A PROJECT WORK BY

ADAGBA MICHAEL

ANALYSIS OF THE ACHIEVEMENT OF URBAN AND RURAL SECONDARY SCHOOL STUDENTS IN JUNIOR SECONDARY SCHOOL CERTIFICATE EXAMINATION IN MATHEMATICS IN BURUKU LOCAL GOVERNMENT AREA OF BENUE STATE

NOVEMBER, 2011

ABSTRACT

This research work analysis’s the achievement of urban and rural secondary school students in JSCE mathematics. Buruku Local Government Area of Benue State was used as the area of study. Five secondary schools were selected each from urban and rural areas of the area of study. An analysis of the achievement of boys and girls was also carried out in the urban area of the same area of study. A set of questionnaire was also admitted on 150 randomly selected students to test the effect of the availability of adequate resource on students’ achievements in mathematics examination. Junior School Certificate Examination results were collected and analyzed. The study also highlighted the possible cause of persistent low achievement rate of students in JSCE mathematics to inadequate availability and use of teaching and learning facilities. The study found out that, urban school students achieve higher than their rural counterpart in JSCE mathematics, similarly, girls achieve higher than boys in JSCE mathematics. It also shows that availability of adequate resources has a significant effect on students’ achievement in mathematics examination. Conclusion were drawn base on the findings of this study, recommendation were made for other interested different design and approaches to uphold critique and even update this study on urban and rural school students achievement in mathematics examination

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CHAPTER ONE

INTRODUCTION

1.0Background of the Study

The two important factors that influence the growth of an individual are heredity and

Environment. It is the heredity genes that give rise to urban talent and often with mental

mechanism with all its strength and weaknesses.

However, the environment influences in him. The similarities and differences among

human beings lie between the interplay of heredity and environment. The above discussion has

brought about the beginning of several opinions of people all over the world concerning the

academic achievement of students of urban school against those of rural schools. Hence there

arose a need for the researcher to undertake a finding into the influence which location has on

the achievement of students in junior secondary certificate examination (JCSE) mathematics.

The word “mathematics” comes from the Greek word mathemata, meaning things that

are learned. Mathematics is a science of numbers and shapes, which has branches that include;

Arithmetic, Algebra, geometry and trigonometry. Its study improves the students’ ability to

calculate and communicate effectively through the use of sign, symbols, letters as well as

numbers.

Mathematics is a subject that is thought at all levels in post-primary institution which has

got applications in almost all aspects of human endeavors. But is there any similarity or

differences in the achievement of students of mathematics in JSCE result between urban and

rural schools of the local government area? This has also arose a need for the researcher’s

finding.

It is argued that, environment has influence on the academic achievement of students be

it rural or urban location which may be due to the opportunities, engaged by children within

urban areas which their rural counterpart may not have access to. Some of the facilities include

Nursery schools, Public libraries as well as social and cultural organization which include

academic rudiments, preparatory to their elementary education.

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Ter (2005) in a research on a content analysis of junior secondary certificates

examination in mathematics report that “in Nigeria for five years high number of candidate

presented in mathematics organized by various examination bodies failed and drop out or fall

back into the system to have the examination re-written”. It is with respect to these failures that

the chief examiner’s reports 1997 said “the annual JSSCE mathematics remains very low as

many of the candidates score zero marks.

Azer (2000) in a research carried out in ten (10) different schools in Katsina-Ala Local

Government Area of Benue State on the influence of environment on child academic

performance report the “students form rural places are believed to be disposal to the place and

quietness of rural life which promotes conducive environment for concentration towards the

attainment of better academic performance”.

Obina and Ohuche (1980) in a research study, reports’ that students in urban and rural

locations performed in a similar manner. Yahan (1980) found out that urban students performed

better than rural students while Obioma’s (1989) finding indicated that most mathematically

deficient learners were found in major urban centers rather than other locations.

Ada (2003) reports that, among other factors, the general shortage of textbooks in all core

subjects (mathematics inclusive) could be responsible for students’ failure. He went further to

blame the low pathetic finding of education to aid the acquisition of some basic infrastructure

and facilities as the source of such problems, considering a typical rural scenario when there is

no laboratory, no electricity, no access road, no writing tables and few classroom blocks. The

absence of aids according to Raju (1978) affect teachers effectiveness which invariably result in

poor academic achievement of students since instructional materials provide both the teacher

and students worthwhile experience.

Ansa (1996) and Mboto (2000) noted that male’s performances are superior to their

female counterparts in science, mathematics inclusive.

Onyanelukwu (1995) reports that sex difference in the performance of students in some

schools subject could attribute to the variety of factors, such as gender and attitude. Admits this

divergent views, this study is therefore, set out to investigate into the above arguments by

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providing empirical evidence in respect to the main achievement of urban and rural secondary

school in JSSCE mathematics.

1.1 Statement of the Problem

It is important to develop science and technology, since no nation will advance in

development without developing its science and technology. Mathematics is the nucleus of

science and it is studied in all level of primary and post-primary institutions in Nigeria, yet it

has no necessary motivation to enhance a good achievement in JSCE.

