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ISSN NO. 2074 -5400 Kenya Journal Of Educational Planning, Economics & Management (Mar 2017) Volume 11, Issue 1
self-concept,
perception,
physical facilities,
academic
performance.
Apart from making the learning environment conducive, the quality of school
physical facilities provides students with a feeling of self-respect and self-worth. Yet
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 and
their self-concept in secondary schools in Taita-Taveta District. The study employed
a correlation research design. The target 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 sampling method. 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 α 0.913 and α 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 learning environment. However, many felt that the sanitation, library and
sports facilities and equipment, the reading material and space in the school libraries
were inadequate and of poor quality. Additionally, they felt that the uncontrolled
diurnal 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 and their self-concept. The finding that students’
perceptions on the state of school physical facilities 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.
KENYA JOURNAL OF EDUCATIONAL
PLANNING, ECONOMICS & MANAGEMENT http://www.emskenya.net
Key Words Abstract
Simon Walwe Juma, Mwangi Ndirangu & Maurice O.Udoto Egerton University, Njoro,
Kenya
THE RELATIONSHIP BETWEEN STUDENTS’ PERCEPTION OF THE STATE OF SCHOOL
PHYSICAL FACILITIES AND THEIR SELF-CONCEPT IN SECONDARY SCHOOLS IN TAITA-
TAVETA DISTRICT, KENYA
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Background Information
The fundamental aim of a school is to enhance pupil’s academic achievement and development
of behaviour and attitudes acceptable to the society. This obligation has put a lot of pressure on
schools to increasingly focus on ways that could improve the attainment of these needs.
However, there has been a predominant belief among researchers that students’ ability, the
teachers’ qualifications, availability of the teaching-learning materials, quality of school
administration and the socio-economic background of learners play a critical role in learning
than other variables (Chepchieng, 1995). Yet students who are less bright but confident about
their ability to solve problems and persistent at school tasks turn out to be higher achievers than
some bright students who are less confident about their academic abilities and who often give up
easily. A recent study by Monga’re et al (2016) concluded that a direct correlation exists between
quality of school facilities provided and student performance in National examinations,
reinforcing the role of school physical facilities on teaching-learning process.
Self-concept may be defined as the set of cognition and feelings that one has on oneself at a
particular moment (Weiten, Dunn, & Hummer, 2014) while Crisp and Tunner (2010) defined
perception as the feelings and attitudes as well as judgments people have towards people and
objects in their environment. Rogers (1951) noted that people’s self-concept influences how they
perceive themselves and their environment. He noted that people whose positive self-concept
leads them to believe that they will succeed are likely to behave in ways that ultimately lead to
success while those who expect failure are much more likely to bring it about through their
actions. The self-concept of mentally healthy people is always consistent with their thoughts,
experiences and behaviour. A number of studies (Higgins, Hall, Wall, Woolner,& McCaughey,
2014, English & Chen, 2011, Al Rukban, Khalil & Al-Zalabani, 2010) have indicated that the
way learners perceive their physical environment is capable of affecting their emotions, attitudes,
feelings and self-concept; crucial inputs for the teaching-learning process. Similar findings were
reported in studies carried out in low and middle income countries (Hungary, Indonesia, Trinidad
and Tobago and Venezuela) which indicated that the learning environment accounted for up to
40 percent of the differences in student learning (Harbison & Hanushek, 1992). Studies have also
shown that children who grow up in unresponsive and uninspiring environments display a
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depressed mental activity, showing the significance of the environment in children’s growth and
development (Brown, Williams & Lynch, 2011).
McConnell (2011) observed that adolescents’ perception of the controllability of a cause is
related to a number of emotional outcomes; including feelings of anger, guilt, pity, and
embarrassment. When they perceive that they are prevented from succeeding because of external
factors that others could have control over such as noise, they often become angry and feel that
nobody is concerned about their welfare. Bakhshialiabad H, Bakhshi M and Hassanshahi G
(2015) observed that quality physical environment is related to better attitudes and feelings
towards school and interest in academic work. If pupils have positive feelings and attitudes, and
look forward to attending school, it stands to reason that they will do better academically. A
study by Veerapen and McAleer (2010) on medical students observed that students in a resource
rich environment were friendly, relaxed, resourceful and positive towards school than those in a
poor milieu; an aspect that are likely to have strong influence on their self-concept and academic
achievement.
