INFLUENCE OF INSTRUCTIONAL AND ADMINISTRATIVE SPACE PLANNING ON ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG PRIMARY SCHOOLS PUPILS IN LAGOS STATE, NIGERIA

Abstract

This study examined the influence of instructional space planning and administrative space planning on pupils’ academic achievement in mathematics among primary school pupils in Lagos state.  The targeted population of this study was all the teachers and primary school pupils in 66 pubic primary schools from which a sample of 103 mathematics teachers and 850 primary school pupils was selected using stratified and proportionate random sampling methods. The research design for this study was a descriptive research design. A self-structured questionnaire titled “Instructional and Administrative Space Planning Questionnaire” (IASPQ) was used, validated and reliability coefficient was 0.97 and 0.72 respectively and 0.84 for academic achievement. Two research questions and two hypotheses guided the study at 0.05 level of significance. Data collected were analyzed using standard deviation and inferential statistics such as multiple regressions. Results indicated a significant combined influence of instructional and administrative space planning on academic achievement in mathematics among public primary school pupils (F_{(1,102)= 321.412.} p< 0.05). Results also indicated a significant relative influence of instructional space planning and administrative space planning indices on academic achievement in mathematics in public primary school (b=0.34, t(103)= 4124, P< 0.05) and b = 0.23, t(103) = 6.213, p< 0.05) respectively. In conclusion, it was observed that instructional space planning and administrative space planning influence academic achievement in mathematics among primary school pupils in Lagos. Based on the findings, it was recommended that modern classroom learning environment as well as the mathematics laboratory is conducive and adequate means of ventilation should be provided in order to keep the pupil hygienically sound and healthy in the school.