The Effect of Landscape Architecture On Nursery and Primary Education in Lagos, Nigeria

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THE EFFECT OF LANDSCAPE ARCHITECTURE ON NURSERY AND PRIMARY

EDUCATION IN LAGOS, NIGERIA
Article · August 2022

DOI: 10.56726/IRJMETS29438
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International Research Journal of Modernization in Engineering Technology and Science
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THE EFFECT OF LANDSCAPE ARCHITECTURE ON NURSERY AND

PRIMARY EDUCATION IN LAGOS, NIGERIA
Oru Efemena O*1, Adebayo O.A*2, Akande I*3
*1,2,3Bells University Of Technology, Ota, Ogun State, Nigeria.
Correspondence email: oruefemena@gmail.com
DOI : https://www.doi.org/10.56726/IRJMETS29438
ABSTRACT
Green spaces are very important in nursery and elementary schools as they serve ornamental, artistic,
cognitive, and pedagogical purposes. A principal guiding factor of schoolyard landscaping is safety, as well as
the creation of a favourable microclimate, aesthetic, and educational environment for young minds. Over the
years, due to an increase in the rate of urbanization, and urban layouts approaching and surpassing their limits,
the importance of properly planned and child-safe landscapes in schools has been immensely overlooked,
despite its benefits. This study aims to examine the effect of landscape architecture on the learning process of
nursery and primary school students and to suggest guidelines for a creative outdoor environment for an
effective intellectual experience. The study was guided by a survey research design. Questionnaires,
observation schedules, and literature reviews were used to generate data from members of staff, and students,
from both public and privately owned primary schools. The results show that well-cultured playtime with
playground equipment and picturesque landscapes of the school environment is desirable and considered
important mentally, psychologically, and physically by both members of staff and students, irrespective of the
school’s nature of ownership. It encourages independent and all-round development and growth of the
children. Therefore, the study recommends that approval authorities for buildings in Lagos state should enforce
and ensure up-to-par standards for primary school environments, irrespective of their nature of ownership,
and regular inspection to ensure over time, the standards are still maintained, as well as diverse playground
equipment which would encourage well-cultured play-time among the children.
Keywords: Primary Schools, Landscape Features, Playground Equipment.
I. INTRODUCTION
During development, children's time spent in open spaces with play is critical in terms of physical, social,
emotional, and intellectual aspects (Odo, Okeke, Ede, & Emeahara, 2022). Children's taste and creative thinking
are developed in a picturesque landscape, which also has a favourable impact on their health, contributes to
aesthetic development, and instils a desire to study and discover new things about themselves and the world
around them (Ikhtiyorovna, 2020). Due to the heightened rate of urbanisation, the importance of well-planned
play areas for children in nursery and primary schools is being overlooked, and given bare minimal attention,
despite it having various benefits for its users.
This study aims to examine the effect of landscape architecture on the learning process of nursery and primary
school students, to suggest guidelines for a creative outdoor environment for an effective intellectual
experience.
The objectives of the study are;
1. To examine the physical characteristics of the surrounding environment of the nursery and primary schools
in the study area.
2. To evaluate user satisfaction with landscape architecture features in the nursery and primary schools in the
study area.
3. To suggest guidelines for a creative outdoor environment for an effective intellectual experience.
The research was carried out in Ikeja, Ikeja L.G.A of Lagos State, Nigeria.
II. MATERIALS AND METHODS
This research was carried out via qualitative and quantitative approaches. Qualitative research was utilised to
establish an in-depth understanding of human behaviour, experience, behaviours, intents, and wants based on
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perception and analysis to learn how individuals think and feel. It is a type of research in which the researcher
places a high value on the opinions of the participants (Daniel, 2019). To develop numerical data and scientific
facts, quantitative analysis was applied. Quantitative Analysis was utilised to create raw data graphs and charts,
making data analysis much easier. The sources of data were categorised into primary and secondary sources.
Primary data are facts discovered by actual observation. The research data was derived from questionnaires
and observation schedules. Secondary data is information gathered from a source that has previously been in
some way publicised (Hasan, Popp, & Oláh, 2020). For this research, other data was gotten from case studies,
and journals.
III. RESULTS
The researcher was directed throughout the study by research objectives to achieve the stated research aim. As
a result, this section has analysed the generated data and presented the results by the study goals.
EXAMINATION OF PHYSICAL CHARACTERISTICS OF THE NURSERY AND PRIMARY SCHOOLS IN THE
STUDY AREA.
This data was gotten through literature review and observation schedule. For this study, the researcher
referred to literature to know what facilities to look out for in the school’s environment. The observation
schedules were carried out in a public owned primary school and a private owned primary school.
Result of observation schedule as carried out in the Private owned primary school.
Section A: Hardscape Elements.
1. Flooring Elements.
Table 1: Availability of flooring elements.
Yes No
Interlocking Stones 
Cement / Sand Screed 
Sand 
Pebbles 
Source: Fieldwork (2022)
Result: The school’s premise has its floors finished with interlocking stones, leading to the entrance of the
school building, cement screed at some portions of the school, and sand as the covering for the playground.
There were no pebbles in the school premise.
2. Enclosure Elements.
Table 2: Availability of enclosure elements.
Yes No
Fences 
Concrete divider 
Hedges 
Result: Spaces within the school’s premise are demarcated with the use of hedges and concrete dividers. The
school’s overall boundary is enclosed by a fence.
3. Overhead /Ceiling Elements.
Table 3: Availability of overhead ceiling elements.
Yes No
Gazebo 
Arbor 
Pergola 
Pavilion 
None 

