1,3Christopher Chimaobi Onyeneke, & *2Ugochukwu Chisom Nwaorgu (AUTHORS)
*1Department of Urban & Regional Planning, Imo State University, Owerri, Nigeria
2Department of Urban & Regional Planning, Federal Polytechnic Nekede, Owerri, Nigeria
3School of Architecture & Planning, University of the Witwatersrand, Johannesburg, South Africa
*Corresponding Author’s Email: Unwaorgu@fpno.edu.ng
ABSTRACT: This paper examines how play deserts are produced within primary schools in Federal Housing Layout, Owerri, Nigeria, despite the area’s planned residential status. Using a convergent mixed-methods case-study design, data were collected from seven primary schools through 365 pupil questionnaires, of which 350 were validly retrieved (95.9% response rate), semi-structured interviews with 30 teachers and administrators, and direct observation of recreational spaces. Data were analysed using frequencies, percentages, cross-tabulations, chi-square tests and thematic interpretation. Results show that recreational provision was largely nominal: six schools (85.7%) had open playgrounds, but these were mostly bare and poorly equipped; only four schools (57.1%) had structured play equipment, while disability-inclusive facilities were absent. School type significantly influenced facility availability (χ² = 5.83, p = .016), condition (χ² = 6.71, p = .035) and accessibility (χ² = 14.28, p = .001). Pupils preferred larger playgrounds (36.9%), modern play equipment (31.7%) and sports courts (23.4%), with gender significantly shaping preferences and safety perceptions. The paper argues that play deserts result from weak planning enforcement, poor maintenance, restricted access, and inadequate child-centred design.
Keywords: Recreational Accessibility; Playground Adequacy; Facility Functionality; Space Inequality; Inclusive Environments; Child-Centred