In Taita-Taveta District apart from inadequate facilities, a report by UNESCO (2005) on Free Day
Secondary Education noted that many school facilities, especially classrooms had no fixed doors
and windows. They were dirty, dusty, congested and stuffy. Pools of water due to leaking roofs
messed up their books. Given such conditions, the pupils are conscious daily that they are
working against heavy odds and can measure their successes against the physical disadvantage of
the school (UNESCO, 2005). In a study to determine factors causing low transition from primary
schools to secondary schools, head-teachers in the district observed that some pupils from the
surrounding areas avoided their schools because they had poor and unattractive school facilities
(Kikechi, 2004). This implies that the image of a school and what learners think of it are
important aspects in sustaining and engaging them in meaningful learning and stay in schools.
Statement of the Problem
Perceptions and appraisals of objects and events in one’s environment have been seen to
influence people’s feelings, attitudes, emotions and values. The feelings of despair, anger,
alienation and anxiety that may result from such perceptions can distort people’s attitudes and
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their self-concept, which could in turn influence their behaviour. Many of the successes and
failures that people experience in life are closely related to the ways they have learned to view
themselves. Although what is perceived may be substantially different from objective reality,
people often behave accordingly. If students perceive that the school facilities inhibit their
effort, they may display anger, self-pity and apathy towards school and possibly that nobody
cares about their welfare. This may consequently affect their learning, academic achievement
and stay in such schools. In Taita-Taveta District, there has been generally a low transition from
primary school to secondary level of education. Among the reasons cited was lack of interest
among the learners due to unattractive physical facilities in schools. However, despite the fact
that several and significant variables have been examined and their impact on teaching-learning
process determined, few studies have attempted to investigate the relationship between learners’
perception of the state of school physical facilities and their self-concept in Kenyan schools. Yet
the physical environment is important for effective teaching-learning process and student
achievement that cannot be ignored. The study reported in here sought to determine whether
there exists a link between the students’ perception of state of school physical facilities and their
self-concept in secondary schools in Taita-Taveta District.
Purpose of the Study
The purpose of this study was to determine the relationship between students’ perception of the
state of school physical facilities and their self-concept in secondary schools in Taita-Taveta
District.
Objectives of the Study
The study was guided by the following objectives:
(i) To determine students’ perception of the quality of school physical facilities in secondary
schools in Taita-Taveta District.
(ii) To find out students’ perception of the adequacy of school physical facilities in
secondary schools in Taita-Taveta District.
1.6 Hypotheses of the Study
The following hypotheses guided the study:
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Ho1: There was no statistically significant relationship between students’ perception of the
quality of school physical facilities and student’ self-concept in secondary schools in Taita-
Taveta District.
Ho2: There was no statistically significant relationship between students’ perception of the
adequacy of school physical facilities and student’ self-concept in secondary schools in
Taita-Taveta District.
Theoretical Framework
The theoretical framework for this study was based on the Social Cognitive theory of Behaviour
by Bandura (1986, 1997, 2001, & 2002), Perception theories and Ecological theory by
Bronfenbrenner (1986, 1995, & 2000). The social cognitive theory of Bandura explains
behaviour in terms of continuous interaction between the person’s cognitive aspects and objects
in the environment. Bandura noted that these features interact in a reciprocal manner. The
environment can determine a person’s behaviour and the person can also change the
environment. Similarly, the person’s cognitive factors can influence a person’s behaviour and
vice versa. Cognition is the way a person perceives objects, or events in the environment and
processes them into meaning (Santrock, 2005). Cognitive theorists (Piaget 1896 –1980 &
Zygotes 1896-1934) maintained that behaviour is initiated by stimuli, which are physical objects
within the environment. In the school setting, learners are in continuous interaction with the
physical environment predisposed by physical facilities that may be constantly shape their
behaviour, attitudes and the way they perceive themselves. According to ecological theory, self-
concept is a function of the environment and aspects that mediate and perpetuate social
experiences (Hormuth, 1990). The theory focuses on five environmental systems. First is the
Microsystems that includes the adolescent’s family, peers and school where they have a direct
interaction with social agents. The mesosystem relates to the interaction between two or more
Microsystems that shape the adolescents’ experiences. The exosystem relates the social settings
that are responsible for providing experiences to adolescents. The macrosystem on the other hand
is concerned with the culture in which the adolescent live that provides the behaviour patterns
and the beliefs for adolescents. Lastly is the chronosystem which focuses on the sociohistorical
influences on development of adolescents. All these systems emphasizes on the individuals
interaction with environment and the resultant self-concept in the various systems. The
interaction of these variables as derived from the theoretical framework is captured in figure 1.
