IMPACT OF CLASSROOM LEARNING ENVIRONMENT ON THE PERFORMANCE OF STUDENTS IN CIVIC EDUCATION IN UPPER BASIC EDUCATION
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Background to the Study
Generally education is the corner stone for development. It forms the basis for literacy, skill acquisition, technological advancement and ability to harness human and material resources towards the achievement of societal goal, Federal Republic of Nigeria (FRN, 2013), National Policy on Education. It is commonly understood that democratic self-governance requires informed and educated citizens to support the development of nation. This explains why government of nations spend huge sum of money on educating her citizens,that is why the Nigeria Government had since developed educational policies over the years and is still developing. In Nigeria since 1977 a national policy on education was inaugurated. This has been reviewed over the years to reflect the changing needs of the nation and global trends in education. To attain its educational objectives, Nigeria education system is in three levels, the basic, secondary and tertiary levels. The basic education levelfurther broken into the lower (primary 1-3) middle (primary 4-6) and the upper basic (JSS 1-3). The objectives of basic education outlined in the Federal Republic of Nigeria (FRN, 2014) are: Ensure unfettered access to nine (9) year of formal basic education, the provision of free, Universal Basic Education for every Nigerian child of school going age, reducing drastically the incidence of drop-out from the formal school system, through improved relevance, quality and efficiency. Ensuring the acquisition of appropriate levels of literacy, numeracy, manipulative communicative and life skills as well as the ethical, moral and civic values needed for laying a solid foundation for life-long learning. To attain these objectives a number of subjects were outlined in the curriculum these include: Basic Science, Social Studies, Christian religious studies (CRS), Islamic religious studies (IRS) and Civic Education. Civic Education is one of the core subjects for the entire basic 2 education level. According to Collins (2014) Civic education is the study of the theoretical, political and practical aspects of citizenship, as well as its rights and duties; the duties of citizens to each other as members of a political body and to the government. It includes the study of civil law and civil code, and the study of government with emphasis on the role of citizens as opposed to external factors in the operation and oversight of government. The aim and objectives of civic education include: to teach right attitudes, encourage good citizenship, inculcate good leadership and fellowship, to encourage the spirit of friendship and cooperation and to discourage unholy and bad behaviours. Federal Government of Nigeria (FGN 2013). To attain these objectives, civic education requires an enabling learning environment for teaching. Learning environment includes classroom spaces, planning administrative places, planning circulation spaces, spaces for conveniences andgeneral infrastructure planning. The teachers as well as the students themselves are essential in teaching-learning process. The extent to which students‟ learning could be enhanced depends on their location within the school compound, the structure of their classroom availability of instructional facilities and accessories (Ibrahim 2016). According to (Osborne, 2013), learning environments vary from classroom to classroom and context to context. There are four types of learning environments, each with unique elements. Learning environments can be student- or learner-centered; knowledge-centered; assessmentcentered; and community-centered. Learner-Centered Environments: pay close attention to the needs of the studentswho bring culture, beliefs, attitudes, skills, and knowledge to the learning environment. A learner-centered teacher builds on the conceptual and cultural knowledge of each student. The classroom is often involved in discussion, where the students do much of the talking and construct their own meaning 3 based on prior knowledge and experiences. The teacher acts as a bridge between new learning and what students already know (Osborne, 2013). Knowledge-Centered Environments: focuses on helping students learn information with deep understanding so that students can use it in new situations and contexts. Teachers who believe in knowledge-centered classrooms believe that rote memorization does not lead to true understanding and only helps students learn at the surface. Deep learning involves learning through problem-solving. An example of this type of learning environment is one where a teacher directly teaches a concept, such as how to find area and perimeter. The teacher would then take this concept one step further, connecting this new knowledge to a real-life scenario (Osborne, 2013). For Assessment-Centered Environments, to be effective, learning environments must also be assessment-centered, which stress the importance of feedback to learning. Students need opportunities to get feedback so they can revise their work. Assessments must match learning goals. Formative, or classroom assessment, used to improve teaching and learning, is a constant source of feedback throughout the context of a course. Examples include teacher comments on work and quick checks for understanding in the classroom. Summative, or end-of-unit or course assessment, measures what students have learned by the end of a period of learning activities. Examples include state-wide assessment tests and teacher-made end-of-unit exams(Osborne, 2013). Learning is the process of acquiring new or modifying existing knowledge, behaviours, skills, values, or preference. Learning may occur as a result of habituation or classical conditioning or as a result of more complex activities such as play. Learning may occur consciously or without awareness. Essentially, learning is a process, which involves changes in the behavior of learners 4 (Guga and Bawa, 2015). One of the factors to consider is a conducive learning classroom environment that enhances effective teaching and learning. According to (Sang, 2013), learners learn and perform better when their classrooms are well organized to give enough space to the learners and provide arrangement of starting points for their ideas. Students perform well in an optimistic classroom atmosphere and environment in which they feel secure, safe, cared for and involved (Saminu, 2014).
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