The effect of school infrastructure on student engagement in STEM learning in Lokoja LGA, Kogi State
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- NGN 5000
Background of the Study
School infrastructure is a vital determinant of the quality of education, especially in STEM learning environments where modern laboratories, well-equipped classrooms, and interactive learning spaces are crucial. In Lokoja LGA, Kogi State, the physical environment of schools—ranging from classroom design, laboratory facilities, libraries, and technological resources—plays an influential role in fostering student engagement and academic performance. Recent studies have highlighted that students in well-maintained schools with state-of-the-art facilities are more motivated and actively participate in STEM-related activities (Adebola, 2023). In contrast, schools suffering from infrastructural deficits often experience lower student morale and reduced opportunities for hands-on experiments, which are essential for understanding complex STEM concepts (Chukwu, 2024). Furthermore, the availability of modern infrastructure not only facilitates effective teaching practices but also inspires students by providing real-life contexts to theoretical knowledge. This relationship is particularly significant in Lokoja LGA, where socio-economic challenges have resulted in varying levels of infrastructure quality across schools. Some institutions benefit from recent government investments, while others continue to struggle with dilapidated facilities and insufficient maintenance. Inadequate infrastructure often leads to overcrowded classrooms, limited access to technology, and an overall environment that is not conducive to active learning. Consequently, these conditions diminish the potential for interactive and experiential learning, which are key to sparking student interest in STEM subjects. The study therefore intends to critically assess the extent to which school infrastructure influences student engagement in STEM learning. By comparing schools with varying infrastructural qualities, this research will identify which elements—such as laboratory facilities, ICT availability, and classroom environment—most strongly correlate with high levels of student participation and enthusiasm in STEM activities. Ultimately, the goal is to provide recommendations that policymakers and educational authorities can use to improve infrastructure, thereby enhancing the learning experience and academic outcomes in STEM fields (Ogbomo, 2025).
Statement of the Problem (300 words)
Despite the acknowledged importance of school infrastructure in enhancing educational outcomes, many schools in Lokoja LGA continue to operate under challenging conditions that adversely affect student engagement in STEM subjects. In numerous institutions, deteriorating facilities, inadequate laboratory equipment, and limited access to modern technology impede the ability of teachers to deliver interactive lessons and hands-on experiments. These infrastructural deficiencies often lead to overcrowded classrooms and a lack of specialized spaces necessary for STEM activities, consequently diminishing student motivation and participation (Adebola, 2023). Teachers have reported that the absence of proper facilities limits their capacity to implement innovative teaching methods, thus creating a gap between curriculum expectations and classroom realities. Moreover, the inconsistency in infrastructure quality among schools in the region has resulted in significant disparities in academic performance, with students from well-equipped schools outperforming their peers in under-resourced institutions. The lack of a sustainable maintenance plan and inadequate funding for infrastructural improvements exacerbate these problems. As a result, there is an urgent need to investigate the impact of these challenges on student engagement and to explore potential strategies for infrastructural enhancement. This study aims to systematically evaluate the relationship between school infrastructure and student engagement in STEM learning in Lokoja LGA, identifying key infrastructural factors that significantly influence academic outcomes. The research will also explore the perceptions of teachers and students regarding the current state of facilities and how these perceptions correlate with engagement levels. Addressing these issues is critical for formulating effective policy interventions that ensure equitable access to quality educational environments, thereby fostering improved STEM performance (Chukwu, 2024; Ogbomo, 2025).
Objectives of the Study
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To evaluate the current quality of school infrastructure in Lokoja LGA.
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To assess the relationship between infrastructural quality and student engagement in STEM subjects.
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To recommend strategic improvements for enhancing school facilities.
Research Questions
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How does the quality of school infrastructure affect student engagement in STEM subjects?
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Which specific infrastructural elements most significantly impact student participation?
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What improvements can be made to enhance the overall STEM learning environment?
Research Hypotheses
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H₁: Improved school infrastructure is positively correlated with increased student engagement in STEM.
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H₂: Poor infrastructure significantly hinders effective STEM learning.
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H₃: Upgrading infrastructural facilities will lead to measurable improvements in student engagement.
Significance of the Study (100 words)
This study is significant as it highlights the critical influence of school infrastructure on student engagement in STEM subjects within Lokoja LGA. The findings will provide essential insights for educational policymakers and school administrators to prioritize infrastructural investments and maintenance. By identifying the infrastructural elements that most affect student participation, the study will guide targeted interventions aimed at creating a more conducive learning environment. Ultimately, enhancing school infrastructure will foster higher student engagement, improved academic performance, and a more dynamic STEM education, contributing to long-term educational and socio-economic development.
Scope and Limitations of the Study
This study is limited to examining the impact of school infrastructure on student engagement in STEM subjects in selected schools within Lokoja LGA, Kogi State. It focuses solely on infrastructural factors and does not account for other variables such as teacher quality or curriculum content.
Definitions of Terms
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School Infrastructure: The physical facilities and resources available within a school, including classrooms, laboratories, and technology.
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Student Engagement: The degree of attention, curiosity, and interest that students exhibit in the learning process.
STEM Learning: Educational activities related to science, technology, engineering, and mathematics.
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