Users’ Perception of Landscape Design Elements in Selected Public Secondary Schools in Osogbo, Nigeria

Abstract

The quality of school environments extends beyond indoor spaces to include landscape elements that influence students’ comfort, safety, well-being and outdoor experience. However, limited empirical attention has been given to users’ perception of landscape design elements in Nigerian public secondary schools. This study therefore evaluated users’ perception of existing landscape elements in selected public secondary schools in Osogbo, Osun State, Nigeria. A survey research design supported by field observation was adopted. Five public secondary schools were purposively and randomly selected, and data were obtained from 291 respondents using structured questionnaires. Descriptive statistics and Mean Weighted Values (MWVs) were used to assess users’ perceptions of landscape elements in terms of accessibility, safety, maintenance and satisfaction. Findings revealed that trees and vegetation (92.8%), sports/open play areas (89.3%), walkways/pathways (82.5%) and outdoor assembly spaces (77.3%) were the most prevalent landscape elements, while gardens/relaxation spaces (51.5%) and seating areas (56.7%) were less provided. Users rated walkways/pathways highest for accessibility (MWV = 3.91), while trees and vegetation recorded high ratings for safety (3.78) and satisfaction (3.77). Sports/open play areas also recorded consistently favourable ratings (MWV = 3.71). In contrast, drainage effectiveness recorded the lowest overall perception (MWV = 2.99), while seating, ornamental planting and waste-management facilities received comparatively lower ratings. The study concludes that existing school landscapes perform relatively well in supporting circulation, recreation and vegetation but require improvement in environmental management, comfort and supportive outdoor facilities. Improved drainage, seating, shading, ornamental planting and waste-management facilities, supported by regular maintenance and user-informed landscape planning, are recommended for more functional and responsive school environments.