THE IMPACT OF LANDSCAPE ON ACADEMIC PERFORMANCE IN NIGERIA

TERTIARY INSTITUTIONS (A CASE STUDY OF AUCHI POLYTECHNIC)

TPL. Adeniyi, Joshua Olu1; Ezekiel Ufuoma Lucky2 and Aliyu Abdul-Ahad Oare3
1. Department of Urban and Regional Planning, Rufus Giwa Polytechnic, Owo Nigeria
Email: hadeniyijoe54@yahoo.com (+2348033536010|+2348136937679)
2. Department of Urban and Regional Planning, Rufus Giwa Polytechnic, Owo Nigeria
ezekfoma@yahoo.co.uk (+2348104889531)
3. Department of Urban and Regional Planning, Rufus Giwa Polytechnic, Owo Nigeria
aliyuoare@gmail.com (+2348068893364)
ABSTRACT
The study looks at landscape as a stimulant to better academic performance in Nigeria tertiary
institution with a focus on Auchi polytechnic. The study made use of the case study approach
and a total of 263 questionnaire was administered in the study area using stratified random
sampling method amounting to 0.5% of the total population of staff and students of the
institution. The findings of the study indicates that landscaping helps to improve teaching skill of
staff increase self-worth and image of staff and students, increases students’ academic
performance, encourages outdoors study, influences positive behavior in staff and student,
reduces stress as well as increase student and staff relationship. It was recommended therefore
that the preservation of open space should be encouraged, regular maintenance programme
should be carried out at intervals and also outdoor studies should be encouraged as it also helps
to stimulate retentive learning.
Keywords: Academic performance, Landscape, Sustainability
INTRODUCTION
The first thing an individual notices when he gets to a new place is the landscape practice
in such an environment, this is because landscape is the visible feature of a place and it defines
the self-image of the people living in such a place. Landscape therefore can be seen as the visible
features of an area of land, its landforms and how they integrate with natural or man-made
features (Wikipedia, 2018). Landscaping refers to any activity that modifies the visible features
of an area of land, including, living elements, such as flora or fauna; or what is commonly
called gardening, the art and craft of growing plants with a goal of creating a beautiful
environment within the landscape; natural elements such as landforms, terrain shape and
elevation, or bodies of water; human elements such as structures, buildings, fences or other

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material objects created and/or installed by man; and abstract elements such as the weather and
climatic conditions.
The local environment and landscape is very important to sustainability for the future
(Ashley, 2001). An increase in knowledge and awareness of the local environment will produce
further environmental stewardship. The campus landscape is also often seen as a factor in student
recruitment while seeking admission. It embodies cultural as well as aesthetic values. The
landscape is the first view people see as they approach the campus or as they walk through the
institution. The campus landscape is an institution’s showcase; it is the front door, and the
welcome page. It often reveals more about a college, polytechnic or university than all the
pamphlets, banners or speeches by recruiters and administrators (Judy, 2013).
A school surrounded by an attractive landscape is an inspiration to all students, teachers,
school employees and the parents. The function of landscape at schools are not just to beautify
the surrounding and to provide shade but it should also assist the students’ learning process and
to encourage them to love and appreciate the environment (Salina, Katiman, and Abd. 2014).
School environment is important to the student’s development. Theories of
environmental psychology suggest that environmental context influences social attitudes and
behavior. Some relationships exist between the outdoor physical environment of the school and
the students’ social behavior. Polytechnics and universities campuses are to look different than
other places, because the institution environment “expresses a lot about the quality of academic
life, and play a key role in the community in which it is located” (Dober, 1996; Benjamin, 2016).
Well-designed and connected networks of indoor and open spaces on campuses can be key, yet
typically overlooked catalysts, in student learning and a strong influence on students’ initial and
longstanding experiences that promote a sense of belonging to the learning community (Boyer,
1987; Greene, 2013).
One of the fastest growing tertiary institution in West Africa is Auchi polytechnic. The
school however maintains a campus with natural and artificial landscape. However, over time,
the importance of this landscape to academic performance have been ignored and overlooked by
both staff and students of the area, thus, the necessity of this topic, which focuses on the impact
of landscape on academic performance in Nigeria tertiary institutions with Auchi in view.
LITERATURE REVIEW
Concept of Sustainability