Ter (2005) reported that “a high number of students presented in mathematics

examination organized by various examination bodies failed and drop out of school or re-sit the

examination”.

Also the absence of instructional aids affects teachers’ effectiveness which invariably

cumulates in poor academic achievement (Raju, 1978).

Onyemulukwu (1995) reported that “sex difference in the performance of students in

some school subject could be attributed to a variety of factors such as gender. But could

location, sex or the availability of resource materials be responsible for poor achievement

recorded? The solutions to these questions formed the basis for this study.

1.2 Purpose of the Study

The purpose of the study is to

– Find out the difference in the mean achievement scores between rural and urban

secondary school students in JSSCE mathematics.

– Determine the relationship between availability of resource materials and student

achievement.

– Find out whether there is difference in the mean achievement of boys and girls in JSSCE

examinations.

– To suggest the possible solutions to solve the above problems.

1.3 Research Questions

As a result of the above problem, it has become the researchers’ source of concern which

arose to these questions.

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1. Is there any difference between the mean achievement score of students in rural and

urban secondary school in JSCE mathematics?

2. Is there any difference between the mean achievement scores of boys and girls in JSCE

mathematics?

3. Is there any relationship between the availability of resource materials and students

achievement?

1.4 Research Hypothesis

The following hypothesis has been stated for the purpose of this work.

1. H0: There is no significance difference between the mean achievement scores

of students in urban and rural secondary schools in JSCE mathematics.

H1: There is a significance difference between the mean achievement score of

students in urban and rural secondary school in JSCE mathematics

2. H0: There is no significance difference between the mean achievement scores

of boys and girls in JSSCE mathematics.

H1: There is significance difference between the mean achievement of boys and

girls in JSCE mathematics.

3. H0: The availability and use of instructional materials or resource has no

significant effect on the student achievement in JSCE mathematics

H1: The availability and use of instructional materials or resource has a

significant effect on students’ achievement in JSCE mathematics.

1.5 Significance of the Study

The level of importance attached to the present research work on the analysis of the

achievement of urban and rural secondary school students in Junior Secondary Certificate

(JSCE) mathematics could be seen for the following reasons.

It is expected that, the findings of this work will bring out the differences between the

mean achievement of boys and girls at various locations. Hence, the teacher would be informed

on how to handle the teaching of mathematics among the two genders.

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Also, the finding of this work will inform the parents, the public, and curriculum planners on

mathematics achievement trend with respect to location in order to effectively plan the

curriculum in a way that will bring about position changes where necessary as work will be

published students or professional journals.

Furthermore, the finding of the study will also figure out the relationship between the

availability of resource materials and students achievement.

Finally, the result of the research work will also help educational policy makers to

effectively address the issue of low performance of students in mathematics due to location,

during placement.

1.6 Scope of the Study

This study is carried out in ten (10) secondary schools, five (5) secondary schools each of

both urban and rural secondary schools in Buruku Local Government Area of Benue State.

These are schools that offer mathematics as core subject and has produces at least six

graduating classes through the junior secondary certificate examination (2005 – 2009) and

operate a co-educational system. This is to avoid variability in average achievement between

genders due to differences in school types.

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter has reviewed the related literature; it is divided into three points which

includes:

Theoretical frame work, practical or empirical studies and summary

(a) Theoretical Frame Work involves;

- The concept of urban and rural area

- Gender discrimination in education

- The concept of mathematics

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(b) Empirical Studies include;

- Performance of students in public mathematics examination

- Students’ academic achievement in urban and rural schools.

- Inadequacy of resources or learning materials (instructional aids) in urban and rural

schools.

2.2 Theoretical Frame Work

2.2.1 The concept of Urban and Rural Area

An urban place or city is demographically defined by United Nations Standard for the

purpose of international comparability which stipulates that all nations in tabulating their census

and other official statistics should regard all concentrated places of twenty thousand (20,000) or

more inhabitants as urban otherwise rural (the new Encyclopedia. Britannica: macromedia

Vol.18).

Also, an urban place is a location which has good roads, network and other features like

social and basic amenities which include; pipe borne water, hospitals as well as administrative

offices.

2.2.2 Gender Discrimination in Education

The issue sex has become a source of controversy in education and academic sector.

Many research works have different opinions about sex difference in their performance in

academics.

According to Andy (2006:37) in a research carried out in major towns of Benue State

(Otukpo, Gboko, and Katsina-Ala) on the performances of gender in pubic examination in

Biology reported that “sex differences between boys and girls no significant role on their

performance in public examination at the junior secondary school level”.

In a contrary view, Marshall and Hales (1971:83) reports that, the male cognitive domain

in relation to the female is higher in mathematics abilities which female has prevalence in

literacy ability of knowledge. They further stressed that in respect to the above statement,

consideration is to be given accordingly but the reverse is the case in the normal classroom

setting which actually does not consider those factors.

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In line with Marshall and Hales (1971) Elliot, in a book titled little and transverse (2008)

emphasized that, female students are not given special attention to mathematics classes to

compliment the deficiency they have relative to their male counterparts in mathematics abilities.