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Result: The school has a pavilion as an overhead ceiling element over the grass course playground. Gazebo,
arbor, and pergola are not available on the school’s premise.
4. Aesthetic Elements.
Table 4: Availability of aesthetic elements.
Yes No
Potted plants 
Fountain 
Ponds 
Sculptures 
Aquarium 
Outdoor furniture 
Result: Potted plants, outdoor furniture, and an indoor aquarium are available within the school. Whereas,
fountains, ponds, and sculptures are absent within the school’s premise.
Section B: Softscape Elements.
Table 5: Availability of softscape elements.
Yes No
Flowers 
Shrubs 
Trees 
Grass (natural/artificial) 
Result: Flowers, trees, shrubs, and artificial grass can all be found within the school’s premise.
Section C: Playground Equipment.
Table 6: Availability of playground equipment.
Yes No
Swings 
Slides 
Monkey bars 
Traditional games area 
Others 
Result: Swings, slides, monkey bars and a traditional games area are all made available on the school’s
playground. The school’s playground also has a trampoline for the children’s play.
Result of observation schedule as carried out in the Public owned primary school.
Section A: Hardscape Elements.
1. Flooring Elements.
Table 7: Availability of flooring elements.
Yes No
Interlocking Stones 
Cement / Sand Screed 
Sand 
Pebbles 
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Result: The school’s premise is finished with cement screed, sand, and pebbles at different areas. There are no
interlocking stones within the school.
2. Enclosure Elements.
Table 8: Availability of enclosure elements.
Yes No
Fences 
Concrete divider 
Hedges 
Result: Different areas within the school are demarcated with concrete divider, and the overall boundaries of
the school are defined by fences. There are no hedges within the school.
3. Overhead/Ceiling Elements.
Table 9: Availability of overhead ceiling elements.
Yes No
Gazebo 
Arbor 
Pergola 
Pavilion 
None 
Result: There are no overhead ceiling elements in the school’s premise covering any outside space.
4. Aesthetic Elements.
Table 10: Availability of aesthetic elements.
Yes No
Potted plants 
Fountain 
Ponds 
Sculptures 
Aquarium 
Outdoor furniture 
Result: Few potted plants can be seen around the school. Other aesthetic elements, such as fountains, ponds,
sculptures, aquarium, and outdoor furniture are not found within the school.
Section B: Softscape Elements.
Table 11: Availability of softscape elements.
Yes No
Flowers 
Shrubs 
Trees 
Grass (natural/artificial) 
Result: There are no flowers or shrubs within the school. There are trees and artificial grass covering within
the school’s premise.
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Section D: Playground Equipment.
Table 12: Availability of playground equipment.
Yes No
Swings 
Slides 
Monkey bars 
Traditional games area 
Others 
Result: The school’s play area has a swing set, and a marked out traditional play area. There are no monkey
bars or slides on the school’s playground. The school’s playground has ample space for the children’s running.
EVALUATION OF USER SATISFACTION WITH LANDSCAPE ARCHITECTURE FEATURES IN NURSERY AND
PRIMARY SCHOOLS.
The study’s third research objective is to evaluate users’ satisfaction with the landscape architecture features in
the schools’ premises. This data was generated through questionnaires. The questionnaire took into
consideration the landscape features the recipients like and would like to have at their schools.
Plate 1: Landscape feature; grassy playground.