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Conceptual Framework
Independent variables intervening variables Dependent variable
Figure 1: The Perceptual Process, adapted from Nzuve (1999). Elements of Organization
Behaviour. Nairobi: Nairobi University Press.
In figure 1, the perception of the state of school physical facilities are the perceptual inputs in
the perceptual process acted upon through the perceptual mechanism of thinking, understanding,
and knowing. This is affected by the perceiver’s and object’s characteristics. Once what is
perceived is cognized, attitudes, opinions and feelings will emerge that will result into
behavioural consequences (the self-concept) that will influence the way the perceptual inputs
will be perceived in future.
Materials and Methods
The study employed a descriptive survey design to collect data among the Form Three students
in public secondary schools in Taita-Taveta District. The choice of the descriptive survey design
was based on Gay (1992), Mugenda and Mugenda (1999), and Kathuri and Pals (1993)
contention that this design is the most appropriate when describing attitudes, opinions, values
and perceptual characteristics of the subjects in a study as accurately as possible. McMillan
Perception of
the state of school
physical facilities
Adequacy
Quality
Perceptual Mechanism
Thinking
Understanding
Knowing
Students’ Characteristics
Age
Gender
School Characteristics
Provincial
District
Self-concept
Academic self-
concept
Personal Self-concept
Perception of quality of
learning
environment
Perceptual
Outputs
Attitudes
Opinions
Feelings
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(1992) further argued that in studies that have individual people as units of analysis, descriptive
surveys are excellent vehicles for measuring attitudes and orientation. These two arguments
fitted the study hence the application of a descriptive survey design.
The Location of the Study
The study was carried out in Taita-Taveta District in Kenya. When the study was proposed, the two
districts were one entity before they were split. By the time of data collection, Taveta District had
only three schools. This would not have resulted in the required sample size and a true representative
of the target population if either district would have been chosen. Thus, to get an all-inclusive
representation, the researcher combined the two districts for research purposes. Taita-Taveta District
is among of the twelve districts in Coast Province. They have 8 divisions, namely Mwatate, Jipe,
Chala, Ngomeni, Mwambirwa, Tausa, Wundanyi, and Voi. They border Tana River, Kitui and
Makueni Districts in the North, Kwale and Kilifi Districts to the East, Kajiado District to the North
West and Republic of Tanzania to the South and South West. According to the Taita-Taveta District
Development Plan (1997-2001), the two districts covers an area of approximately 16,975 Sq Km
including 16 Sq Km representing Lake Jipe and Lake Chala. Sixty-two percent (62%) of the district
is occupied by Tsavo National Park and Reserve. Kerlinger (1973) noted that a researcher should be
familiar with the research locale. Thus, being familiar with this locale influenced the researcher to
select this district as the area to carry out the study.
Target Population
The study targeted students from public secondary schools in Taita-Taveta District. The students
were selected from both single sex and co-educational institutions. The rationale for considering
students from public secondary schools was that they are exposed to the same curriculum,
syllabus and teachers with similar professional qualifications hence they may not vary so much.
The accessible population comprised 2311 Form three students in 38 public secondary schools in
Taita-Taveta District. Form three students were selected on the assumption that they had spent
the longest time in the respective schools than either form one or two. It was also assumed that
they had the ability to adequately respond to the questionnaires administered. Form four students
were excluded because of exam concerns and potential exit anxieties. The students were
categorized into 1188 and 1123 students from the 14 Provincial and 26 District secondary
schools respectively. This was due to the perceived difference in terms of facility development
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that could offer dissimilar environments that might be perceived differently. Because the district
does not have national schools, they were not included. Table 1 summarizes this information on
the target population.
Table 1.
Target Population
School Category Number of Schools Number of Students
Provincial
District
14
26
1188
1123
Totals 40 2311
Source: Taita-Taveta District Education Office (2006).
