EFFECT OF SCHOOL LOCATION ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS (A CASE STUDY OF ONWARD SECONDARY SCHOOL, MBIOKPORO)
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EFFECT OF
SCHOOL LOCATION ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS (A
CASE STUDY OF ONWARD SECONDARY SCHOOL, MBIOKPORO)
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
School is
one of the social institutions that is responsible for the development and
training of the mind and skill of man. It is also for the preparation of man
for the challenges and responsibilities in the society at large. The importance
of education has been well accentuated in all societies whether developed or
developing; ancient or modern. It is as
a result of this obvious truth that every country accords great emphasis to education
both in terms of quality and access. In other for colonial government and the
missionaries to have well trained Nigerians as either clerk, clergies, few
secondary schools were established; but the increasing desire for salaried job
and the acquisition of Western values forced the Nigerian government in post
independent era to massively establish secondary schools both in urban and
rural areas, Bloodsworth (1993). The role of secondary education in national
educational system cannot be underscored.
It is the intermediary level between the primary and tertiary
education. As a conciliator, it absorbs
the product of primary education, and serves as an input unit for tertiary
education. As a midpoint in the pecking order
of education, the quality of secondary education predicts, and tends to influence
the standard of tertiary education and the level of literacy in the country.
In the light
of the above, Pascarella and Terenzini (1991) attributed students’ academic
performance to school environment. A school located in a rural area, they argue,
will have all the characteristics of a rural environment; similarly, an urban
school will have an environment-based activities peculiar to its environment
but different from a rural location.
Thus, as the school environment differs, the level of academic
performance may also differ. The
consequence is that the quality of education may not be even; and the national
policy of education for a democratic, egalitarian society cannot be attained
unsentimentally. It is against this
background that this study is designed. The study examines school location and
class size in relation to academic performance of students in public secondary
schools in Rivers State. Determining the factors that negotiate academic
performance in Nigerian schools is paramount to both government and educational
administrators, Akinanumaju and Oriamalaye (1987).
Location of
a market affects buying and selling, location of a church affects it attendance
and participation, location of a hospital measures the extent to which it
serves the needs of both the users and the operators. Believing the above as correct and
undisputable reality, little wonder then whether the locations of schools also
contribute to the academic performance of the students. This study is designed to investigate the
characteristic factors of school environment and class size leading to high
students’ academic performance. Studies by Walberg (1992) reported that there
are positive relationships between school variables such as class size,
teacher-pupil ratio and performance in examination. Urban schools that are
large in class size and higher teacher-student ratio recorded poor performance.
Many teachers carry excessive teaching load and thereby, exceed the generally
accepted teaching load of 32 hours per week. Urban schools with smaller class
size and lower teacher-student ratio performs better in public examination.
There is no clear agreement on the dividing line between small and large
schools, Thomas (1992). One might note that the term ‘small’ has no concrete numerical
limits, Monk (1988). Gottfredson (1985) uses national secondary school survey
data to identify relationship, among school size, school disorder, and many
other school variables and students characteristics.
1.2
Statement of the Problem
There is a great
difference between the physical and demographic characteristics of rural and
urban areas. The rural areas are
characterized by lack of infrastructures, aging population and agrarian
orientation Adediji (1998); whereas the urban areas are characterized by
increasing industrialization and availability of modern infrastructures. This,
however, tend to define class size in both rural and urban schools. The citing
of secondary school by the government does not take cognizance of the differing
characteristics of the rural and urban areas because of its plan to make
secondary school more accessible to the people. Large differences have been
found between urban and rural school characteristics in terms of school plant,
inadequate resources, managerial capacity and isolation. Fabunmi cited in
Owolabi (1987) asserted that students schooling in public secondary schools in Nigeria do so at the risk of
their lives because most of the school buildings had no roof, windows or doors,
and the walls of some had cracked. He
pointed out that the schools lack basic instructional materials and quality
teachers. How do these conditions differ
in the urban and rural areas and how does these differences influence academic
performance of students in two school locations? This study searches for the
effect of school location in the academic performance of secondary school
students in Nigeria.
1.3 OBJECTIVE OF THE STUDY
The main
objective of this study is to ascertain the effect of school location in the
academic performance of secondary school students in Nigeria. But for the
purpose of the study, the researcher intends to achieve the following
objectives;
i) To
investigate the effect of school location on the academic performance of
secondary school students
ii) To ascertain
the impact of school location on student learning habit
iii) To
investigate if there is any relationship between school location and academic
performance
iv) To
ascertain the role of school environment on the learning culture of secondary
school students.
1.4 RESEARCH HYPOTHESES
For the
successful completion of the study, the following hypotheses were formulated by
the researcher;
H0: school
location does not have any significant effect on students academic performance
H1: school
location have a significant effect on students academic performance
H02: there
is no significant relationship between school location and students academic
performance in secondary schools
H2: there is
a significant relationship between school location and student academic
performance in secondary schools.
1.5 Significance of the study
It is hoped
that this study will provide information for parents, educators and school
administrators to reflect upon various factors that help students in achieving
their academic goals. In so doing, they can investigate the possibility of
introducing those factors to their school, which may consequently lead to
enhancing students’ educational outcomes in school. In addition, the fact that
this study is conducted in public schools, it shares quite a lot of
similarities with many other counterparts. In this connection, this study
provides a valuable reference for other schools to reflect upon the school
environment as it affect the academic performance of student in secondary
school.
1.6 Scope of the Study
This
research work focuses on the effect of school location on academic performance
of secondary school students in some selected schools; the researcher
encounters some limitation to the scope of the study;
(a)Availability
of research material: The research material available to the researcher is
insufficient, thereby limiting the study.
(b)Time: The
time frame allocated to the study does not enhance wider coverage as the
researcher has to combine other academic activities and examinations with the
study.
(c)Finance:
The finance available for the research work does not allow for wider coverage
as resources are very limited as the researcher has other academic bills to
cover.
1.7
DEFINITION OF TERMS
School: A
school is an institution designed for the teaching of students (or “pupils”)
under the direction of teachers
School
Environment: A school’s physical environment includes the school building and
the surrounding.
Academic
Achievement: Knowledge attained or skills developed in school subjects by test scores.
School location: school location refers to the
community in which the school is located, such as a village, hamlet or rural
area.
Secondary
school (also”high school”)is a term used to describe an educational institution
where the final stage of schooling, known as secondary education and usually
compulsory up to a specified age, takes place. It follows elementary or primary
education, and may be followed by university (tertiary) education
1.8 ORGANIZATION OF THE STUDY
This
research work is organized in five chapters, for easy understanding, as follows
Chapter one is concern with the introduction, which consist of the (overview,
of the study), statement of problem, objectives of the study, research
question, significance or the study, research methodology, definition of terms
and historical background of the study. Chapter two highlight the theoretical
framework on which the study its based, thus the review of related literature.
Chapter three deals on the research design and methodology adopted in the
study. Chapter four concentrate on the data collection and analysis and
presentation of finding. Chapter five
gives summary, conclusion and also recommendations made of the study.
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