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The paper begins by conceptualizing the concept o f physical and social learning environment. Then the paper examines the importance o f those learning environments, characteristics o f the environments, and effects o f poor learning environment. The paper put forward recommendations and concludes that there is no alternative to conductive physical and social environment in the derive to facilitate teaching and learning. Introduction The Nigerian educational objectives as contained in National Policy on Education (FRN, 2005) recognized the pivotal role played by education in the overall national development. The actualization o f those objectives largely depends on the availability o f conducive teaching and learning environment. According to Udeozor (2002:122) environment is the combination o f the natural objects, namely: living and non-living, human-made objects, the interrelationship between these, and various circumstances which surround people on earth. It could be argued then that environment is the basis o f all life (Adara, 1988) cited in Udeozor, 2002). Thus, environment has some physical, social, emotional and psychological dimensions. The physical learning environment consist of all the movable and immovable assets existing in the school on one hand, and those other similar ones facilitating learning at home (Udeozor, 2002:123). Within the school, the physical environment includes the classrooms, offices, staff rooms, toilets, laboratories, sporting facilities, libraries, plants, water, desks and chairs, audio-visual materials, books, light, temperature and any others. The availability and proper utilization of the school facilities stimulates learning. The social learning environment refers to the relationship between the learner, the immediate family and the significant others. The social factors affecting learning, otherwise known as the social learning environment, include the family, teacher, peer group, community, society and government. Aliyu (2006) observed that the state o f the social environment either facilitates or frustrates learning. A percieved conducive environment is the one that is characterized by favourable or desirable physical, social, emotional and psychological conditions. This type of environment has the tendency for stimulating teaching and learning. This paper therefore focuses attention on the physical and social learning environment in Nigerian schools, its challenges and possible solutions. An Overview o f the Physical and Social Learning Environment o f Nigerian Schools Im portance of Conducive Physical L earning E nvironm ent Udeozor (2002) enumerated some of the importance o f conducive physical learning environments, thus: i. Academic achievement: An enduring change in behaviour (learning) is achieved as a result of experience gained in a stimulating and satisfying physical environment. ii. Adjusted behaviour: The absence of a favourable physical learning environment can manifest in maladjusted behaviour. On the other hand, a conducive physical learning environment develops a well adjusted personality. iii. Emotional and psychological development: A favourable physical learning environment is the one that satisfies the educational and recreational needs o f the individual. In this kind of setting the emotional and psychological needs of the learner are adequately satisfied which go a long way to enhance accelerated and permanent learning. Any physical environment that is lacking in the necessary materials or facilities for learning would have negative influence on the psychological state of the learner and frustration, dissatisfaction might be the result. This will negatively affect the level of academic achievement in particular and personality development in general. iv. Psychomotor development: The availability o f recreational facilities promotes psychomotor development. The opportunity given to the learner to engage in sporting activities enables him to bum out and release excess energy. This improves his physical and mental health condition leading to psychological balance and improved academic achievement. Im portance of conducive Social Learning E nvironm ent Some of the ways by which the social environment affects academic achievement will be examined below: iAcademic m otivation: The individual develops academic motivation through interaction with the academic environment (Wentzel, 1999, cited in Adeniyi, 2002). iiPositive attitude to school: The parental aspiration, education and occupation influence child’s attitude to school, (Odebunmi, 1988). iiiHelp seeking behaviuor: Where classrooms are viewed as supportive and friendly, students feel more comfortable interacting with mates and teachers. Familiarity and friendship are important factors as regards whom learners would ask for help (Ryan, Gheen & Midgely, 1998). ivCognitive developm ent: Cooperative interactions and collaborative problem solving can hasten the development of higher order thinking and specific intellectual skills. Similarly, learning is gained when students acquire information through seeking suggestions or opinions, (Gullies & Ashman, 1998). vSchool retention: Learner’s decision either to remain or leave school is largely determined by social acceptance or rejection respectively. Socially competent children have an advantage of both peer relation and school adjustment. Conversely,

AN OVERVIEW OF THE PHYSICAL AND SOCIAL LEARNING ENVIRONMENT OF NIGERIAN SCHOOLS