What will then be the case in Buruku Local Government Area of Benue State?

2.2.3 The Concept Mathematics and the Relevance of Mathematics; According to the

Oxford advance learners’ dictionary; 6th edition defined mathematics as “the science of numbers

and shapes”.

Mathematics is a plane science subject that deals with the measurement and qualification

of object (Agiapuye, 2002).

It is a subject that moles the use of digit alphabet and objects in explaining or analyzing

concept and its branches which include Algebra, geometry, arithmetic and trigonometry. The

subject mathematics needs deep thinking and utilization; this is because it involves reasoning as

the chief source of knowledge rather than ideas. Hence mathematics is considered as the most

difficult subjects.

Mathematics is known to be the key to sciences and technology in Nigeria. Its importance

is spread all over human activities (be it marketing, banking, engineering, astronomy, etc). In

Nigeria a society strives towards technological development and development, such as its’

attainable in the developed countries. Hence its relevance and application in modern society

promoted three quests for analysis of urban and rural school achievement in mathematics so as

to possibly check poor achievement and bring about the possible development.

2.3 Empirical Studies

2.3.1 Achievement of Students in Public Mathematics Examinations.

Mathematics as a science subject is made compulsory in all primary and post-primary

school levels in Nigeria, yet this has not provided the necessary motivation needed to ensure

good achievement in JSCE mathematics. A report on the research carried out by Nigerian

Educational Research and Development Council (NERDC, 1997), reported that students

performed very poor in physical science, (mathematics, inter-science & intro-tech) which form

the basis of future work of technology needed in Nigeria. Report by Benue State Junior School

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Certificate Examination (BSJSCE) chief examiner in 1998, and 1999 says that “poor

performance at JSCE level is mostly recorded in mathematics” which shows that the

performance of students in mathematics I son steady decline (STAN, 2000). What will be the

situation in Buruku Local Government Area?

2.3.2 Student’s Academic Achievement in Urban and Rural Schools

Obioma and Oluche (1980) as cited by Ter (2005) in a study carried out in owerri on the

performance of students relative to location says that students in urban and rural location

perform in similar manner. In a related development, Jon (2001) reported that there is no

significant difference between the urban and rural students in each category of mathematics

achievements test. However, Obioma (1989) finding indicated that “most mathematics deficient

learners were found in major urban centers rather than other locations”. Hood (1967) observed

that students from rural areas lived up to their higher achievement records achieving higher

achievement records by achieving higher grades in school than students in urban schools. He

said “Rural students over-achieve in colleges in relation to their test scores” (Hood, 1967:39).

Looking at this argument there seems to be diverse opinions on mathematics achievement

among students due to location. As a result of these argument there, arose a need to investigate

which location influences the achievement of students in mathematics in Buruku Local

Government Area of Benue State.

2.3.3 Academic Achievement of Boys and Girls

Maccoby and Jacklines (1974) “the psychology of sex differences” has made it

acceptable that differences between male and female have existed with respect to measured

verbal and quantitative analysis.

Ezengo and Agwagah (2003:312) reported that, male perform better than their female

counterpart in algebra both in pre-test and post-test core of algebra achievement test (AAT)

used in the concept mapping method, irrespective of the fact that, the method induces high

achievement of experiment group.

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In contrast to the above claims, Hude etal (1980) noted that the difference between boys

and girls in mean score mathematics test is typically small relative to the extent of variability in

score within each sex in favor of female sex.

Okwu and Algagba (2004) in their study of mathematics achievement and performance of

students in Katsina-Ala Local Government Area of Benue State concluded that “students’

performance and achievement in mathematics is not a function of sex. With this, we can see that

there is diverse opinion on the issue of gender differences. Hence, it calls for a need for the

researcher to under-take the tax of finding out the achievement of secondary school students in

SSCE mathematics with regard to gender differences in Urban and Rural locations in Buruku

Local Government Area of Benue State.

2.3.4 Inadequate learning Facilities (teaching aids) in Urban and Rural

schools.

Eraikluvemen (2003:5) says “teaching aids/teaching hints to be adopted by teachers are

not been observed in the teaching and learning process because of Unavailability of such

infrastructure facilities. In respond to this, the National Policy on Education (NPE, 2004:34)

state that “government will ensure that all schools are properly equipped to promote sound and

effective teaching, and particularly, suitable textbooks and libraries are provided for the

schools”.

Ada (2003), in support of Eraikwumen (2003) affirms the general acute shortage of

textbook in all core subjects: English and mathematics, science and all the Nigerian languages.

He went ahead to blame the pathetic low funding of education as manifested faculty claims.

Imagine a secondary school designated as a special school lacks every basic infrastructural

facilities. There are no laboratories, no electricity, no access road; the teachers lack the basic

comfort to perform their duties (Ada, 2003:39)

Another area that the secondary school system lack is proper classroom and

accommodation. The cost of building and maintaining classrooms, laboratories, Libraries,

chalkboard, textbooks and equipments is so high. Hence this has become a menace for the

effective achievement of students in JSCCE mathematics. (Jebe and Ortyoyande, 2001:20).