Sampling Procedure and Sample Size
Stratified random sampling methods were employed to get the sample size for the study.
Students’ were first stratified into two categories, those from Provincial and District secondary
schools. Stratifying schools as Provincial secondary and District secondary schools was based
on the assumption that Provincial schools had adequate and quality facilities than District
schools having been developed by the government. District schools (formerly Harambee schools
or Community aided) were mostly developed through parent and community initiative. Because
of the regional disparity in resource endowment, such initiatives did not raise enough funds for
facility development. This presents two different environments that could be perceived
differently by students in either of the schools hence the need for stratification. The entire
sample for the study was determined at a 10 percent index. According to Gay (1992), 10 percent
of the accessible population is enough for descriptive studies. Based on this index, a sample of
260 respondents was selected from both Provincial and District secondary schools. This was
slightly higher than the 10 percent proposed index (232) to cater for non response rate and also
avoid too many missing scores that would be discarded. School registers were used as a sampling
frame. A systematic sampling and random methods were applied to obtain the respondents from
each school. The total number of students in the register was divided by the required sample
from the school to obtain the sampling interval (k). A table of random numbers was then be used
to determine the first number (r). Starting from this randomly chosen number (r), every kth
student in the school register was selected for inclusion in the sample until the required number
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from that school was obtained. This was repeated for all the schools until the required sample
was obtained. As indicated on Table 2, there were139 respondents from Provincial schools
compared to 116 from District schools, accounting for 54.5 and 45.5 percent of the sample
respectively.
Table 2: Sample Size by School category
School
Category Frequency Percent Valid Percent Cumulative Percent
Provincial 139 53.5 54.5 54.5
District 116 44.6 45.5 100.0
Missing System 5 1.9
Total 260 100.0 100.0
Source: Field Data
Data Analysis procedure
After data collection, the questionnaires were thoroughly examined. They were then organized
into frequency tables to suit the various statistics that were applied. They were then keyed into a
computer for further analysis, where a computer programme, the Statistical Package for Social
Sciences (SPSS) was used. Students’ responses on the Student Facility Perception Questionnaire
(SFPQ) and Student Self-Concept Scale (SSS) were summed up based on the five point Likert
scale from strongly disagree to strongly agree and means computed to form students’ perception
and self-concept scores respectively. The mean ratings or scores based on the Likert type scale
were categorized into 5 levels for ease of comparison and discussion; < 2.00 to imply strongly
negative, 2.00 to 2.49 to imply negative, 3.0 to 3.49 to imply undecided, 3.5 to 4.00 to imply
positive, and 4.01 to 5.00 to imply strongly positive.
Findings
Based on the objectives of the study, the following results were obtained.
Students’ Perception of the Quality of School Physical Facilities
The first objective of the study was to determine the students’ perceptions on the quality of
school physical facilities in secondary schools in Taita-Taveta District. Respondents were
presented with eleven items that measured their perceptions on the quality of school physical
facilities. The scores ranged from (1) strongly disagree, disagree (2), undecided (3), agree (4) to
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(5) strongly agree. The responses were later collapsed into agree and disagree for the purpose of
interpretation. The results are presented on the table that follows;
Students’ Perception of the Quality of School Physical Facilities
Statements
Response %
Agree
%
Disagree %
Furniture in the classrooms is comfortable 98.8 65.8 30.5
Broken furniture in the classrooms is regularly repaired 98.4 63.3 34.2
Broken windows in classrooms are replaced promptly 98.4 17.9 78.5
Apparatus in the laboratories are of good quality 98.0 69.6 26.0
The furniture in the laboratories is comfortable to use 99.4 61.8 36.2
The reading materials in the library are relevant 84.7 38.1 45.6
The library has comfortable furniture 97.1 44.4 51.7
The sanitation facilities are maintained at a high level of hygiene 96.5 34.3 61.2
The sanitation facilities are safe and secure to use 98.1 41.1 56.0
The sports facilities and equipment are maintained to the
required standards
97.6 60.5 36.7
Defective equipment are promptly replaced 95.9 49.3 46.5
Results on the Table show that 69.6 percent of the respondents felt that the laboratory apparatus
provided in their schools were of good quality while 60.5 percent of the respondents reported
that their sports facilities and equipment were maintained to the required standard. Over 60
percent of the respondents felt that the classrooms, libraries and laboratories had quality furniture
and hence were comfortable for use. However, in the other six facility areas investigated, the
respondents felt that the facilities were not of the expected quality. As many as 78.5 percent of
the respondents indicated that the classroom windows were not replaced promptly whenever they
were broken while 61.2 percent of the respondents felt that the sanitation facilities in their
schools were unhygienic and not maintained to the acceptable standards. Over 50 percent of the
respondents indicated that the sanitation facilities were unhygienic and not safe for use.