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 Sustainability focuses on meeting the needs of the present without compromising the
ability of future generations to meet their needs (Investopedia, 2018). This concept of conserving
resources for future generations is one of the major features that distinguish sustainable
development policy from traditional environmental policy, which also seeks to internalize the
externalities of environmental degradation (Rachel, 2015). The overall goal of sustainable
development is the long-term stability of the economy and environment; this is only achievable
through the integration and acknowledgement of economic, environmental, and social concerns
throughout the decision making process. The focus of sustainability in this sense deals with the
sustainable maintenance and improvement of existing landscape elements so as to ensure their
availability for present and future generations.
The term “sustainability” as applied to the campus landscape means incorporating the
efficiency and complexity of nature into the landscape, restoring damaged ecologies, increasing
biodiversity, promoting human health, and providing secure livelihoods (while also managing
expectations of the “campus aesthetic”). Importantly, this means that a campus landscape must
be sustainable not only ecologically, but socially and economically as well if it is to contribute to
an institution’s resiliency and health in both the short and long term. Specific applications of
sustainable landscape practices range from designs that encourage walking to methods that
reduce water usage, and from planting shade trees to eliminating the use of harmful chemicals
and fertilizers, to creating “no-mow” zones or using sheep or goats to maintain landscapes
without machinery. Even less ambitious mowing reduction plans can help convert lawn areas to
meadow or forested areas, and institutional-scale composting strategies can provide the campus
with fertilizers and mulch, saving money by reducing purchases of these inputs. In fact,
applications are limited only by the imagination and the will of any campus community.
Ecological Concept
Ecology deals with the studies of the interactions among organisms and their
environment. Objects of study include interactions of organisms with each other and with abiotic
components of their environment. Biodiversity means the varieties of species, genes, and
ecosystems, enhances certain ecosystem services.
Ecological concept deals with the preservation and conservation of natural elements
(including fauna and flora) and features such as organisms (including humans) and resources
compose ecosystems which, in turn, maintain biophysical feedback mechanisms that moderate

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processes acting on living (biotic) and non-living (abiotic) components of the planet. Proper
ecological practice helps to ensure sustainability in life-supporting functions and produce natural
capital like biomass production (food, fuel, fiber, and medicine), the regulation of climate, global
biogeochemical cycles, water filtration, soil formation, erosion control, flood protection, and
many other natural features of scientific, historical, economic, or intrinsic value (Wikipedia,
2018).
The application of this to the study is that proper maintenance of natural features is
necessary to ensure proper functionality of the landscape scenery of the academic environment
so as to stimulate study culture in such areas.
TYPES OF LANDSCAPE
There are two degrees of interaction between man and environment. They are: the
adaptation that relates to man’s use of land in terms of physical or structural impressions. This is
called Hard Impression i.e. putting of roads, structures and other issues relating physical
development into consideration while planning for landscaping. The second is the adaptation that
related to the great gardens of the world or to the open system in general. This is called Soft
Impression e.g. planting of flowers, trees, shrubs, etc.
IMPACT OF LANDSCAPING ON ACADEMIC PERFORMANCE
The nature of an academic environment has a long way to play in student learning and
experiences on campus. It is important to show that today educational environment is far more
than just buildings and books. If the world outside and grounds is designed to be safe, healthy
and rich with learning opportunities, then school environments can be placed in which student
flourish and succeed.
Fredrick law Olmstead an influential landscape designer of early campuses, worked the
philosophy that the physical landscape features had a direct impact on shaping human behavior,
and offer student an active, experiential education versus passive or theoretical learning.
Olmstead stated that natural scenery employ the mind without fatigue. This observation of
campus design features can help mentally fatigue individual and has been empirically
demonstrated in a body of research that uses the Attention Restoration Theory to understand and
describe the many benefits of human nature interactions. Attention Restoration Theory (ART)
centers on the internal and external influences affecting one’s cognitive ability and suggest that