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The unavailability of teaching aid according to Raju (1978) affects the students’

achievement in mathematics as it affects teachers’ effectiveness. The availability of

instructional materials help both the teacher and the students to acquire worth while experience,

since practical along side with observation will make it easier for the learner to comprehend.

The acquisition of skills and experiences gathered will seriously improve the learning standard

of the learners.

Lack of electricity as pointed by Ada (2003) and other infrastructural facilities in rural

areas denied them to have access to modern state-art. Way of teaching and learning of

mathematics. Instructional aids such as computer, electronic devices and internet, help the

students to programme or store some mathematical lectures for the purpose of self explanations.

For instance, with the use computer and calculators specific mathematics is programmed. This

could assist students that were absent from the lesson through re-presentation of stored

information by electronic devices.

In respond to the above statement Oshibodu (1986) observed that the use of electronic

devices to teach problem-solving would re-shape students working method in handling tedious

calculation. The cases of mathematics teachers not been computer literate have also contributed

to the low performance and achievement of students in mathematics in JSCE. With this menace,

the researcher is interested to investigate the effect of unavailability and the use of instructional

materials in teaching and learning of mathematics in Buruku Local Government Area of Benue

State.

2.4 Summary

The reviewed literature has shown that, an area is classified urban if it has a population of

about twenty thousand (20,000) or more inhabitants, according to UN’s stipulation otherwise

rural. It has also shown that a place is classified as urban if it has facilities like, good roads,

electricity pipe borne water and social amenities like hospitals and recreational centers. The

review also show that there is still a controversy about sex differences in their achievement in

academic, especially in mathematics and physical science like mathematics, integrated science

and introductive Technology. Mathematics which is a pure science subject that deals with the

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use of digit, alphabet and objects in explaining or analyzing concepts is very important in all

facts of human endeavors.(say; computing, business etc.) yet it has been generally low with no

fixed pattern, regarding the sex, availability of resources and urban-rural factors.

The sex, availability of resources and urban-rural factors has form the basis for the

investigation of secondary school students’ achievement in JSCE mathematics in Buruku Local

Government Area of Benue State.

CHAPTER THREE

METHODOLOGY

3.1 Introduction

It has been already highlighted that, this particular research area has been touched by

other researchers. Studies has earlier been made on the analysis of the performance and

achievements of students of urban and rural secondary schools in JSCE even in mathematics,

but little or no attention has been given by the specific cases of location, gender discrimination

in education and availability of resources (teaching aids) among the secondary schools, hence

their massive failure in the external mathematics examination.

In this chapter, the researcher presents the design of the study, the area of study, the

population and simple sampling. The researcher also presents the instrument of the study, the

validity of the instruments, method of data collection and analysis.

3.2 Research Design

The research design employed for this study was the method of survey, analysis and

questionnaire.

3.3 Area of the Study

The area of the study is Buruku Local Government Area of Benue State. The local

government is one of the twenty three (23) local government areas that make up Benue state. It

was carved out from Gboko Local Government Area 1st April 1991. The local government is

bounded to the East by Logo Local Government, to the West by Gboko, to the South by

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Ushongo and to North by Guma local government area respectively. The local government has

a population of thirteen (13) districts.

Buruku Local Government is made u of four ethnic groups: namely Tiv, Etilo, Nyifon

and Abakwa. The local government under study has ten government approved secondary

schools and many others which are not approved. The local government is purely as agrarian

local government, agricultural potentials in Buruku Local Government Area are numerous;

cereal, edible and commercial fruits, roots and tubers of various kinds are produce in the local

government in large quantity. Fishing is also one of the economic resources in the local

government.

3.4 Sample and Sampling Techniques

Ten (10) schools were selected at random based on the location. Five (5) schools each

were selected from urban and rural location, using simple random sampling method.

The list of urban schools;

(a) Government Secondary School, Buruku

(b)Tombu Community Secondary School, Buruku

(c) Government Science and Technical College, Garagbogbol

(d)Government Secondary School, Adi

(e) Atta Secondary School, Adi

Below is the list of rural schools;

(i) Agwa Community Secondary School, Diwa

(ii) Community secondary school, Agbonor

(iii) Mbagen community Secondary School, Anonguu

(iv) Show Day Community Secondary School, Ityowanye

(v) Mbagen Community secondary school, Abwa.

A total number of 150 students of JSS III from the two locations were selected at random using

simple random sampling method to respond to the questionnaire on the availability of resource

materials and its uses in the various schools. The Benue State Junior School Certificate

Examination results of the above schools were used, i.e. (between 2005 – 2009).

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3.5 Instrumentation

Questionnaires were used data collection. The questionnaires that were design for the

students were in two sections. Section (1 & 2) section 1, was concerned with the respondent

personal information and section 2 was on the availability and use of resource materials in the

various schools. Using the Likert four-point scale (SA, A, D, SD)

3.6 Validity of the instrument

The questionnaire design for the students to find out the effect of the availability and use

of resource materials on the performance of the students score in mathematics in their various

schools was submitted to the project supervisor for proper vetting and approval to ensure

content validity and clarity of the questionnaire.

