This document is a research proposal that aims to examine the impact of school infrastructure on learners at Ngungunhane Technical School in Mozambique. The researcher noticed inadequate infrastructure such as not enough desks, lack of a library, and poor sports facilities during their teaching practice. The proposal aims to study how infrastructure influences the teaching and learning process. It provides background on the school's history since 1967 and changing names over time. The proposal will utilize a literature review and data collection methods to understand the relationship between infrastructure and academic performance.

1. Alerto Augusto Bia
RESEARCH PROPOSAL
SCHOOL INFRASTRUCTURES FOR THE LEARNERS AT NGUNGUNHANE
TECHNICAL SCHOOL
Licentiate in English degree with minor in Portuguese
Pedagogic University
Lichinga
2014

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Alerto Augusto Bia
RESEARCH PROPOSAL
SCHOOL INFRASTRUCTURES FOR THE LEARNERS AT NGUNGUNHANE
TECHNICAL SCHOOL
Licentiate in English degree with minor in Portuguese
Supervisor
MA. Barnabe Paulo Wello
Pedagogic University
Lichinga
2014

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Table of Contents
1. Title.......................................................................................................................................................5
2. Introduction...........................................................................................................................................5
3. Contextualisation ..................................................................................................................................6
3.1. Statement of a problem.....................................................................................................................6
3.2. Rationale ...........................................................................................................................................6
3.3. Background information...................................................................................................................7
3.4. Statement of purpose.........................................................................................................................8
3.4.1. Aim: ..............................................................................................................................................8
3.4.2. Objectives: ....................................................................................................................................8
3.5. Critical questions ..............................................................................................................................8
3.6. Hypothesis.........................................................................................................................................8
1. Research design ....................................................................................................................................9
1.1. Methodology and method for data collection ...................................................................................9
2. Target population..................................................................................................................................9
3. Literary review....................................................................................................................................10
3.1. Basic concept of school infrastructure............................................................................................10
3.2. The Effect of the Physical Learning Environment TLEL...............................................................11
3.3. Designing learning space ................................................................................................................12
3.4. Physical conditions of school infrastructures..................................................................................13
3.5. Learning Infrastructure and Quality Expectations..........................................................................13
3.6. The Importance of Educational Infrastructure Facilities ................................................................14
5. Expected results ..................................................................................................................................15
6. Timetable of activities.........................................................................................................................16
7. Budget and resources ..........................................................................................................................16
8. Dissemination .....................................................................................................................................16
9. Bibliography .......................................................................................................................................17

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1. Title
The impact of school infrastructures for the learners at Ngungunhane Technical School
2. Introduction
The search for a specific place to supply classes is a very old concern. Therefore, in this piece of
work, the researcher will present the topic about “The impact of school infrastructures for the
accountancy learners at Ngungunhane Technical School” in accountancy technician. The school
environment is configured as fundamental element for the human being training. Moreover,
constitutes the aim of this research to know to what extend school infrastructures impact on
learners at Ngungunhane Technical School. In compliance with Hammer (2007:20) good
physical conditions of classrooms can intrinsically motivate the students. Therefore, to promote
education requires ensuring an environment with conditions for learning to occur.
So, it is important to provide a physical environment, in here called the school infrastructure, or
to make it possible to stimulate learning, besides providing human interactions. Not only,
Earthman (2005, s/d) corroborate that the quality of infrastructures and learning environment has
strong influence on the academic performance.
The work will be structured as follows: Contextualization of Research, Statement of a problem,
Rational, Background information, Statement of purpose, Critical questions, Hypothesis,
Research design, Target population; Literature Review; Expected results, Timetable of activities,
Budget and resources, Dissemination and Bibliography.