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exposure to and interaction with nature has specific recovery effects on the human attention
system (Kaplan & Kaplan, 1989; Ben, 2016).
Learning is a lifelong and year-round pursuit, which takes place throughout the campus,
not just fragmented indoors in designated instructional spaces (Kenney et al. 2005; Akshatha
Venkatesha, 2014). This is reinforced by Radloff who notes that only “one fifth of a student’s
time is spent in the classroom, contributing about one quarter of the total learning variance
(Radloff, 1998).
Landscape could also reduce the temperature of the environment surrounding the schools.
This is because plants that do the photosynthesis process plays a significant role by way of
producing oxygen and taking in carbon dioxide that is released into the air (Wells 2000). This, to
a certain extent helps to reduce the surrounding temperature. Apart from that, landscape plays the
role as a security element, contributes to stabilize the students’ and teachers’ mental and
psychology. Landscape provides an attractive part by way of aesthetic value (Mohd et al. 2013).
An attractive landscape plays an important part plays a significant role in reducing emotional
pressure among students and parents (Salina, et. al, 2014).
Studies conducted by Ke-Tsung Han (2009) shows that the students’ interactions with
plants could contribute to reduce the negative emotions, increase positive thoughts, reduces
physical pressure and develops the students’ interest towards learning. Plants have effect on
human psychology. Taylor et al. (2001); Hartig et al. (1991); Kaplan (1995) and Wells (2000),
the positive relationship between man and the environment could provide benefit towards mental
stability, improving the behavior and improve health conditions. Relationship with the
environment means man’s interaction with natural elements such as plants, water source or
outdoor surroundings (Kaplan et al. 1998). Contact with outdoor environment without any
limitations could reduce psychological pressure in our daily life (Salina, et. al, 2014).
Valles Planell et.al (2014) said traditional campus indoor spaces by necessity and
function, provide ample opportunities for structured learning experiences that draw upon student
direct attention. However, a student direct experience is not often balanced by unstructured or
structured opportunities for drawing forth effortless indirect attention that occur in human nature
interactions. Today the campus open space still remains a significant center for teaching and
learning for students in natural resources management, sustainability/ecology, agriculture,

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forestry, etc. and more recently, a focus on environmental education and sustainable practices
(Painter, et. al).
According to Kathleen et al. (2015) Student perception of the surrounding campus
landscape and the opportunities it offers for intentional and unintentional learning or recreational
engagement/activity might influence their overall campus experience. Research on student
campus experiences related to surrounding nature in campus landscapes is a relatively newer
research domain. A historic perspective shows that campuses are evolving in response to the
prevailing philosophy of education – older campus plans emphasized disciplinary boundaries and
newer campus designs are more amorphous and integrative. Future research can test the premise
substantiated by past literature that the natural landscape of a college can be an asset by enabling
attention-restorative benefits and positively influencing learning and academic performance.
Traditional campus indoor spaces, by necessity and function, provide ample opportunities
for structured learning experiences that draw upon students’ direct attention. However, a
student’s learning experience is not often balanced by unstructured or structured opportunities
for drawing forth effortless, indirect attention that occur in human-nature interactions (Valles-
Planells, et. al, 2014). Attention to a mix of different learning spaces that combine nature and
interesting architecture (Orr, 2004) provide more options for regulating learning and restoration
cycles. Public areas and outdoor learning environments, including nature trails and ecological
study areas, lend more opportunities for community interaction and social encounters that foster
a sense of belonging, whereas quiet areas provide a place for students to refresh themselves, have
a temporary escape, or quiet reflection, affording an enriched and enjoyable campus life
(Kenney, et al., 2005). Just as Hashimshony & Haina (2006) provide visionary and heuristic
scenarios for a university of the future, we need a vision for integrating a systemic view of what
these integrated campus nature networks would like in the future.
STUDY AREA
The area of study is Auchi Polytechnic, Auchi, Edo state. It is located in Auchi town, a
rapidly developing urban settlement and the administrative headquarters of the Etsako West
Local Government Area of Edo State. It lies between Latitude 6°64’E and 7°05’E and Longitude
6°06’N and 6°10’N of the equator. It is a distance of only one hundred and thirty kilometers
from Benin City, the state capital. The polytechnic campus (all 3 campuses) occupies about 224
hectares and is situated on a stretch of undulating land along the eastern edge of the town. It is a

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modern self-contained campus with academic facilities for the eight (8) schools of which the
institution is made up of namely: Art and Design, Applied Science, Business Studies,
Engineering Technology, Environmental Studies, General Studies, Information and
Communication Technology and Evening Studies. Population of the Polytechnic as at 2017 as
recorded by the Management Information System (M.I.S) of the polytechnic and Staffs
administration is stated at 52,552 persons; of whom 50,216 are students while staffs (academic
and non-academic makes) are 2,336.
The study area lies within the savannah region. Such vegetation indicates an area with tall
grass and short scattered tress. Auchi experiences uniform temperature throughout the year. The
annual temperature lies between 70°f to 85°f all the year round. It has two seasons, the wet and
dry seasons but the dry season is dominant. Auchi is characterized by intermittent rain fall in the
rainy season, which comes between the month of April and October and it is accompanied by
stunning wind (Ezekiel, 2017).