3.7 Method of Data Collection

Benue State Junior Certificate Examination results were collected from Benue State

Examination Council official gazette in the schools under study. Questionnaires designed were

used to obtained information from students on the effects of availability of resource materials

and its use towards their performance in mathematics. The data was collected by the researcher.

3.8 Method of Data Analysis

The data collected were analyzed based on the research questions as follows:

To answer question 1: Simple percentage and compound bar chart were used, while t-test

statistics was used to test the significant difference between the performance of urban and rural

students in mathematics (H01) at 5% level of significance.

To answer question 2: simple percentage were used along side with compound bar chart.

While t-test statistics were used to test the significance difference between the performance of

boys and girls in JSCE mathematics (H02) at 5% level of significance.

To answer question 3: Simple percentage were used to answer question three (3) and Chi-

square statistics was used to test the measure of resources allocation and performance (H03) at

5% level of significance.

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CHAPTER FOUR

DATA PRESENTATION, ANALYSIS, INTERPRETATION AND DISCUSSION OF

FINDINGS

4.1 Introduction:

This chapter presents the result of data collected and its analysis. The first table presents the

achievement of rural and urban students in percentages. Fig I attempt answering research

question one. While table II has tested for the significant difference between the achievement of

urban and rural students. Table Fig II presents the achievement of urban boys and girls in JSCE

mathematics within the reviewed period, which is followed by its analysis table III present the

attempts to answer research question two, while table IV has calculated the t-test statistics in

order to test second research hypothesis: table V of this chapter presents the responses by some

selected students, while table VI gives the result on the concerning hypothesis three, which is

the Chi-square statistics to know whether the availability and use of instructional materials has a

significant effect on the achievement of students in JSCE mathematics. The chapter also

discusses the findings the researcher has found in the course of his research work.

4.2.1 Research Question One

Is there any difference in the achievement of urban and rural students in JSCE

mathematics? Table I presents the analysis on the research question one.

Table 1: Achievement of Rural and Urban secondary school from the period 2005 – 2009.

Years 2005 2006 2007 2008 2009 Total

Locatio

n

Percentage (%)

Urban Pass 58.3 89.8 60.6 62.9 57.9 65.9

Fail 41.7 10.2 39.4 37.1 42.1 34.1

Rural Pass 49.5 40.0 55.4 48.8 46.6 48.1

Fail 50.5 60.0 44.0 51.2 53.4 51.9

Source: JSCE Result 2005 – 2009 Buruku L. G. A

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Form table I, the overall achievement of urban schools shows that 58.3% pass with credit and

distinction in 2005. Passes at credit and distinction level rise from 58.3% to 89.8% in the year

2006. In 2007, there was a decline in the achievement of urban schools with 60.6% of passes at

credit and distinction level, this follow by a slight increase in 2008 with 62.9% of students with

distinction and credits. However, there was a drop in 2009 from 62.9% to 57.9% with the

difference of 5%. The overall achievement of urban students in JSCE mathematics under the

period of review was at 65.9% at the level of credit and distinction. The level of failure in 2005

was recorded to be 41.7 while 10.2% failed the subject in 2006. In 2007 39.4% of urban

students failed the subject while 37.1% failed in 2008. The rate of failure among urban students

in 2009 was recorded to be 42.1% while the overall achievement of urban students in JSCE

mathematics at failure level occupied 34.1% with the period under review.

From the same table, the yearly achievement of students of rural location within 2005 –

2009 shows that, 49.5% of students passed with credit and distinction in 2005 while 40.0%

passed with credit and distinction in 2006. In 2007, rural students’ achievement in the subject

was recorded 55.4% was recorded in 2008. In 2009 passes at this level was recorded to be

46.6%. There was a general discouraging phenomena as the achievement among rural students

was very low. Since the overall percentage was 48.1%

Failure level among rural students shows that, 50.5%, 60.0% were recorded as their

achievement in 2005 and 2006 respectively, while in 2007 the failure level among these

students failed with 51.2% while in 2009 the failure increase to 53.4%. The overall failure

among students of rural location under the period review was 51.9%. This implies that most of

the students of this particular location could not be admitted to senior secondary since their

achievement was below requirement.

Fig. 1 is a compound Bar Chart showing the yearly achievement of urban and rural

students at credit and distinction level between 2005 – 2009.

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Fig. 1: Bar chart showing the yearly achievement of urban and rural students at credit &

distinction level between 2005 – 2009

KEY

Urban location

Rural location

4.2.2 Result of the Analysis of Data Concerning Hypothesis one

H01: There is no significant difference between the mean achievements of urban

and rural students in Junior School Certificate Examination (JSCE) mathematics.

H11: There is a significant difference between the mean achievements of urban

rural students in Junior School Certificate (JSCE) mathematics.