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3. Contextualisation
3.1. Statement of a problem
There are a number of things to refer when very briefly tackle with the reasons accounting for
the researcher to write on the following project. Notwithstanding, this is to explicate the reason
why the researcher found worth dealing with this topic. For a start, throughout Teaching Practice
(PP) the researcher noticed a number of things seemingly not to go well for the teaching
purposes. That’s, the school infrastructures at Ngungunhane Technical School are inadequate to
provide quality education place for good assimilation during the teaching and learning process.
This is because the classrooms do not have enough desks and some of them do not provide
minimum conditions for good learning process. Additionally, the school does not have library
whereby the students can research their works. Apart from that, sport fields do not provide
minimum conditions for sport practice. These are set of problems that inspired the researcher to
elaborate this research so that through this we can reflect on how to improve the teaching and
learning English language process. This is all might influence negatively in this process of
Teaching and Learning English Language (TLEL) in Lichinga.
3.2. Rationale
The public schools in Mozambique have precarious school infrastructures and a large number of
students in classrooms at the same time contribute for lawmakers, weaker assimilation, school
delay and lack of effective language acquisition. Having seen the importance of school
infrastructures in Teaching and Learning Process (TLP), the researcher after coming across to
inadequate school infrastructures at Ngungunhane Technical School, thought in writing the
present research proposal; actually there is a general belief that the conditions of schools
infrastructures have an important impact on students’ academic performance. The facilities that
are needed to facilitate effective teaching and learning in an educational institution includes
classrooms, officers, libraries, laboratories, etc. The quality of infrastructures and learning
environment has strong influence on the academic standard as Earthman (2002 s/d) reveals that
comfortable classroom temperature and smaller classes enhance teachers’ effectiveness and
provide opportunities for students to receive more individual attention.

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School facilities had an impact on teacher effectiveness and student performance. Therefore
school buildings play an important part in students’ performance (Earthman, 2002 s/d).
3.3. Background information
This stage is basically to tackle with the background information. It is more specifically to focus
on the historical description of the school initiating from the anciet historical facts to the most
updates ones of the present days. To begin, the school in study has a long existence period.
In collaboration with the sub-head of the School ABIBO interviewed in 2012 Ngungunhane
Technical school was inaugurated in 1967 and was named " Escola Teórica Augusto Cardoso”.
This name is memorable to an official of the Portuguese navy that along the XIX century
travelled to the African areas. This was in the times of the so-called ‘Scientific Expeditions’.
This was basically to explore the geographical area of Niassa. In that period the general governor
of Mozambique were José Augusto da Costa and the General Major Costa Mateus, governor of
Niassa. Later, the School was renamed as “Escola Liceu Comandante Augusto Cardoso”.
Moreover, time went by and the school had to be named differently. This was due to
nationalizations in 24th
July 1976 in which all the infrastructures built in the colonial period
could from that day to be under control of the Mozambican government. Since being in charge of
the Mozambican government, the building was inaugurated by Samora Machel in 1979.
Consequently it was renamed again to “Escola Industrial Ngungunhane”. Subsequently 29 years
later, it was more once again renamed to “Instituto Industrial e Comercial Ngungunhane”.
Ngungunhane, (c.1850 – 23 December 1906) was a tribal king and vassal of the Portuguese
Empire, who rebelled, was defeated by General Joaquim Mouzinho de Albuquerque and lived
out the rest of his life in exile, first in Lisbon, but later on the island of Terceira, in the
Portuguese Azores.
Ngungunhane was the last dynastic emperor of Gaza, a territory now part of Mozambique.
Nicknamed “The lion of Gaza”, he reigned from around 1884 to 28 December 1895, the day he
was imprisoned by Joaquim Mouzinho de Albuquerque
The ELT policy of “Ngungunhane Technical School” is to gradually integrate the students in
real context of teaching and learning in a particular subject, it contributes to the formation of a

