relationship between school location and academicperformance of students in...
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QUARTERLY RESEARCH PAPER BY PATYCHYKY'S RESEARCH CONSULTANCY, 16 COLLEGE ROAD ABRAKA NIGERIA.TRANSCRIPT
RELATIONSHIP BETWEEN SCHOOL LOCATION AND ACADEMIC
PERFORMANCE OF STUDENTS IN INTRODUCTORY
TECHNOLOGYSUBJECT IN URBAN AND RURAL AREARS OF SAPELE
LGA DELTA-STATE.
BY
ICHIPI-IFUKOR, PATRICK C.
PATYCHYKY RESEARCH CONSULTANCY
NO. 16 COLLEGE ROAD ABRAKA.
ABSTRACT
The present research investigated the relationship between school location and academic performance of students in introductory technology subject in urban and rural areas of Sapele LGA. It employed the survey design using 6 schools (3 from each location) in the LGA and with a population sample of 100 secondary school students drawn from JSS2 and JSS3. It used an instrument called the Location and Academic performance questionnaire (LAPQ) as an instrument of Data collection. At the end of the research, it was discovered that School environment has a significant effect/impact on the academic performance of the students, and that there is a significant relationship between school location and academic performance of students in introductory technology while equipment availability has a significant impact on the academic performance of students relative to introductory technology with P < 0.05 in all cases. The implication of the finding is that when the schooling conditions of rural dwellers are improved, they are most likely to perform well in school.
CHAPTER ONE
INTRODUCTION
1
1.0 BACKGROUND TO THE STUDY
The introduction of introductory technology in the secondary schools is
enable products of junior secondary school acquire knowledge and dexterity that
will enable those that cannot further their education be self-reliant or self-employed
in the national policy on education based in the three main objective, which were
formulated for the subject (introductory technology) at JSS level are:
1. To provide basic technological literacy for every day living, and to
stimulate Creativity
2. To provide pre-vocational orientation for further training in technology
Introductory technology is a subject in the junior secondary which
introduces the student form JSS 1-3 to technology which gives them foresight to
technological based subjects such as elementary building construction, basic
electricity, technical drawing etc. (Olisa, 2001). He added that the technology
prepares the students to technological and engineering courses at the colleges of
education, polytechnics and universities. Introductory technology is important
because it provides new insight into ways of making and doing new things. It is
also a way of doing things through the application and investigation of natural
forces and materials. Introductory technology is used for the development of
2
processes and devices that are indispensable to enhancement of the quality of life
and human progress.
(Alwasilah, 2002) stated that, school location refers to the community in
which the school is located, such as village hamlet or rural area 9fewer than 3000
people), a small town (3000 to about 15.000 people), a town (15,000 to about
100,000 people), close to the centre of a else where in a city with over 1000,000
people. Akilaya (2001) explained school location as specific geographical site of
the school and it contains building where the school equipments are kept for
educational use. He further explained that the location of any school must in most
cases follow some laid down guidelines. This is so because the school should not
be close to noisy environment such as the market, highway roads rails and very
risky environments. He also pointed out that the most important thing in the
consideration of the school location is the population that the school is going to
serve and the distance the students would have to get to the school. This research
therefore takes insight into the circumstances responsible of the academic
performance among school student in urban and rural areas of Sapele local
government area.
Inspite of the effort made by introductory technology teachers in schools to
improve the knowledge of students in introductory technology subject through
3
classroom learning and extra-moral class, it has been observed by teachers that
students still perform poorly in the subject. The result of this may lead to
unemployment, youth restiveness and other criminal vices in the society. Although
academic performance of student in the subject varies from student to student,
school to school, and location to location but a very poor in some student, schools
and locations, it has been perceived that the school location, environment,
inadequate facilities equipment and infrastructure are the possible factors
responsible for the differences n academic performance of student in the subjects.
In essence, it can be said that the school location and other possible factors
like infrastructure and equipment may have interrelationship with the students’
academic performance in introductory technology subject in urban and rural areas
of Sapele local government areas. But more importantly this research is aimed at
finding out the relationship between school location and academic performance of
students introductory technology subject in urban and rural areas of Sapele Local
Government Area.