Table 2: Present the achievement of urban and rural students in JSCE mathematics, in a

calculated and tabulate T-test statistics.

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Scores Mean SD X Significant

Level

T-

calculate

d

t-test

Urban 53.21 8.73 2807 0.05 17.75 1.645

Rural 44.47 8.90 3718

Source: Field Survey, 2011.

Table 3 present the achievement of urban and rural students is JSCE mathematics for five years

(2005 – 2009). The null hypothesis was tested at 0.05 level of significance (α). The t- critical

was realized to be 1.645. Since 17.75 > 1.645 it means that, the calculated t value is greater than

null hypothesis and accepts the alternative hypothesis. Hence there is a significant difference

between the achievement of urban and rural students in JSCE mathematics.

4.2.3 Research Question Two

Is there any significance difference between the mean achievement of boys and girls in

JSCE mathematics?

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Table 4: shows the achievement of urban boys and girls JSCE mathematics in 2005 – 2009 in

Buruku L. G. A.

Gender Years 2005 2006 2007 2008 2009 Total

Scores (%)

Boys Pass 68.5 49.0 87.9 93.8 67.9 74.1

Fail 31.5 51.0 12.1 6.2 32.1 25.9

Girls Pass 86.1 85.7 57.1 95.7 72.4 83.9

Fail 13.9 14.3 42.9 4.3 27.6 16.1

Source: JSCE Result 2005 – 2009 Buruku Local Government Area

From table 4 the yearly achievement of boys in JSCE mathematics at credit and

distinction level shows that, 68.5% of boys pass the subject in 2005 while 49.0% pass the

subject in 2006. In 2007, 2008 and 2009, the achievements of boys were recorded to be 87.9%,

93.8% and 67.9% respectively. The overall achievement of boys within the stipulated period

was recorded 74.1% failure among boys show in 2005, 31.5% of boys failed the subject, while

51.0% failed in 2006, 12.1% failed in 2007, while 6.2% and 32.1% were recorded as their

achievement in 2008 and 2009 respectively. The overall failure among boys was found to e

25.9%.

On the same table, the achievement of girls in JSCE mathematics shows that in 2005,

86.1% of girls pass the subject while 85.7% pass the subject. In 2007 and 2008, the

achievements of girls in the subject were recorded to 57.1% and 85.7% respectively. While in

2009, 72.4% passed the subject with credit and distinctions, the total achievement of girls that

failed the subject in 2007, 2008 and 2009 respectively. The total failure among girls was sum up

to 16.1%.

Fig. 2 is a compound Bar Chart, showing the achievement of boys and girls in JSCE

mathematics at credit and distinction level.

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100

90

80

70

60

50

40

30

20

10

02005 2006 2007 2008 2009

Fig. 2: Bar Chart showing the achievement of boys and girls in JSCE mathematics at credit and

distinction levels between 2005 – 2009.

KEY

Represent Boys

Represent Girls

Fig 2: Attempt to answer question two (is there any difference between the achievement of

boys and girls in JSCE mathematics?)

The compound bar-chart has shown the differences in the achievement of boys and girls

in JSCE mathematics. When boys scored 68.5% in 2005, girls scored 86.1%. While boys scored

49.0% in 2006 girls scored 85.7%. In 2007 and 2008, the achievement of boys and girls were

recorded for boys in 2009 while girls top with 72.9%. Hence there exists a difference in their

achievement in JSCE mathematics.

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The compound bar-chart attempt to answer question one (is there any significant

difference between, the achievement of urban and rural students in JSCE mathematics?).

The bar chart shows that, there is a significant difference in the achievements of urban

and rural students. In 2005 while urban students scored 58.3%, rural students scored 49.5%, in

2006 urban students scored 89.8% while rural students scored 40.0% respectively. In 2007,

urban students scored 60.6% while that of rural students scored 55.4%. In 2008 the achievement

of urban students was 62.9% while that of rural students was 48.8%. In 2009 Urban students

achievement in the subjects was 57.9% against that of their rural counterpart which was 46.6%.

Hence there is a significance difference between their achievements.

21

4.2.4 Result on the Analysis Concerning Hypothesis Two

H0 2: There is no significant difference between the mean achievement of boys

and girls in JSCE mathematics.

H1 2: There is a significant difference in the mean achievement of boys and

girls in JSCE mathematics.

Table 5: is the calculated t-variable for achievement of boys and girls in JSCE mathematics

between 2005 – 2009.

Gender Mean SD X Significant Level T-Cal T-Crit

Boys 54.90 14.99 320 0.05 13.28 1.645

Girls 56.85 12.42 168

Source: Field Survey, 2011.

From table 5, the t-statistics shows that, at the chosen level of significance (α) = 0.05, the null

hypothesis is to be rejected. Since t-calculated is greater than t-critical. i.e. 13.28 > 1.645.

Hence we accept the alternative hypothesis and concluded that there is a significance difference

in the achievement of boys and girls in JSCE mathematics, Girls achieved better than their boys

counterpart.

22

Table 6: presents the analysis of the responses of the availability and effects of resources on the

performance.