The students’ observations that some school physical facilities were of good quality may be
attributed to the various deliberate government interventions and initiatives that have been meant
to improve the quality of secondary education in the country. Among such interventions include,
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the provision of science equipment or laboratories and grants to secondary schools in Arid and
Semi-Arid areas, in which schools in Taita-Taveta District fall (Teachers’ Service Commission,
2007). The government with the assistance from the development partners especially the Oil
Producing and Exporting Countries (OPEC) is also implementing the GoK/OPEC funded
project, targeting 70 secondary and 350 primary schools where each benefiting school receives
Kshs. 2.1 millions for the construction and equipping of science laboratories (TSC, 2007).
The findings that some school physical facilities were of poor quality confirm the report by
UNESCO (2003) on Secondary Education Reform in Africa. The report noted that in Sub-
Saharan Africa, school health services, classroom maintenance and furniture have deteriorated so
drastically that they cannot meet the educational challenges of the 21st century. In its annual
progress report on the implementation of Vision 2030, the government concurs with this
observation when it admitted that inadequate infrastructure at all level of education in Kenya
undermines its effort address access and equity in education (RoK, 2012). Many school facilities
were unhygienic, poorly maintained and unappealing to learners. They were thus incapable of
attracting and maintaining the required enrolment rates in the said schools.
Students’ Perceptions on the Adequacy of School Physical Facilities
The second objective of the study was to determine students’ perceptions on the adequacy of
school physical facilities in secondary schools in Taita-Taveta District. Respondents were asked
to indicate their agreement or disagreement on a five point Likert scale. The scores ranged from
(1) strongly disagree, disagree (2), undecided (3), agree (4) and (5) strongly agree. However, the
responses were later collapsed into agree and disagree for the purpose of interpretation. Table 4
presents the results.
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Students’ Perceptions on the Adequacy of School Physical Facilities
Statements
Response
%
Agree
%
Disagree
%
Classrooms have adequate space for movement and
interaction
100 67.8 31.0
Classrooms have adequate furniture 99.2 76.6 21.3
The laboratories have adequate space for all students 99.8 67.1 32.5
The laboratories have sufficient apparatus for practical work 97.8 57.9 38.9
The laboratories have adequate furniture 97.4 52.0 44.7
The laboratories have adequate firefighting equipment 98.4 61.0 35.3
The library has adequate reading space for all students 87.5 8.30 76.9
The library has adequate reading material 70.7 13.3 52.4
The library has adequate furniture for all students 99.4 61.8 36.2
The school has adequate toilets 98.8 44.2 54.2
The school has adequate bathrooms 98.8 41.3 56.7
The school has all the required sports facilities and equipment 97.6 30.1 66.7
Results presented on the Table show that respondents felt that their schools had adequate
furniture and space for movement and their teachers. Over 70 percent of the respondents reported
that their classrooms had adequate furniture. Between 52 and 61 percent of the respondents
reported that their laboratories and libraries had adequate furniture for students. Over 60 percent
of the respondents indicated that their classrooms and laboratories had adequate space for
movement and interaction among the learners on one hand, and the teachers on the other.
As already noted, the respondents feeling that their schools had adequate physical facilities may
be attributed to the various deliberate government interventions and initiatives for improving the
quality of secondary education in the country (TSC, 2007). Together with the Constituency
Development Funds (CDF) initiative and the school community, the physical facility situation in
Taita-Taveta District may be improving. However in the other facility areas investigated, the
respondents felt that the facilities were inadequate and not meeting their educational needs. A
significant percent of the respondents, 52.4 % observed that the school libraries had inadequate
study material. The respondents also felt that the sanitation facilities in their schools were
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inadequate. A large percent, 56.7 % reported that their schools, and especially the boarding
category, did not have adequate bathrooms while 54.2 percent felt that their schools had
inadequate toilets.