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teacher who has a theory and practical knowledge for managing a training and self curriculum,
provides the acquisition of skills and competences that allows interventions and research practice
of educational projects.
3.4. Statement of purpose
3.4.1. Aim:
 To know the impact of school infrastructures for the learners at
Ngungunhane Technical School.
3.4.2. Objectives:
 To know the level of students understanding in precarious school
infrastructures.
 Analyze the school infrastructures conditions and their impact on Teaching
and Learning Process.
 Identify factors linked to the environmental comfort that can interfere in
Teaching and Learning Process for the learners at Ngungunhane Technical School.
3.5. Critical questions
 To what extent does the school infrastructure affect the learners?
 To what extent do the school facilities have on the learners?
 Does the school infrastructure have the same impact on all students?
 Can differences in learners’ well-being be attributed to the quality of their
school’s infrastructure?
3.6. Hypothesis
The researcher thinks the circumstances of inadequate school infrastructure might be:
1. The school has financial problems to repair its infrastructures to fulfil the student’s needs;
2. The school does not consider school infrastructures as source of motivation;
3. The school does not care about school infrastructures facilities;
4. The school does not mind learners understanding.

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1. Research design
1.1. Methodology and method for data collection
In agreement to Dawson (2009:23) defines methodology as the philosophy or general principle
which guides the research. Moreover, this research will be centred on quantitative methodology.
In vis-à-vis to this methodology Dawson (2009:23) corroborates that generates statistics through
the use of large-scale survey research.
Semi-structured Interview method will be the base foundation of materializing this research. In
this type of interview, the researcher wants to know specific information which can be compared
and contrasted with information gained in other interviews. Semi-structured Interview technique
is a research instrument consisting of the use of a set of predetermined questions with the
purpose of gathering information from the respondents related to a certain topic (Kothari,
1984:104).
In compliance with Dawson (2009:30) constitute advantages and disadvantages of interview the
following: advantages: Can receive a wide range of responses during one meeting; Participants
can ask questions of each other, lessoning impact of researcher bias; The group effect is a useful
resource in data analysis; Participant interaction is useful to analyse. Disadvantages: some people
may be uncomfortable in a group setting and nervous about speaking in front of others; difficult
to extract individual views during the analysis; other people may contaminate an individual’s
views; not everyone may contribute; cannot maintain eye contact all the time.
Taking in consideration the real situation of students of our Schools in Mozambique in relation
to English Language acquisition, the research will produce his/her inquiry in Portuguese for
better understanding, which later on will be translated in English.
2. Target population
The present research will be conducted in the universe of 188 students attending accountancy
technician daily shift at Ngungunhane Technical School. Hereby, the sample target population
involved in the research will be in number of 65 selected randomly, being 5 teachers and 30 men
and women respectively.

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Chart1. Target population of the research
Target population Male Female MF
Students 30 30 60
Teachers 3 2 5
Total 33 32 65
Source: The author
3. Literary review
The aim of literature review is to find out what other authors have already written or said about
the same topic.
3.1. Basic concept of school infrastructure
The school learning infrastructure refers to the site, building, furniture and equipment that
contribute to a positive learning environment and quality education for all students, (Earthman
2002: s/d). The quality of learning facilities available within an education institution has positive
relationship with the quality of teaching and learning activities which in turn leads to the
attainment of goals set.
Learning is a connection between response and stimuli. A good environment reinforces the
efforts of the teacher by providing a good stimulus for effective teaching and learning to take
place. Such a stimulus is not only provided by ensuring good physical plant planning but also
through proper maintenance of such physical facilities. A good school environment where good
working facilities exist is a catalyst for effective teaching and learning. In a school where
there is enough space for the teachers to walk round in the classroom while delivering
lesson will promote rapt attention of students and good academic performance (Dixon, 2004:230.
In addition says that effective management of learning infrastructure is the prime responsibility
of the school principal and other stakeholders. The administrative responsibility for satisfactory
physical environment is not limited to providing new facilities. The school heads should direct
the available resources to the maintenance of learning facilities.
Existing buildings must be maintained and made functional by providing proper lighting,
ventilation and temperature condition for their effective and efficient utilization to ensure good