Source: Field work (2022)
Table 13: Recipients desire to have landscape feature in plate 4.1 in school.
Characteristics Category Frequency Percentage (%)
Yes 102 77.27
Yes or No No 30 22.72
Total 132 100
Plate 2: Landscape Feature; Football Field.

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Source: field work (2022)
Yes 114 86.36
Total 132 100
Plate 3: Landscape Feature; Slides.

Source: field work (2022)
Yes 128 96.97
Yes or No No 4 3.03
Total 132 100
Plate 4: Landscape Feature; Swings.

Yes 125 94.7
Yes or No No 7 5.3
Total 132 100

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Plate 5: Landscape Feature; Monkey Bars.

Yes 107 81.06
Total 132 100
Plate 6: Landscape Feature; Merry-Go-Round.

Yes 111 84.09
Total 132 100
Plate 7: Landscape Feature; Hopscotch.

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Yes 118 89.39
Total 132 100
Plate 8: Landscape Feature; Trampoline.

Yes 114 86.36
Total 132 100
Plate 9: Landscape Feature; Pebbles Area.

Yes 85 64.39
Total 132 100
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Plate 10: Landscape Feature; Sand Box.

Yes 84 63.64
Total 132 100
The questionnaires took into account the time, duration and nature of the break-times allowed to the
recipients.
Desire To Go Outside
Table 23: Distribution according to desire to go outside.
Yes 120 90.91
Desire to go outside No 12 9.09
Total 132 100
Result: As shown in table 23, the questionnaire took into consideration whether the respondents liked going
outside or not. 120 respondents like going outside, which is 90.91%, while 12 respondents, 9.09%, do not like
going outside. A total of 132 responses were recorded.
Most liked feature outside
Table 24: Distribution according to most liked feature/activity outside.
Swing 58 40.28
Null 20 13.89
Slides 4 2.78
Space 5 3.47
Most liked feature Running 17 11.8
Monkey bars 8 5.56
Football 23 15.97
Sitting 9 6.25
Total 144 100
Result: As represented in table 24, the questionnaire asked the respondents to freely state their most liked
feature outside. 58 recipients, which is 40.28%, like the swings the most, 20 recipients, which is 13.89%, do not
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particularly like any of the features outside, 4 recipients, which is 2.78%, like the slides the most, 5 recipients,
which is 3.47%, like the amount of space at the playground, 17 recipients, which is 11.8%, like running, 8 of the
recipients, which is 5.56%, like the monkey bars, 23 recipients, which is 15.97%, like playing football, and 9
recipients like sitting outside, which is 6.25%. A total of 144 responses were recorded as some respondents had
multiple responses.
IV. DISCUSSION
The research concentrated on the effect of landscape architecture on nursery and primary schools in Ikeja, Ikeja
Local Government Area, Lagos State. The questionnaire and observation schedule were used as research
instruments to acquire information from public primary school students, private primary school students, and
members of staff at both primary schools. The data analysis techniques used are observation methods of data
collection and documentary analysis.
V. RECOMMENDATIONS
Based on the results and conclusions, the study therefore recommends the following design guidelines for a
creative outdoor school environment;
 The school’s environment must be designed and planned up to the State’s approval standards, and laws
should be made and enforced by authorities in charge.
 Regular inspections should be carried out and documented by the appropriate authority, to ensure that the
school playground is up to standard, as it is essential to the children’s development.
