wheel chairs) were in poor condition. The study showed
that specialist teachers were inadequate in mainstreamed public schools in Southwestern Nigeria. There
was a significant relationship between availability of facilities and academic performance of students
with special educational needs. However, there was no significant difference between the academic
performance of male and female students with special educational needs. The study concluded that
inadequate provision of facilities and materials to mainstreamed public schools would lead to poor
academic performances of students with special educational needs. Finally, adequate funding of
integrated schools would help to overcome the problem of provision and maintenance of special
equipment and materials for the use of students with special educational needs. (Oluremi, 2013)

Effective schools for poor and minority schoolchildren repudiate the notion that family
background and/or socioeconomic status are determinant of a students ability to learn and achieve
success in school. Studies have shown that effective schools for poor and minority students share the
following characteristics: strong and supportive administrative leadership, instructionally effective
teachers, professional development opportunities, consistent monitoring of pupil 14 progress, parent
involvement and support, and a climate of high expectations for all students. In addition, urban schools
that successfully educate poor and minority children believe in the educability of all children and
maintain orderly, safe physical learning environments conducive to teaching and learning. Educational
progress that has eluded many urban schools by deconstructing the social order responsible for
advancing issues of equity in public education. Edmond Contends that progression toward equity in
education requires public policy that begins by teaching poor children what their parents want them to
know and ends by teaching poor children at least as well as it teaches middle-class children. These
educational inequities have been fueled by our nations general failure to educate children of the poor.
(Edmonds, 2006)

In a recent study, twenty-six percent of Chicago public school teachers and more than thirty percent of
Washington, D.C., teachers interviewed reported healthrelated problems caused by the school facility.
Most of these problems were related to poor indoor air quality, with teachers reporting that asthma and
other respiratory problems were the main adverse health effect (Schneider 2002).
Related Lit

School facilities have the important role to ensure the quality of teaching and learning with respect to
achieve quality of education. The performance of school facilities significantly affected on student
achievement. Therefore, the study on measuring school facility performance is basically important to
be taken in order to provide appropriate teaching and learning environment. This paper aims to discuss
about framework on measuring the performance of school facilities in public primary school in
Batubara district in Indonesia. The concept of facility conditions that identified by Schneider is applied
as a basis to measure school facilities performance. The proposed framework is structured through
distributed questionnaire spread over Batubara district in order to find the level of school facilities
performance from stakeholder perspective, in this case for those who work in school that using
facilities. The level of school performance will be ranged from poor to excellent. The results are
expected to be used as a guide for school to improve school facilities in public primary school in
Indonesia concurrently leading to the improvement of the quality of education in Indonesia in the
future. (Hasbullah et. Al 2011)
References:
Edwards, N SCHOOL FACILITIES AND STUDENT ACHIEVEMENT: STUDENT
PERSPECTIVES ON THE CONNECTION BETWEEN THE URBAN LEARNING
ENVIRONMENT AND STUDENT MOTIVATION AND PERFORMANCE
Retrieved from: https://etd.ohiolink.edu/!etd.send_file?accession=osu1164663224&disposition=inline

Oluremi, F Impact of facilities on academic performance of students with special needs in

mainstreamed public schools in Southwestern Nigeria
Retrieved from:
http://onlinelibrary.wiley.com/doi/10.1111/j.1471-3802.2011.01228.x/abstract

Schneider, M Do School Facilities Affect Academic Outcomes?

Retrieved from:
http://www.ncef.org/pubs/outcomes.pdf

Hasbulla et. Al A framework study of school facilities performance in public primary school of
Batubara district in Indonesia
Retrieved from:
http://www.sciencedirect.com/science/article/pii/S1877042811009062