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working condition (Olagboye, 2004). Efficient management of school physical facilities is
mandatory in order to make the school a pleasant, safe and comfortable centre that will
increase students’ attendance motivation and willingness to participate adequately in both
curricula and co-curricula activities (Adeboyeje, 2000).
School heads are the custodians of their school plants. It is the responsibility of school heads to
ensure that all components of the plant are in good working condition; that they are well
protected; and that they are used for the purpose(s) for which they were acquired. It is the duty of
the school heads to motivate staff members as well as the students to imbibe and internalize
maintenance culture with respect to the school plant and even in personal affairs. The
teachers are to assist the school heads in the maintenance of the school infrastructure and
learning environment as this will create conducive teaching/learning environment and enhance
their own work (Bissell, 2004: 28).
Teachers are to see that every item in their classrooms (the classroom building, furniture, audio-
visual and other teaching aids, etc) are in good condition and to promptly report any dilapidation
or deterioration to the school head for necessary maintenance action. The infrastructure in
school needs to be improved, mainly all the classrooms should be in good state of repair, also the
school facilities plays a great important role in Teaching and Learning Process (Bissell, 2004:
30).
In conclusion Gerlic (2006 s/d) confirm that the entire classroom or school infrastructure should
be well equipped by technologies for educational purpose, that’s the school should have
computers connected to the internet, data projector for use of the teacher in presentation.
3.2. The Effect of the Physical Learning Environment TLEL
Studies carried out about student academic achievement and building condition conclude that the
quality of the physical environment significantly affects student achievement. Today's schools
must create spaces that students want to go to, similar to the way cafes attract people, rather than
the space being purely functional (Bunting, A 2004:12).
Other research has acknowledged that 'student achievement lags in shabby school buildings' but
go on to say that this research 'does not show that student performance rises when facilities go
from ... decent buildings to those equipped with fancy classrooms, swimming pools, television

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studios and the like' (Stricherz in Higgins et al 2005:36). In one study the significant
improvements in the learning environment were attributed to the better attitudes to teaching and
learning the improvements in the physical environment created amongst all users (Berry in
Higgins et al 2005:14).
3.3. Designing learning space
There is actually a general belief that the condition of school learning environment including
infrastructure has an important impact on teachers’ effectiveness and students’ academic
performance. The facilities that are needed to facilitate effective teaching and learning in an
educational institution include the classrooms, offices, libraries, laboratories, conveniences and
other buildings as well as furniture items and sporting equipment. The quality of infrastructure
and learning environment has strong influence on the academic standard which is an index of
quality assurance in the school. For instance, Earthman (2002 s/d), revealed that comfortable
classroom temperature and smaller classes enhance teachers’ effectiveness and provide
opportunities for students to receive more individual attention, ask more questions,
participate more fully in discussions, reduce discipline problems and perform better than
students in schools with substandard buildings by several percentage points. In contrast Afolabi
(2002 s/d), mentioned that the classrooms in most of the schools were inadequate in
terms of decency, space, ventilation and insulation from heat; the incinerators and urinal were
not conveniently placed, and the school plant was poorly maintained; these combined
deficiencies constituted a major gap in the quality of learning environment, thus the
attendant result from non attainment of the set standards and goals in schools.
The students nowadays should be allowed to learn in ways suited to their individual differences
and that the most effective teaching and learning strategies allow teachers to work
collaboratively with each other and team teach. The traditional classroom boxes with desks lined
up in rows impede teachers' efforts to work in teams and have students in the flexible and varied
groupings necessary (Mark, J 2001:5).
Stevenson and Bunting also favour this approach, suggesting that 'traditional academic
classrooms may disappear, replaced by holistic learning labs and exploratory centres' (Butin,
2000; Keep, 2002 in Stevenson 2007:3). Bunting agrees, saying that 'traditional classrooms must

