Global Journal of Management and Business Research, B: Economics and Commerce, Volume 22 Issue 4

live since living physically closer to classrooms is often preferred. Amole (2005) argued that living in good student housing impact on students’ performance this influences intellectual interaction. Furthermore, Mohit, et. al. (2010) explains residential satisfaction as positive experience expressed by occupants when their home meets their expectation for unit features, housing services and neighborhood facilities. Residential satisfaction among students stems from high quality facilities, positive roommate relationships and quiet study environments in their living accommodations. Li et al. (2005) conducted a research in investigating on student satisfaction with their current living arrangements in the on-campus housing whether they plan to live on-campus and whether they plan to move off-campus for next year. The study found that following six items were significant, positive predictors of returning to the on-campus housing the following year: (a) ability to be on a dining plan; (b) leadership opportunities, (c) location close to campus, (d) ability to choose where to live, (e) academic support available, and (f) high-speed Internet connection. Items that were significant negative predictors were: (ability to cook meals, (b) length of lease/contract, (c) proximity to campus/town, (d) private bathroom, and (e) parking accommodations, (f) ability to live with or near friends, and (g) ability to study where you live. They also found the most significant predictors of returning to the on- campus housing were also generally significant negative predictors of living off - campus. Also, it found the following results that are related to students’ prospect to living off campus. Demographic characteristics that significantly predicted a higher possibility of living off - campus was male gender. Significant positive reasons for students intending to live off-campus were: (a) ability to cook meals, (b) length of lease/contract, (c) proximity to campus/town, (d) parking accommodation, (e) ability to live with or near friends, and (f) a private bathroom. Significant negative predictors for students’ preference to live off-campus next year included: (a) the ability to be on a dining plan, (b) leadership opportunities, (c) academic support available, (d) high speed internet options, (e) location close to campus (f) satisfy parents’ wishes (g) adequate living space and (h) social atmosphere. According to Lanasa, et. al., (2007), it is also important to know what contributes to student retention in residence halls, for students living in residence hall seem to perform better academically than students who live at home. Research done in support of students living on- campus had a significant positive effect on students’ completion of campus and persistent graduation from college. Bekurs (2007) says that good hostel condition and facilities in university campuses have positive influence on the overall student satisfaction. Hassanain (2008) studies found out that on campus students particularly those who lived in residence hall were more satisfied with the college experience than those who live off- campus. Students living in hostels were found to experience greater personal growth and more intellectual and cognitive development. Residential life possesses certain advantages over off- campus life in terms of social interaction and positive involvement with peers, faculty and communities. Lyizoba (2009) argues that the results of an enquiry into reasons why Nigerian students fail to perform well revealed that the chief cause of poor academic performance was attributable to facilities and conditions prevalent in the universities. The study concluded by positing that hostels are in dire need of attention blaming inadequate accommodation for the present day mediocre educational standards, deplorable academic performance, and poor moral behavior which have become synonymous with the average Nigerian student. According to Mohit et. al., (2010) living of students in on campus accommodation provides positive impact on its residents. Among the positive effects are: more engagement with the academic environment, higher rates of experiences, greater perception of personal growth, better social interaction, higher educational aspirations and better academic performance though on the negative side living on campus may influence use of alcohol. Nabaseruka, (2010) also indicated that accommodation has a significant effect on the academic performance of students and in schools where accommodation facilities were good, the performance of students was also high compared to schools where accommodation facilities were poor. Academic achievement is not significantly influence in students’ living environment. Of a more uncertain nature, Dasimah et al. (2011) reported that academic achievement of off- campus students is not influenced by the environment although living as off- campus is said to be more challenging than staying on campus. Mamman (2011) carried out a comparative study of the effect of on-campus and off campus accommodation and other facilities on students’ academic performance. The study identifies some advantages of on-campus accommodation. These include: easy accessibility to the classes, libraries and other university facilities hence saving on time. The findings revealed that a significant relationship exists between the type of accommodation and the students’ academic performance. The diet, health, amount of sleep, comfortable shelter and sense of security a student has directly affects his ability to function at his full potential. Sicat and Panganiban (2009) appreciate that adequate housing in schools gives rise to The Effects of Students' Housing on Academic Performance at the University of Ibadan in Nigeria 65 Global Journal of Management and Business Research Volume XXII Issue IV Version I Year 2022 ( ) B © 2022 Global Journals