 Loans should be made more accessible and affordable to private-owned primary schools to enable them
acquire and maintain the playground equipment, and landscape features needed.
 Well cultured playtime should be encouraged among the children as it enhances attention span, and
encourages the brain’s pathways to adapt, store, and apply new information.
 Playground equipment should be made as diverse as possible, as it encourages independent play among
children, and introduces the children to consequential management.
 Teachers should be encouraged to have classes outside the classroom with the children, as it helps the
children to understand and remember what is being taught.
 The school should have a picturesque landscape, and an interactive playground, as it encourages a
comprehensive intellectual experience amongst the children, as well as improves the productivity of the
members of staff.
VI. CONCLUSION
From the verdict of the research made with regards to the enhancing nursery and primary education through
landscape architecture in the study area, it has been shown that well cultured playtime and picturesque
landscapes of the school environment is desirable and considered important by both members of staff and
students, irrespective of the school’s nature of ownership. Majority of the basic landscape features and
playground equipment are made available in private primary schools, although sometimes constrained by
finances, due to its nature of ownership. On the other hand, it is grossly overlooked in the public primary
schools, leaving the large playground space as good as bare, or poorly maintained, despite it being financed by
the government.
VII. REFERNCES
[1] Daniel, B. K. (2019). Using the TACT framework to learn the principles of rigour in qualitative research.
Electronic Journal of Business Research Methods, 118-129.
[2] Hasan, M., Popp, J., & Oláh, J. (2020). Current landscape and influence of big data on finance. Journal of
Big Data, 1-17.
[3] Ikhtiyorovna, N. G. (2020). Aesthetic education and methods of aesthetic development in children with
disabilities. Middle European Scientific Bulletin, 4-6.
[4] Odo, E. O., Okeke, C. I., Ede, M. O., & Emeahara, G. O. (2022). Qualitative Study Of Factors Affecting
Inclusivity Of Physically Disabled Children In Regular School Physical Activity In A Nigerian Primary
School. Webology, 1735-1880.

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See discussions, stats, and author profiles for this publication at: https://www.researchgate.

THE EFFECT OF LANDSCAPE ARCHITECTURE ON NURSERY AND PRIMARY

Article · August 2022

Oru Efemena Ifeoluwa Akande

Evaluation of Prototype Hostel Design: Users’ Perspective View project

The user has requested enhancement of the downloaded file.

THE EFFECT OF LANDSCAPE ARCHITECTURE ON NURSERY AND

www.irjmets.com @International Research Journal of Modernization in Engineering, Technology and Science

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Plate 1: Landscape feature; grassy playground.

Plate 2: Landscape Feature; Football Field.

Plate 3: Landscape Feature; Slides.

Plate 4: Landscape Feature; Swings.

www.irjmets.com @International Research Journal of Modernization in Engineering, Technology and Science

Plate 5: Landscape Feature; Monkey Bars.

Plate 6: Landscape Feature; Merry-Go-Round.

Plate 7: Landscape Feature; Hopscotch.

Plate 8: Landscape Feature; Trampoline.

Plate 9: Landscape Feature; Pebbles Area.

Plate 10: Landscape Feature; Sand Box.

www.irjmets.com @International Research Journal of Modernization in Engineering, Technology and Science

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