Fig 1.3. Map of Etsako west showing Auchi

Fig 1.1. Map of Nigeria showing Edo state
Source: Department of Urban and Regional
Source: www.google.com, retrieved,
Planning, Auchi Polytechnic, Auchi, 2017
December 14, 2017

Fig 1.4. Map of Auchi showing the study

Fig.1.2. Map of Edo state showing Etsako area
West Source: Department of Urban and Regional
Source: Ministry of Lands and Survey,
Planning, Auchi Polytechnic, Auchi, 2017
Benin City

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RESEARCH METHOD
The research used a case study approach. The research uses both the primary and
secondary source of data for the study. The primary data was gotten through the use of
questionnaire and personal observation by the researcher. The secondary data was gotten from
journals, internet materials, textbooks, dissertations and online materials related to the study.
The primary data was gathered through a field survey carried out by the researcher in the
institution of learning (Auchi polytechnic). A total of 263 questionnaire was administered
randomly to the six (8) schools and departments as well as sections/divisions of the polytechnic,
the heads of section/divisions, the deans, HODs and other members of staff, including students
using stratified random sampling method. This made 0.5% of the total population of the area
which comprises of 52,552 persons, of which 50,216 are students while staff number 2,336 as
stated by the school management Information system (M.I.S) (2017). Checklists were prepared
as an instrument to observe the characteristics and functions of the landscapes in relation to
learning processes and environmental appreciation. The basis of assessment is the relative
advantage of each component of hard, soft and man-made landscapes, flora and fauna in the
respective school measured by way of scale i.e. strongly agree (1), agree (2), neutral (3), disagree
(4) and strongly disagree (5).
DISCUSSION OF FINDINGS
The findings gotten from the survey will be discussed in this section. From the total
questionnaires distributed in the area, 61.59% were females while male respondent made up for
the remaining 38.41%. Most of the respondents have attained their first degree; constituting 65%
of the entire staff population, 23.95% with ND qualification, 7.63% and 3.42% of the
respondents had SSCE qualification. The implication of this is survey was conducted within the
subject tertiary institution; the sample population is characterized of educated persons thus high
quality of data gathered from the respondents.

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Fig. 1. Landscaping Improves teaching skill of staff

100
90
80
70
Agree, 56.65
60
50 Strongly Agree,
33.46
40
30
20 Neutral, 9.89
10
0
Strongly Agree Agree Neutral Disagree Strongly Disagree

Source: Field Survey September, 2017

The opinion of the respondent on how good landscaping can improve the teaching skills
of the staff is shown in fig. 1 above. 33.46% of the total respondents strongly agree to this,
56.65% agreed and 9.89% was neutral. No data however was gotten for disagree and strongly
disagree. This implies that good landscaping provides adequate environment for learning.
Fig. 2. Landscaping Increase Self-Worth and Image of Staff and Students

100
90
80
70
60
50
40
30
20
10
0
Strongly Agree Agree Neutral Disagree Strongly Disagree

Source: Field Survey September, 2017

The survey revealed that 43.35% of the total respondents strongly agree to this, 39.92%
agreed, 13.31% was neutral and 3.42% disagreed with the concept. Every person likes to be
associated with an organized serene and aesthetically pleasing environment, this gives them
some social benefit and a sense of pride and same applies for a well landscaped tertiary
institution.

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Fig. 3. Landscaping Increases students’ academic performance

100

80

60

40

20

0
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree

Source: Field Survey September, 2017

The survey revealed that 43.35% of the total respondents strongly agree to this, 33.46%
agreed, 23.19% was neutral and there were no disagreement with the concept. A proper
landscaping would create an enabling environment for learning, as they would like to stay within
the school premises.
Table 1. Good Landscaping Encourages Outdoors Study
S/N Opinion Frequency Percentage (%)
1 Strongly Agree 123 46.77