Correlation Results
The purpose of this study was to determine if there was a relationship between the state of school
physical facilities and students’ self-concept in Taita-Taveta District. Students’ perception of the
quality and adequacy of school physical facilities defined the state of the school physical
facilities and formed the independent variables. The learners’ self-concept, the dependent
variable, was evaluated under four domains; students’ perception of their academic ability,
academic achievement, academic self-confidence and the personal self-concept as may be
predisposed by the state of school facilities. Students’ responses on five point Likert scale were
summed up and means computed for each variable. The means of the independent and dependent
variables were then correlated where Pearson Product-Moment correlations were used to
establish the relationships in order to accept or reject the hypotheses at p-value 0.05 level of
significance.
Ho1: There was no statistically significant relationship between students’ perception of the
quality of school physical facilities and student’ self-concept in secondary schools in
Taita-Taveta District.
The first hypothesis of the study was that there is no statistically significant relationship between
students’ perception of the quality of school physical facilities and their self-concept in
secondary schools in Taita-Taveta districts. Four domains of the learners’ perception of self-
concept were employed for this variable; Perception of Academic Ability (PAA), Perception of
Achievement (PA), Perception of Academic Self-Confidence (PASC) and Personal Self-Concept
(PSC). The means for each of the four domains of the learners’ self-concept together with the
overall mean in all four domains were computed and correlated with the mean responses of the
learners’ perception of the quality of school physical facilities. The means and correlation
results are organized on the following tables:
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The Means and Standard Deviations of the Students’ Perception the Quality and Adequacy
of the School Physical Facilities
Perception Mean Std. Deviation
Mean of Students’ Perception of the Quality of School
Physical Facilities 2.8353 .77750
Mean of Students’ Perception of the Adequacy of School
Physical Facilities 2.9003 .83484
Source: Field Data
Results show that the means of the student perceptions on the adequacy of the school physical
facilities was higher at 2.9003 than was their perception on the quality of school physical
facilities at 2.8353. This means that students had a more favourably attitude towards the
adequacy of school physical facilities than on the quality.
The Means and Standard Deviations in the four domains of the learners’ Self-Concept
Self-concept Domains Mean Std. Deviation
Mean Perception of Academic Ability (PAA) 3.6310 .82946
Mean Perception of Achievement (PA) 3.0223 .96627
Mean Perception of Academic Self-Confidence (PASC) 3.6942 .96359
Mean of Personal Self-Concept (PSC) 3.6345 1.10217
Overall Mean of Self-Concept 3.4888 .84182
Source: Field Data
Results presented on the Table show that students’ perceptions on academic self-confidence was
higher with a mean of 3.6942 than the other domains of student self-concept. The mean score
for personal self-concept was 3.6345, perception of academic ability 3.6310 and the perception of
achievement 3.0223. The overall mean for student self-concept was 3.4888.
Pearson Product-Moment correlations between Student Perception of the Quality of School
Facilities and their Self-concept
PAA PA PASC PSC
Overall Mean Self-
concept
Perception of quality of
school physical facilities .497(**) .458(**) .467(**) .508(**) .546(**)
P-Value .000 .000 .000 .000 .000
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Source: Field Data
** Correlation is significant at p-value .05
Results presented show that there was a significant and positive correlation (r=. 546 at p-value
.05) between students’ perception of the quality of school physical facilities and their self-
concept. Further, it can also be observed that there was a significant and positive correlation
between students’ perception of the quality of school physical facilities and their self-concept in
all the four domains at p-value .05. However the strength of the relationship was higher (r=
.508) for the learners’ perception of personal self-concept than the other domains. Thus, the
hypothesis that there was no statistically significant relationship between students’ perception of the
quality of school physical facilities and their self-concept in secondary schools in Taita-Taveta
Districts was rejected. It was thus concluded that there was a statistically significant and positive
relationship (r=. 546 at α .05) between the learners’ perception of the quality of school physical
facilities and students’ self-concept.
Ho2: There was no statistically significant relationship between students’ perception of the
adequacy of school physical facilities and student’ self-concept in secondary schools in
Taita-Taveta District.