S/No Statement SA%

4

A%

3

D%

2

SD%

1

1 The use of teaching aids in mathematics

lessons makes the teaching/learning of

mathematics easier

2.75 6.04 33.50 57.70

2 Our school has enough infrastructural

materials to use by every student in the

class during the lesson.

4.79 8.38 31.74 55.10

3 Our school has mathematics library 0.0 0.0 48.70 51.30

4 We make use of mathematical sets,

graph- sheet and four figure table for

solving mathematical problems

13.30 25.60 12.80 51.30

5 We have a school library 16.20 83.80 0.00 0.00

6 Our library is equipped with different

mathematics text books

76.90 12.10 7.69 3.30

7 We have adequate desks in our

classroom

72.60 15.30 7.90 4.20

Source: Field Survey, 2011.

Table 6: shows that while answering questions on whether the use of instructional materials in

the mathematics lessons makes the learning and teaching of mathematics easier, 2.75% strongly

agreed with the statement while 6.04 agreed. 33.5% disagreed with the statement while 57.7%

strongly disagree with the statement.

Responding on whether their school has enough instructional materials to be used by

every student in the strongly agreed while 8.35% students agreed. Also 31.74% disagree with

55.1% students strongly disagreeing.

23

However, there was virtually no mathematics library in any of their schools, since their

responds on whether their school has a mathematics library disagree with 48.7% of students and

51.3% strongly disagreed. Responding on whether they use mathematics-sets, graph sheet and

four figure table, 13.3% strongly agreed with the statement and 25.6% agreed. 12.8% disagreed

while 51.3% strongly disagreed.

Responding on whether their school has a school library 16.2 strongly agreed while

83.8% agreed with the statement which means all their schools owns a school library. Also

responding on whether their schools is equipped with different mathematics textbooks, 76.9%

of students strongly agreed with the statement while 12.1% agreed, 7.69% disagreed while

3.30% strongly disagreed. On whether their schools have adequate seats in all the classes 72.6%

strongly agreed while 15.3% agreed with the statement 7.9% disagreed and 4.2% strongly

disagreed with the statement.

Thus, from the table, the use of instructional materials or resources materials has significant

effect on the achievement of students in mathematics.

4.2.4 Discussion of the Findings

The yearly performance of students in JSCE for both urban and rural can be seen in table

1 which shows the unsteady and unpredicted movement in the achievement in JSCE

mathematics. While their achievements are encouraging one year, it is discouraging another

year and vice-versa.

Table II compares the achievements of urban and rural schools in JSCE mathematics. The

bar-chart showed that urban students achieve higher than their rural counterpart in JSCE

mathematics

Comparative analysis of distinction and credit level of passes, for the period under review

(2005 – 2009) shows that, the performances of urban students were better than that of rural

students for all the years. i. e. 2005 – 2006. The urban students surpassed their rural

counterparts with a fairly wide margin, especially in 2006 and 2008. The excesses of urban

students over rural students was 49.71% in 2006 while 2008 it was 14.96%

24

The yearly performance of boys and girls in JSCE mathematics shows a fluctuating

movement in the performance of boys and girls.

Table 4 compared the overall performance of both boys and girls in JSCE mathematics.

The bar chart showed that girls were better in passing with credit than their boys counterparts.

Comparative analysis of A – C passes for the period under review shows that girls are

better than boys. Girls surpassed their boys counterpart with a wide margin. The excesses of

girls over boys in 2005 was 22.53%, and 2006 was 36.5%. Hence the achievement of girls in

JSCE mathematics was higher than of boys.

Students’ responses also should that the availability and use of resources has effect on

students’ achievement in mathematics.

The studies showed that, there is a significant difference in the performance of urban and

rural school students. The finding of this study agrees with that of Yahum (1989) and that of

Owoicho (2008) which social that urban student achieve higher than their rural counterpart in

JSCE mathematics more so, based on table 4 and 5, there is no specific pattern in the

performance of both urban and rural school students in JSCE mathematics.

The study also indicates that there is a significant difference in the performances and

achievements of boys and girls in JSCE mathematics. The study disagrees with that of Ezeugo

and Agwaguh (2000) which said that “male gender achieve higher that their female counterpart

in Algebra Achievement test (AAT)”.

It was discovered in this study through test statistics that if students are provided with

facilities, their achievement will be better than what it is now, hence availability and use of

resources has a significant effect on students in students in JSCE mathematics.

25

CHAPTER FIVE

Summary, Conclusion, Recommendation and Suggestions for Further Study

5.1: Introduction:

In this chapter, the summary, conclusion, recommendation and suggestions for further study

are made as it regards the analysis of the achievement of rural and urban secondary schools in

JSCE mathematics.

5.2: Summary:

This research aimed at analyzing the achievement of urban and rural secondary school students

in JSCE mathematics. It also attempted to find out the achievement in JSCE mathematics,

between the boys and girls as well as effect of instructional materials on the performance and

achievement of student in JSCE mathematics. The aforementioned basically formed the

objectives of the study, the significance of the study is to enable the researcher and others in the

educational sector as well as the public and policy makers know whether there is really

differential achievement between urban and rural school students as well as boys and girls in

JSCE mathematics.

