CHAPTER   ONE
INTRODUCTION
1.1    Background of the Study
Learning environment as a predictor of pupils’ academic performance   has been affirmed to influence academic performance among the pupils (Lawani 2004). In view of this, pupils based factors are very important in academic ‘performance and achievement. Pupil’s academic achievement and educational attainment have been studied within different framework. Many of them have focus on parents’ education, occupation or home background (like; family income, language of the home, activities of the family and work methods), while other studies looked at it from the teachers’ variables (such as teachers’ age, experience, education, gender etc) school variables (such as environment structure, buildings, location etc), pupils variables (such as attitude, self-concepts, self-esteem, study habit, interest etc) or parents’ support (such as achievement, motivation of words, parental attitudes towards education, the aspiration of parent etc)
Learning environment are established for the purpose of teaching and learning. It is also more important that the teacher and learners are properly accommodated to facilitate the teaching and learning that goes on this is the essence of the school plant and facilities (Alimi 2004). Therefore, learning facilities are the space interpretation and physical expression of the school curriculum. In Nigeria at large and in Ado-odo Ota, Ogun State in particular, in primary schools, irrespective of ownership are expected to function in compliance with the achievement of the national education objectives. The learning environment, which includes the classrooms, libraries, teachers’ quality, school management, teaching methods, peers etc are variables that affect pupils’ academic performance (Ajayi 2001, and Oluchukwu 2000).
Hence, the learning environment remains an important area that should be studied and well managed to enhance pupils’ academic performance. The issue of poor academic performance of pupils in Nigeria has been of much concern to the government, parents, teachers and even pupils themselves. The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective co-ordination of the learning environment (Ajao 2001).
Leaning environment which includes instructional spaces planning, administrative places planning, circulation space planning, spaces for conveniences planning, accessories planning, the teacher as well as the pupils themselves are essential in teaching – learning process (Oluchukwu 2000).
The extent to which pupils learning could be enhanced depends on their location within the school compound, the structure of their classroom, availability of instructional facilities and accessories (Oluchukwu 2000). It is believed that a well-planned school will gear up expected outcomes of education that will facilitate good social, political and economic emancipation, effective teaching and learning process and academic performance of the pupils.
Relating this study to international occurrences, are the assertions of Williams, Persuade and Turner (2008), quoting Marsden (2005), which reported that safe and orderly learning environment (aspect of instructional space), learning facilities (accessories) were significantly related to pupils’ academic performance  in schools. The three researchers, also quoted Glassman (1994), asserting that a comfortable and caring environment among others treatment helped to contribute to pupils’ academic performance. The physical characteristics of the school have a variety of effects on teachers, pupils and learning process. Poor lighting, noise, high level of carbon dioxide in classrooms, and inconsistent temperature make teaching and learning difficult. Poor maintenance and ineffective ventilation system leads to poor healthy among pupils as well as teachers, which leads to poor performance and higher absentee rates (Frazier, 2002 Lyons, 2001 and Ostendorf 2001).
These factors can adversely affect pupils’ behavior and lead to higher level of frustration among teachers and poor learning attitude among pupils. Beyond the direct effects that poor facilities, which create an uncomfortable and uninviting workplace for teachers, combined with  frost rating behavior by pupils including poor concentration and hyperactivity, lethargy, or apathy, creates a stressful set of working conditions for teachers (Oluchukwu 2000).
Previous studies have investigated the relationship of poor learning environment including problems with student – teacher ratio, learning location, school population, classroom ventilation, poor lighting in classrooms and inconsistence temperature in the classroom with pupils health problems, pupils behavior and pupils achievement (Crandell & Smaldino, 2000; Davis, 2011; Johnson, 2001; Lyons, 2001; Moore, 2002;  Stricherz, 2000; Turner, 2000). To complement these studies the present research examined the influence of learning environment on the academic motivation of primary school pupils in Ado-odo Ota, Ogun State.