1.1 BACKGROUND TO THE PROBLEM
The entire amount of what surrounds something or someone is referred to as the environment. It is made up of living creatures as well as natural forces. The environment of living things offers opportunities for development and expansion, as well as danger and harm; living things do not just exist in their environment; they interact with it continually. Plants, animals, soil, water, temperature, light, and other living and non-living things all interact with their environment, which includes interactions among plants, animals, soil, water, temperature, light, and other living and non-living things (Ajayi, 2001 and Oluchukwu, 2000). As a result, individuals from many domains of study (such as history, geography, and biology) use the term environment to refer to a variety of topics. The different radio waves that equipment such as a radio and a reader might encounter make up an electromagnetic environment. The situation between the stove is referred to as the galactic environment. It is widely acknowledged that education helps people to contribute to the growth and enhancement of their own, their communities', and the nation's quality of life. The school environment refers to the aspects that impact the teaching-learning process inside the school. Classrooms, libraries, technical workshops, instructors' quality, teaching techniques, and peers are only a few of the aspects that might influence the teaching–learning process (Ajayi 2001). The amount to which students learn might be improved depending on the resources available to students and teachers in the classroom.
A well-planned school, it is claimed, would set up intended educational results that will promote healthy social, political, and economic emancipation, as well as successful teaching-learning processes and child academic achievement. Relating this research to worldwide happenings are the claims of Williams, Persaud and Turner (2008) cited in Marsden (2005) which indicated that safe and orderly classroom environment, school amenities were substantially associated to children academic progress in schools. Although Bloom (1974) identified the (educational) environment as a critical component of learning outcomes, it is crucial to note that the phrases "learning context" and "learning environment" did not appear in mainstream educational literature until two decades ago. Despite the fact that the necessity to approach students and instructors as a whole was acknowledged, academics have increasingly inclined to isolate individual factors, rather than attempt to grasp the complex interplay of social environment, thinking, motivation and emotion. Salomon (1995) emphasizes the importance of the environment and context in which learning occurs, calling for a shift away from isolated and de-contextualized individuals, isolated processes, and isolated conditions and toward the study of the larger psychological, disciplinary, social, and cultural context. Most current theories of motivation and learning emphasize environmental components of a person's motivation in addition to cognitive and emotional variables of motivation. Because the learning environment and motivation are always in contact, they cannot be managed independently. Learning is never directly influenced by teaching; rather, it is influenced by mediating variables (factors) such as teacher perception, assessment, atmosphere, course content, structure, and so on. According to Entwistle (1991), perceptions of a learning environment have a higher impact on learning techniques than the environment's actual attributes. Powerful learning settings are widely acknowledged as contributing to the development of self-motivation and skills. Knowles (1980) emphasized the relevance of learning environment in adult education, and educators who followed him recognized the value of these characteristics in encouraging motivation and learning. Prior research on learning environments has found a continuous link between the classroom setting and the cognitive and emotional outcomes of students (Fraser & Fisher, 1982). According to Wolf and Fraser (2007), students' perceptions of the classroom environment are linked to their learning outcomes.
1.2 STATEMENT OF THE PROBLEM
The school environment, or the location of the school, is one of the elements that influences academic success. This is because in a circumstance when the school is located in a loud place, such as an airport, where activities interfere with adult teaching or learning. Adult learners in this region are unlikely to be performing well academically. A favorable setting, according to Onkwo (2004), increases a learner's growth and development. Learners are happier in a calm and welcoming setting, but schools located near busy city streets are linked to poor mental attention and bad performance.
Noise is defined as anything that disrupts teaching or learning processing techniques, perceptions of personal control, or arousal levels. Other elements that impact adult learners' academic achievement include economic, motivational, and emotional issues (Franser 1978). The gadgets, resources, and facilities in both sorts of communities will impact the learners' learning processes, while some are not as well equipped. Adult learners cannot single handedly achieve all their goals. So they must be equipped with adequate technology facilities such as textbooks, clients, computer, visual and audio-visual aids, photographs and posters.
1.3 OBJECTIVE OF THE STUDY
The study will examine the impact of environmental factors affecting teaching and learning of adult learners. Specifically, the study will be guided by the following :
i. To examine distance is a factor that affects teaching and learning of adult learners.
ii. To find out if safety affect the teaching and learning process of adult learners.
iii. To investigate if school facility influences the teaching and learning process of adult learners.
iv. To find out how to improve the teaching and learning environment of adult learners.