Peer-reviewed article
SCHOOL ENVIRONMENT AND LEARNING RESOURCES IN EARLY CHILDHOOD EDUCATION: IMPLICATIONS FOR SUSTAINABLE DEVELOPMENT, HEALTH, NUTRITION AND LEARNING OUTCOMES AMONG PRESCHOOL CHILDREN IN LAGOS STATE NIGERIA.
Titilayo Omowumi Ogunleye, Anthonia Olusola Moronfolu, Fatimah Temitope Araba ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how school environment, learning resources, nutrition, and health affect learning outcomes in early childhood education in Lagos State, Nigeria. The research involved 20 caregivers and used statistical analysis to test relationships between these factors and children's academic and social outcomes. The findings show that supportive school environments with adequate resources and good child health significantly improve learning outcomes. The study argues that sustainable development in education requires integrating quality environments, learning resources, and child health and nutrition support.
Key points
- School environment significantly influences learning outcomes (R = 0.68, p < 0.05)
- The combined effect of learning resources, nutrition, and health was statistically significant (R = 0.79, p < 0.05)
- Pupils in supportive environments with adequate resources and good health demonstrated better academic and social outcomes
- A holistic approach integrating school environments, learning resources, and child health and nutrition is needed for sustainable development
- Policymakers should prioritize investments in early childhood education infrastructure and school-based health and nutrition programmes
Limitations
The study used a very small sample size of only 20 respondents, all caregivers, which limits generalizability of findings. The study design does not establish causation, and there is no information on how learning outcomes were measured or validated.
Abstract
This study examined the influence of school environment, learning resources, nutrition, and health on learning outcomes in early childhood education, with particular emphasis on their implications for sustainable development. The study was supported by Bronfenbrenner’s Ecological Systems Theory (1979), which emphasizes on the role of environmental and child-related factors in shaping developmental outcomes. Descriptive survey research design was adopted, data were collected from 20 respondents comprising of caregivers using a structured questionnaire administered via Google Forms. Data collected were analysed using descriptive statistics and inferential statistics. The findings revealed that school environment significantly influences learning outcomes (R = 0.68, p < 0.05). Also, the combined effect of learning resources, nutrition, and health was found to be statistically significant (R = 0.79, p < 0.05). The results showed that pupils who learn in supportive environments with adequate resources and good health conditions demonstrated better academic and social outcomes. The study concluded that achieving sustainable development in education requires a holistic approach that integrates quality school environments, adequate learning resources, and improved child health and nutrition. It was recommended that policymakers and stakeholders prioritize investments in early childhood education infrastructure, school-based health and nutrition programmes to enhance learning and support sustainable goals.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Improved school environment, adequate learning resources, and school-based health and nutrition programmes for preschool children
- Population
- Preschool children in Lagos State, Nigeria (data from 20 caregivers)
Key finding
School environment significantly influenced learning outcomes (R = 0.68, p < 0.05)