Effects of a well landscaped environment on teaching and learning in basic schools in the Kumasi Metropolis
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Date
2014-08-14
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Abstract
This study assessed the state of grounds in Basic Schools in the Kumasi Metropolis, and its effect on teaching and learning. The study was qualitative and quantitative in approach. 100 Basic schools within the Kumasi Metropolis were selected for the study. Data was collected from head teachers, teachers and pupils. Tools for data collection included structured questionnaires and interview guide.
The study investigated the knowledge of respondents on; the benefits of landscaping schools, the concept of outdoor learning and the relationship between the schools landscape and the school curriculum. The findings of the study revealed that Grounds in Basic Schools in the Kumasi Metropolis were generally poor and the use of ornamental plants was simply lacking in most schools. The research clearly showed that most schools within the study area, that had good landscaped grounds scored very good aggregates in the BECE, while those with very poor or no landscaping performed poorly comparatively, in the BECE. It also revealed that Head teachers and teachers are aware of the functional and aesthetic benefits in landscaping school grounds but not many of them were prepared to help improve on the environment in schools even though it is encouraged.
Description
A thesis presented to the Department of Horticulture,
Faculty of Agriculture, Kwame Nkrumah University of
Science and Technology, in partial fulfilment of the
requirements for the Master of Philosophy (Mphil.) degree
in Landscape Studies,