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change' and propose a model of a generic space for students to be co-located with teachers,
which are decorated by the students to give them ownership, and teachers and students only
move when necessary to access specialised space (Bunting, A 2004:11–12).
3.4. Physical conditions of school infrastructures
There is a plethora of research that examines the effect of the physical conditions of teaching
spaces (which includes seating, furnishings, spatial density, privacy, noise and acoustics, climate
and thermal control, air quality, windowless classrooms, vandalism and play-yards, light and
colour) on students' engagement, attainment, attendance and wellbeing (Keep, G 2002; Higgins
et al 2005; Lackney & Jacobs, 2004; Gump 1987; McGuffey 1982; Earthman 2004; Sundstrom
1987; McNamara & Waugh 1993; and Weinstein 1979) provide some interesting contentions
about the physical aspects of learning spaces include:
 Temperature, heating and air quality are the most important individual
elements for student achievement (Earthman, 2004: 11–16).
 Chronic noise exposure impairs cognitive functioning, with numbers of
studies finding noise-related reading problems, deficiencies in pre-reading skills, and
more general cognitive deficits. (Higgins et al, 2004:18).
 Colour remains the topic of some of the most optimistic claims about
morale and efficiency' (Sundstrom, 1987:751). Although there is a controversial issue
related to the choice of colour. (Higgins et al, 2004: 21–22) state that the best use of
colours is dependent on the age of children (brighter for younger students, more subdued
for adolescents), as well as differences between males and females (males – bright
colours, females – softer).
 Using visual displays in classrooms breeds success because students are
provided with specific examples of how success is obtained (Culp, B 2006:14).
3.5. Learning Infrastructure and Quality Expectations
The school learning infrastructure refers to the site, building, furniture and equipment that
contribute to a positive learning environment and quality education for all students. The quality
of learning facilities available within an educational institution has positive relationship with

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the quality of teaching and learning activities which in turn leads to the attainment of
goals set. The quality of the school buildings and furniture will determine how long such
will last while comfortable classrooms and adequate provision of instructional resources
facilitate teachers’ instructional task performance and students’ learning outcomes.
The total development of the learners in the cognitive, affective and psychomotor domains of
learning can only take place in an environment that is conducive to teaching and learning. The
provisions of adequate and appropriate school physical facilities are indispensable in the
educational process, where the school is located therefore, determines to a large extent the
academic standard of a school. The school should be located where it is accessible and far
from disturbance of markets, highways, airports and industries and free from filth and
pollution. The environment of the school should stimulate, motivate and reinforce students’
attendance in school.
As Hammer (2007: 20), defends that good physical conditions of classrooms can intrinsically
motivate the students. A lot of researchers have come to the view that intrinsic motivation is
especially important for encouraging success in the learning process. Therefore, comfortable
classroom temperature and low noise level have positive influence on teachers’ effectiveness and
students’ academic performance.
Ogundare (1999 s/d) and Olagboye (2004 s/d), viewed utilization of school infrastructure and
learning environment as the extent of usage of school buildings, laboratories, library, assembly-
ground, flower garden, school garden, volleyball field, chairs, desks, chalkboard, and so on.
However, too much pressure on their use could result in over utilization, a situation that could
lead to rapid deterioration and breakdown. For instance, when a classroom built to accommodate
40 students is constantly being used for 60 students then the returns from these facilities may not
be maximized in terms of teaching and learning. Comfortable learning facilities will not only
boost the morale of teachers and students but will also ensure the realization of the set
educational objectives in schools.
3.6. The Importance of Educational Infrastructure Facilities
The school is considered one of the principal elements of the child's social atmosphere, due to
the important paper in the infantile formation. (It FILES, 1989 mentioned by ELALI, 2003) as

