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

comprehension and encourages positive learning outcomes. According to Mohd Najib, Yusof and Zainal Abidin (2011) students who stay on campus will enhance good rapport and socialize among them whereby it could also broaden the students’ knowledge. Logically, the students who stay on campus have the privilege to obtain information related to academic immediately. They also need not to worry about transportation since it is only a walking distance among the buildings on the campus. Yet, the universities provide public transportation if the students need to go outside the campus or to the nearest town. Contradically, for those who are non-residence they need to rent house and look for housemate in order to save cost. Some of them might confront with absenteeism due to domestic problems such as transportation, raining season and others. Schemulian and Coetzee, (2011) agree that the reason for off campus students become late comers or absence to the class is due to traffic jam and transportation problems. They conclude that, there is a positive relationship between class attendance and academic performance. In other words, if the students are absent for class it will affect their performance. Zhao (2012) asserted that student satisfaction has a strong relationship with the quality of higher education perceived by the student, and that this perception will be influenced by many factors concerning the educational service, including expectation of service and image of the institution. Research in this area has generally supported the notion that students living on-campus tend to be more socially adjusted and tend to participate more often in extracurricular and campus activities than students living off campus. Toyin & Yusof (2013) Students feel that living- on campus will be a lot less expensive; therefore, more numbers of students stay on-campus. Where campus housing effectively integrates learning and social development by providing students the opportunity to form an identity or a sense of community with the institution. Students who live on campus generally participate in more activities, take advantage of campus resources, and are more involved in leadership experiences. Many times, the interaction that students have within the residence hall frames their campus experience. In addition to the residence hall experience, students who live on-campus are also actively involved in campus-wide organizations and activities. They tend to have a better understanding of self, experience positive changes in values, have higher self- esteem, and are more satisfied with their collegiate experience unlike the off-campus students. Araujo and Murray (2010), and Owolabi (2015), also found evidence of an increase in cumulative GPAs of students who lived in on-campus housing than their counterparts in off- campus housing. This was because students who lived on campus were more able to benefit from the university provided resources such as computer and information technology, university clubs, exercise facilities, and other extra-curricular activities [Araujo & Murray, (2010); and Owolabi, (2015)]. e) Conceptual Framework The study literature has shown that housing affects students’ academic performance or productive. This study further takes steps to investigate on effect of housing on students’ academic performance in University of Ibadan. The variables to be investigated are housing (independent variable) and academic performance (dependent variable). These variables have been identified because the researcher hopes that by analyzing these variables the deep insides on the factor for student poor performance can be revealed, thus guide towards improvement of secondary school performance in terms of academic in those schools. Relationship between Students’ Housing and Academic Performance The Effects of Students' Housing on Academic Performance at the University of Ibadan in Nigeria 66 Global Journal of Management and Business Research Volume XXII Issue IV Version I Year 2022 ( ) B © 2022 Global Journals