The available literature on students’ general performance in mathematics examinations

was reviewed. From this literature review, it was discovered that the achievement is generally

poor for which the inadequacy or lack of teaching/learning facilities both in urban and rural

school was advanced for.

In order to answer the research question and test the hypothesis posed I chapter one, the

researcher adopted the survey and analytical design approach which were used to collect and

analyze data. Results to JSCE mathematics were collected from ten (10) schools in Buruku

Local Government Area.

The collected results were displayed in tabular form and graphically. Yearly performance

(combined) urban and rural schools as well as boys and girls were displayed in compound bar

charts to appreciate the behavioral pattern of the results. Appropriate test statistics were used to

test research hypothesis.

26

On the basis of data collected and analyzed, it was discovered that 53.30% of urban

students passed with credit and 47.36% of rural students passed with credit.

Similarly, 66.67% girls passed with credit and above and 54.76% boys pass with credit

and above.

5.3 Conclusion

Based on the results of the data collected the following conclusions were made on the

achievement of urban and rural school students in JSCE mathematics.

(i) There is a significant difference between the agreements of urban and rural secondary

schools in mathematics. The urban students achieved higher than the rural students.

(ii) There is a significant difference between the achievement of boys and girls of

secondary school in JSCE mathematics. The girls perform better than boys.

(iii) Adequate provision of resources has a great effect on students’ achievement in JSCE

mathematics.

5.4 Recommendations

Based on the findings, the following recommendations were made.

(i) The shortage of instrumental materials in rural secondary schools should be generally

improved on

(ii) Scholarships should be given to students who performed well in mathematics

examination. This will greatly boost the morale of students and encourage a lot of

students to study mathematics with greater determination.

(iii) Adequate classroom, accommodation, mathematics laboratories, and libraries. Should

be put in place for the student’s use as this will help their mathematics performance.

5.5 Significance for Further Studies

As a result of the finding in this study, the following suggestions are made

1. Further studies should be carried out by literate researchers into similar areas covering a

large scope, say the whole of Benue North-East, as well as including other variable like

the quantity and quality of available teachers.

27

2. Study should be carried out using another design and different method of data collection

and analysis to justify the claims made here.

28

REFERENCES

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in Colorado”. The Personnal and Guidance Association 45(10)34-47

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The new encyclopedia Britannica: Micropedia Vol.16

The new encyclopedia Britannica: Micropedia Vol.18

30

Appendix A: QUESTIONNAIRE

Department of Science Education,

Federal University of Agriculture,

P. M. B. 2373,

Makurdi.

Dear Respondent,

QUESTIONNAIRE FORM

This questionnaire is designed for the purpose of gathering information to aid the analysis

of the achievement of Rural and Urban Secondary Schools Students in JSCE Mathematics.

The researcher therefore, requests your kind assistance in responding to the set of

questions that would help in the conduct of the study.

Your response will be treated with confidence.

Thanks for your anticipated co-operation.

Yours faithfully,

Adagba Michael.

31

STUDENTS’ QUESTIONNAIRE

SECTION A:(Please tick the box as appropriate)

1. Sex: Male [ ] Female [ ]

2. Location of School [ ] Urban

[ ] Rural

SECTION B:

Below is a list of items to ascertain your views on the performance of Students in JSCE

Mathematics. Please read the statements carefully and tick against the columns, SA, A D, and

SD which you feel appropriate.

Note: SA = Strongly Agreed, A = Agree, D = Disagree, SD = Strongly Disagree

S/No Questions SA

%

A

%

D

%

SD

%

1 The use of Teaching aids in Mathematics lesson makes the Teaching and Learning of Mathematics easier

2 Our School has enough Instructional Materials to be used by every Student during lessons period.

3 We make use of Mathematical Sets, Graph Sheets, and Four-Figure Tables, when solving problems in Mathematics.

4 We have a Mathematics Laboratory in our School

5 We have a School Library

6 Our Library is equipped with Mathematics textbooks

7 We have adequate seats and desks in our classrooms

32

LIST OF TABLES AND FIGURES

Table 1: Achievement of Rural and Urban secondary school from the period 2005 – 2009.

Table 2: Achievement of urban and rural students in JSCE mathematics, in a calculated and tabulate T-test statistics.

Table 3: Achievement of urban and rural students is JSCE mathematics for five years (2005 – 2009).

Table 4: Achievement of urban boys and girls JSCE mathematics in 2005 – 2009 in Buruku L. G. A.

Table 5: Calculated t-variable for Achievement of boys and girls in JSCE Mathematics between 2005 – 2009.

Table 6: Analysis of the responses of the availability and effects of resources on the performance.

Fig. 1 A compound Bar Chart showing the yearly Achievement of Urban and

Rural Students at credit and distinction level between 2005 – 2009.

Fig. 2 Acompound Bar Chart, showing the achievement of boys and girls in

JSCE Mathematics at credit and distinction level.

33