14. 15
the group of spaces where she interacts, whose attachment and appropriation are facilitated by
the familiarity. Decroly (1896-1966 mentioned by ELALI, 2003) it valued the external space as
source of health and generating element of curiosidade/conhecimento/aprendizado, considering
that the child's contact with the dynamics of the nature stimulated her/it in several senses. It is
important to consider that for the occurrence of the quality of this process of to teach and to learn
is fundamental certain harmony to exist among the two components: the architecture and the
pedagogic.
In accordance with Prescott (1987 mentioned by ELALI, 2003) expands the subject for the
sphere environmental partner weaving comments concerning the effects of the school
atmosphere and that those are mediated by the institutional politics, so that models that limit
excessively the child, inhibiting or modeling your spontaneous behaviors excessively, they
simply demonstrate not to support the demands of your development process. Believed that the
condition, location and nature of school infrastructure have an impact on access and quality of
education:
 The closer a school is to children’s homes, the more likely they are
to attend, both because of distance and safety issues;
 Where the quality of infrastructure (particularly water and sanitation
facilities) is improved, enrolment and completion rates are also improved and there is
less teacher absenteeism;
 Where the condition of school facilities is improved, learning
outcomes are also improved.
5. Expected results
 Identified how much school infrastructures impact on learners of English
language learning;
 See school infrastructures in good state of repair and facilities provided for
better learning;
 Provided suggestions and opinions to the education managers in the way
that they could solve this problem.

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6. Timetable of activities
Nr. Activities
2015
Months
J F M A M J J A M J J A
01 Meeting the school hosting of the research
02 Producing the inquiry
03 Conducting the interviews
04 Discussing the data
05 Writing the first draft
06 Prof reading
07 Writing the final the report
7. Budget and resources
Nr. Description Quantity Price Total
01 Ream package A4 1 200,00mt 200,00mt
02 Writing and printing 50 20,00mt 1.000,00mt
03 Pen & Pencil 4 15,00mt 30,00mt
05 Rubber & Sharpener 2 10,00mt 20,00mt
06 Copies 100 1.5,00mt 150,00mt
Total 1.400,00mt
8. Dissemination
In order to enhance the Teaching and Learning Process of English language learning, the
research thinks that the findings of the present research may be disseminated in several ways of
public reach. Therefore, the researcher will get in touch with the school institution hosting the
research with the intention of informing them about what the researcher have obtained from the
research. In addition, the researcher is going to make an oral presentation and produce a
recommendation article to aid in decision making. Also the researcher would also organize a
written report which will be made available in the institution library.

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9. Reference Bibliography
1. Bissell, J 'Teachers' Construction of Space and Place: the method in the
madness', 2004.
2. Bunting, A 'Secondary schools designed for a purpose: but which
one?',Teacher, 2004
3. Culp, B 'Management of the Physical Environment in the Classroom and
Gymnasium: It's not That Different', Teaching Elementary Physical Education, 2005.
4. Dixon, A. 'Space, Schools and the Younger Child', Forum, 2004
5. Earthman, G. I. School facility conditions and student academic
achievement. Canadian Association for Curriculum Studies, 2002.
6. Ellis, J 2005, 'Place and Identity for Children in Classrooms and Schools',
2005.
7. Fisher, K 'Building better outcomes: the impact of school infrastructure on
student outcomes and behaviour, 2000.
8. Fisher, K 'Re-voicing the Classroom: a spatial manifesto', Forum, 2004.
9. Hammer, J. How to Teach English. New edition, 2007
10. Higgins S, Hall E, Wall K, Woolner P and C McCaughey 2005, 'The
Impact of School Environments
11. Horne, M 'Breaking Down the School Walls', Forum, 2004
12. Keep, G 'Buildings that teach', The Educational Facilities Planner, 2002.
13. Lackney, JA & PJ Jacobs 'Teachers as Placemakers: Investigating
Teachers' Use of the Physical Learning Environment in Instructional Design', US
Department of Education, Educational Resources Information Centre (ERIC) ED463645,
2002.
14. Marks, J 'The Educational Facilities Laboratories (EFL): A History',
National Clearinghouse for Educational Facilities, Washington DC, 2001.
15. Stevenson, K R 'Educational Trends Shaping School Planning and Design:
2007', National Clearinghouse for Educational Facilities, Washington DC, 2007
16. Weinstein, CS 'The Physical Environment of the School: A Review of the
Research', Review of Educational Research, 1979.