School Location and Academic Achievement of Secondary School in Ekiti State, Nigeria

Abstract

The study looked at the location of schools as it relates to academic performance of students in Ekiti state of Nigeria between 1990 and 1997. The study population was results of the West African School Certificate Examinations (WASCE) conducted between 1990 and 1997 in 50 secondary schools in both rural and urban areas of the state. One validated instrument "S tud en t Location Questionnaire (SLQ)" was used for data collection. One hypothesis was formulated and answered. Data were analysed using mean and t -test. The results showed that there was a significant differences between students' academic achievement of rural and urban secondary schools in senior school certificate examinations (t=2.73, p<0.05). The study has proven that students in urban areas had better academic achievement than their rural counterpart. It is recommended that Government should bridge the gap between the rural and urban locations by providing the rural dwellers the social amenities which will enhance better academic performance of students in their final examinations like the SSCE. The community should assist the government by providing taxis and buses to facilitate movement of teachers and students to their school. Adequate incentives should be provided to rural area teachers to encourage them to put in their best to remain in their duty stations.

Students’ Specific Comprehension Skills in English Based on School Locations, Grades, and Gender

“…Students whose schools are located in urban areas had better academic achievement than their rural counterparts (Owoeye & Yara, 2011;Xu, 2009). It is also reported that there is a significant difference in the achievement of students in urban peri-urban areas where students in urban schools manifest more brilliant performance than their rural counterparts (Adepoju, 2001;Ogunleye, 2002;Ndukwu, 2002;Odinko, 2002, andWarwick, 1992).…”

Blended Learning and Problem-Based Learning Instructional Strategies as Determinants of Senior Secondary School Students’ Achievement in Algebra

“…One vital component in teacher-student interaction is instructional strategy and that mathematics teachers feel more comfortable in using the traditional method in teaching algebra simply because it is more amenable to teaching large class size (Owoeye & Yara, 2011). Recent reforms proposed by National Council of Teachers of Mathematics (NCTM) standard emphasized the use of technology in teaching and learning of mathematics because technology is changing the world and daily life, yet the teaching of mathematics remained relatively unchanged and still relied on traditional lecture method (TLM) (Ifamuyiwa & Kehinde, 2011).…”

School Activities-Time Mix of Head-Teachers in Public Primary Schools in Nigeria U. Momoh, B.O. Ogonor

“…Owoeye and Yara (2011) on the other hand opined that school size does not matter. This later view was collaborated in this study as the results show that there was no significant difference in the Time-Activities Mix of Head-Teachers based on size of school.…”

“…With over a population of 74,982 pupils in Nigeria primary schools (Universal Basic Education, 2004), problems of effective leadership could obviously become complex. Owoeye and Yara (2011) however assert that school size does not matter, what is important is the experience of the leaders which is put to bear in carrying out their responsibilities. This is corroborated by the study carried out by Okolo (2007) on the performance of primary school headmasters where it was discovered that there was a significant difference in the performance of Head-Teachers with 4-11 years of experience and those with 20years and above.…”