Considering that education is the bed rock of every successful society, this study intended to find out the impact of school facilities on teaching and learning in Presbyterian secondary schools in the south west region of Cameroon.
This study used the survey research design which helped to determine the influence of facilities on teaching and learning in selected Presbyterian secondary schools in the South West Region of Cameroon. Data for the study was collected by the use of questionnaire which contained semi structured questions.
The closed ended questions constituted Likert-type four response option items. The secondary schools studied are located in three of the six Divisions of the Region. These are Fako, Meme and Manyu. Of the five secondary schools studied, two are in the urban area of Kumba Meme Division and Limbe Fako Division while three are located in rural areas.
The target population for this study constituted all teachers found in Presbyterian Secondary Schools in the South West Region of Cameroon In this study the researcher used 05 Presbyterian Secondary Schools out of the 07 Presbyterian Secondary Schools in the South West Region of Cameroon. This sample size gave a percentage of 60 from the population giving a total number of representatives of 150.
From the findings, it was realised that the indispensible role of school facilities was approved by almost all the respondents. About three quarters of them held that school facilities classrooms with good air conditions enhance teaching and learning, comfortable seats enable learning as students feel well to participate in class while spacious classrooms give the teacher and student good room for interaction.
This agrees with the study of Buckley, et al., 2004 that poor air movement and ventilation can result in increased student absenteeism and subsequent reduced student performance thermal comfort affect both teacher performance and student achievement and classroom lighting can improve test scores and reduce off-task behavior.
Also, a study of over 2000 classrooms indicated that students with the most classroom daylight progressed 20 faster in one year on mathematics tests and 26 faster on reading tests than those in classrooms with the least amount of natural daylight.
by Rev Mbanwi Pascaline Enjoh "The Impact of School Facilities on Teaching and Learning in Presbyterian Secondary Schools in the SW of Cameroon"
Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-6 , October 2018,