The second hypothesis of the study was that there is no statistically significant relationship
between students’ perception of the adequacy of school physical facilities and their self-concept
in secondary schools in Taita-Taveta districts. Four domains of the learners’ perception of self-
concept were employed; Perception of Academic Ability (PAA), Perception of Achievement
(PA), Perception of Academic Self-Confidence (PASC) and Personal Self-Concept (PSC). The
mean of each of the four domains of the learners’ self-concept together with the overall mean in
all four domains were computed and correlated with the mean responses of the learners’
perception of the adequacy of school physical facilities. Table 24 presents the Pearson Product-
moment correlations results between students’ perceptions of the adequacy of school facilities on
their self-concept.
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Pearson Product-Moment correlations between Student Perception of the Adequacy of
School Facilities and their Self-concept
PAA PA PASC PSC
Overall Mean Self-
concept
Perception of adequacy
of school physical
facilities
.464(**) .406 (**) .467(**) .435(**) .515(**)
P-Value .000 .000 .000 .000 .000
Results presented on show that there was a significant positive correlation (r =.515 at p-value
.05) between students’ perception of the adequacy of school physical facilities and their self-
concept. Comparably, there was a strong correlation (r =.513) between the students’ perceptions
on adequacy of school physical facilities and their personal self-concept than was for the
perceptions on academic ability self-concept (r =.464), academic confidence self-concept (r
=.435) and academic achievement self-concept (r =.406). Based on these results, the hypothesis
that there was no statistically significant relationship between students’ perception of the
adequacy of school physical facilities and their self-concept in secondary schools in Taita-Taveta
District was rejected. It was observed that there was a statistically significant positive
relationship (r =.515 at α .05) between the learners’ perceptions on the adequacy of school
physical facilities and their self-concept.
Conclusions
Several conclusions may be made from this study. The findings showed that students’ felt that
some of the physical facilities provided in their schools were of good quality. This was especially
so as regards to the school furniture and science apparatus. This may be attributed to the
deliberate efforts by the Government and her Development Partners as well as School
Communities towards the improvement in the performance of science subjects. Projects such as
the Strengthening of Mathematics and Sciences in Secondary Schools (SMASSE) and Kenya
Education Sector Support Programme (KESSP), aim at funding education in priority areas such
slums, arid and semi-arid areas like Taita-Taveta District.
The findings that students’ perceptions on the quality and adequacy of school physical facilities,
positively and significantly correlated with their self-concept confirmed that indeed self-concept
is related to students’ school physical environments. It was thus concluded that an improvement
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on the students’ physical environment may positively improve their self-concept, stay in school
and in turn enhance their academic performance.
Besides, the relationship between students’ perception on the quality of school physical facilities
and their self-concept was higher (r = 0.546) compared to the association between students’
perceptions on the adequacy of school physical facilities and their self-concept (r = 0.515). These
findings led to the conclusion that some self-concept domains correlated strongly with
independent variables than others. This meant that maximizing on self-concept in domains of
students’ interest may facilitate the attainment of desirable outcomes in education such as
academic effort and persistence at school tasks and improving learners’ self-concept.
Recommendations
Based on the findings of this study, it was recommended that school managers, administrators
and facility providers in Taita-Taveta District should adhere to the Education Health and Safety
Standards as contained in the Safety and Standard Manual for schools that regulate the provision
and maintenance of school physical facilities. This will ensure that minimum standards are
maintained where learners’ safety and security is not compromised.
Frequent school surveys and inspections should be undertaken by education officials from the
MoE to ensure the adherence to the health and safety standards in schools. The importance of an
orderly, quality and safe environment in improving the students’ feeling of self-worth and self-
concept and enhanced academic achievement has been highlighted in the current study.
Teachers and school administrators in their effort to improve academic performance should also
focus on ways of improving learners’ self-concept. This would make students appreciate that
they are valued and respected, an aspect that is likely to boost their morale and their readiness for
improved academic achievement and sustained stay in schools.
Given regional disparity in terms of resources endowment, it is recommended that the
government intervenes in the provision and maintenance of school physical facilities. This is
because learners perceived to be coming from poor schools will continue to suffer and may not
compete favourably with their mates elsewhere in the country.
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