School Plant Planning and Students' Academic Achievements in Public Secondary Schools in Delta State

This study examined school plants planning and students’ academic achievement in public secondary schools in Delta State. Four (4) research questions were raised and answered while four (4) null hypotheses were formulated and tested in the study. The variables in the study were reviewed from relevant literature. This research is a correlational study of ex-post facto design and the population consists of all the 479 public secondary school principals and 14,877 teachers in the twenty five (25) Local Government Areas of Delta State. The sample used for this study consists of 50 principals and 1,490 teachers in Delta State public secondary schools selected from 12 Local Government Areas. This represented 10% of the total population (principals and teachers) while 12 Local Government Areas represent 50% of the 25 Local Government Areas. The sampling procedure used was stratified random sampling technique. The instrument used for the study was a self developed questionnaire titled “School Plant Planning and Students’ Academic Achievement Questionnaire and checklist titled “Students Achievement Checklist”.”The instrument was administered with the help of two trained research assistants in the various secondary schools sampled for the study. Mean and standard deviation was used to answer the research questions, while Pearson Product Moment Correlational Statistics was used in testing the null hypotheses at 0.05 level of significance. The findings revealed that pattern of school plant planning differs from one location to another, school facilities have not been equitably distributed to schools. It also revealed that urban schools are more advantageous when it comes to the pattern of distribution facilities and rural schools are marginalized in distribution pattern. Based on the findings, it was concluded that pattern of school plant planning differs from one location to another, school facilities have not been equitably distributed to schools, urban schools are more advantageous when it comes to the pattern of distribution facilities and rural schools are marginalized in distribution pattern. The following recommendation were made that there should be equity in distribution of school facilities to schools as a pattern of school plant planning.There should be proper planning of school site, buildings, equipments, transport, furniture, books, electrical infrastructure, water supply infrastructure, accessories relate to students’ academic achievement. Educational planners should use the right personnel for school plant planning.