Abstract:
Apart from making the learning environment conducive, the quality of school physical facilities provides students with a feeling of self-respect and self-worth. In spite of this, little attention has been paid on how school physical facilities impact learners’ self-concept in Kenyan secondary schools. The purpose of this study was to determine the relationship between students’ perception of the state of school physical facilities, classroom-learning environment and their self-concept in secondary schools in Taita-Taveta District. The study employed a correlational research design. The target and accessible population was 2311 Form Three students in the 40 public secondary schools in Taita-Taveta District. A random sample of 260 students was drawn using stratified and systematic sampling methods. The Student Facility Perception Questionnaire and Student Self-Concept Scale were used for data collection. The instruments were validated through expert judgment and piloting. Reliability of the instruments was established through Cronbach’s Alpha coefficient. Reliability coefficients of <1 0.913 and 0. 0.965 were obtained for the instruments. This was considered adequate for the study. Data was analysed using percentages, means and Pearson’s correlation coefficiency(r) at p = 0.05. Results from the study indicated that majority of the students felt that the furniture and laboratory apparatus provided in their schools were adequate and of good quality. They also indicated that their school physical facilities were regularly cleaned, thus provided a dirt-free classroom-learning environment. However, many felt that the sanitation, library and sports facilities and equipment, the reading material and space in the schools libraries were inadequate and of poor quality. Additionally, they felt that the uncontrolled diumal temperature variations experienced in the classrooms, laboratories and libraries affected their studies. Correlation results revealed that there was a statistically significant relationship between the students’ perceptions on the state school physical facilities, classroom-learning environment on their self-concept. The finding that students’ perceptions on the state of school physical facilities and classroom-learning environment related to students’ self-concept implied that providing adequate and quality school physical facilities may improve the learners’ self-concept and possibly improve academic performance at school. School administrators and facility providers should place more emphasis on the provision and improvement of school facilities that directly affect the quality of the learning process and shape students’ self-concept in schools in Taita-Taveta District. This should be coupled with regular inspections by the Directorate of Quality Assurance and Standards of the Education Ministry to ensure adherent to the set standards for educational physical facilities provision.