2 Agreed 140 53.23

3 Neutral - -
4 Disagreed - -

5 Strongly Disagreed - -
Total 263 100
Source: Field Survey September, 2017
The survey revealed that 46.77% of the total respondents strongly agree to this and
53.23% agreed. With proper landscaping comes the creation of open space, which allows for
sitting. The calmness and shade provided by landscape elements like trees creates a comfortable

10
environment for study. The already existing open space in the polytechnic – though inadequate –
is highly utilized for this purpose.
Table 2. Good Landscaping Influences Positive behavior in Staff and Student
S/N Opinion Frequency Percentage (%)
1 Strongly Agree 79 30.04

2 Agreed 167 63.50

3 Neutral 17 6.46
4 Disagreed - -

5 Strongly Disagreed - -
Total 263 100
Source: Field Survey September, 2017
The survey revealed that 30.04% of the total respondents strongly agree to this, 63.50%
agreed and 6.46% were neutral. The implication therefore is the fact that good landscape helps to
implant good behaviour in staff and students.
Table 3. Good Landscaping Reduces Stress in staff and students
S/N Opinion Frequency Percentage (%)
1 Strongly Agree 53 20.15

2 Agreed 105 39.92

3 Neutral 79 30.04

4 Disagreed 26 9.89

5 Strongly Disagreed - -

Total 263 100

Source: Field Survey September, 2017
The survey revealed that 20.15% of the total respondents strongly agree to this, 39.92%
agreed, 30.04% were neutral and 9.89% were in disagreement with this. A well landscape
environment provides for the rejuvenation of the mind after a long stressful day.

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Table 4. Good Landscaping Increases Student and Staff Relationship

S/N Opinion Frequency Percentage (%)

1 Strongly Agree 105 39.92

2 Agreed 88 33.46
3 Neutral 70 26.62
4 Disagreed - -

5 Strongly Disagreed - -
Total 263 100
Source: Field Survey September, 2017
A well landscape environment provides rest points which bring all people of all cadres
within the institution to a common point. This will mostly foster social integration among such
groups of people. The opinion of the respondent on how good landscaping can increase student
and staff relationship in the institution is shown in Table 8 below. The survey revealed that
39.92% of the total respondents strongly agree to this, 33.46% agreed, 26.62% were neutral and
there was no disagreement with this.
CONCLUSION
The overall results of the analysis tend to suggest that the function of schools’ landscape
has significantly related to efforts of assisting the learning processes and nourishing
environmental appreciation among students in Auchi polytechnic. This study has proven that the
levels of function of certain components of landscape in the school are significantly related to
both academic achievements and environmentally related functionality. Proper landscape assist
in the learning process and this involves the entire components of landscape at schools and this
includes hard and soft landscape elements such as shade trees, plants, fruits, grass, herbs and
others. Such findings are in agreement with study by Kaplan et al. (1998) which emphasized that
the interaction with natural elements such as plants, water source or outdoor surroundings
without any limitations could reduce psychological pressure in human daily life. In terms of
learning processes, reduced psychological pressure would allow positive attitudes to develop and
stimulate students’ learning interest which is desirable in the process of learning at school. This
finding tends to support previous studies by Ke-Tsung Han (2009) that the students’ interactions
12
with plants could help reduce the negative emotions, increase positive thoughts, reduces physical
pressure and develops the students’ interest towards learning. Beautiful landscapes do not only
enhanced the aesthetic value of school’s the environment but also to a certain extent helps to
reduce the surrounding temperature which is essential to learning processes. Thus, landscape that
has an identity and educationally related concept, not only could assist in the learning process but
also nourish students’ affection towards the environment.
RECOMMENDATIONS
Based on the above findings, the following recommendations are given
i. The preservation of open space is vital to the maintenance and effective functioning of a
quality university learning environment it should therefore be encouraged always.
ii. The use of native species of plants should be encouraged as this will require less watering
and less intensive management and can provide habitat for local species of insects and
this will also reduce or eliminate the need for potentially harmful synthetic chemicals
commonly used in managing campus landscaping, including fertilizers and pesticides
iii. Regular maintenance programme should be carried out at intervals to ensure that the
facilities are kept to the require standard.
iv. Plants that can withstand the local weather should be introduced so as to ensure their
longevity and adaptation to the site without much maintenance.
v. Names of trees should be placed on the trees, this way, students and visitors can know the
names of the available trees within the polytechnic.
vi. Outdoor studies should be encouraged as it also helps to stimulate retentive learning.

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