Statement of the Problem
Inspite of the effort made by teacher to enhance the knowledge of students
in introductory technology subject through classroom learning and extra-moral
classes, students still perform poorly in the subject during examination. As
4
perceived in the study, this problem crops up as a result of the school location,
environment, facilities/equipment and infrastructure. Mecraken et al (1991)
Barcinas (1989), all concluded that students performance in subjects in high in the
urban area than in the rural area and that urban student have higher educational
occupational aspiration than rural students, they also point at environment as factor
affecting student performance in learning.
Purpose of the Study
The main purpose of the study is to investigate the relationship between
school location and academicals performance of students in introductory
technology subject in urban and rural areas of Sapele local government Area.
Specifically the study is meant to:
1. Compare how the environment is related to the location of the school.
2. Compare the, students performance in Urban and rural settings in
introductory technology;
3. Determine how facilities and equipment affect students academic
performance
Significance of the Study
The findings of this research will enable teachers, parents and educational
authorities as well as the society to determine the factors influencing students
5
academic performance as if is related to the school location whether urban or rural
in Sapele Local Government Area.
Knowledge of such factors would enable each party to plays its role
expectation e.t teacher will adjust their teaching method, patents provide their
children with instructional requirement curricular planners will be able to identify
and determine the area of deficiency and the nature of innovations to be introduce
during curricular review. This study will also help to prefer remedies to buttress
and improve the learning of introductory technology in rural and urban areas in
Sapele local government area.
Research Question
The following research questions would guide this study:
1. What is the effect of environment of the school with regard to the
academic performance of students?
2. What is the relationship between school location (Rural and Urban) and
academic performance of student in introductory technology?
3. Does equipment availability in schools affect academic performance in
introductory technology?
Hypotheses
6
H01 School environment has no significant effect/impact on the academic
performance of the students.
H02 There is no significant relationship between school location and academic
performance of students in introductory technology.
H03 Equipment availability has no significant impact on the academic
performance of students relative to introductory technology.
The Scope of the Study
The scope of this study focuses on the relationship between school location
and academic performance of students in introductory technology in Junior
Secondary Schools, the study will consider equipment availability, effect school
environment with regards to nearness to residence, and nature of the environment.
The study has as its primary focus the urban and rural location as a major variable
in considering these factors. The study is delimited to the urban and rural suburbs
in Sapele Local government area of Delta-state.
DEFINITION of TERMS
For the purpose of clarity, It becomes necessary to define some concept
used it the course of the study:
7
Introductory Technology: this is an educational subject which is based on activity
oriented instructions which enable student to reinforces.
Academic Performance: this is educational assessment of student in the area of the
cognitive, affect, and psychomotor domain at the end of accessional examination.
Urban and rural location: it is the immediate environment where there school is
sited, it can be said to be a place where the school structure is bee positioned. It can
also said to a less develop area s likened to village when compared to the cities
where there are modern structure and facilities.
CHAPTER TWO
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1. Literature Review
The present chapter will tend to discuss the various works that has
been done previously on the effect of location in academic performance of
students. It will focus mainly on major limiting factors and teaching patterns
of Introductory technology as well as review major theories with regards to
performance and motivation as listed below.
● The Place of Introductory technology in education
● Problems of teaching and learning introductory technology in Nigeria
● Poor planning for human resource development and utilization in
vocational technical education
● Issues of hands tools, machines, training
● Materials and workshop
● Inadequate funding
● Insufficient furniture for both teachers and learners
● the concept of performance as a need for achievement
● Motivation as a factor of good performance
● Evaluation as a measure of academic performance
9
● A review of rural and urban comparism relative to achievement and
motivation
● Location as a factor of performance
● The place of Introductory Technology In Education
According to Uwameiye (1993), introductory technology helps
students at the junior secondary school to explore the world of work, make
intelligent career choices, and develop informed patterns of consumption. In
this study, introductory technology did not in any way provide training for
specific occupations or develop such competencies. Introductory technology
exposes students at the junior secondary school (J.S.S) level to technology
through exploratory activities. This helps to develop good attitudes in the
students towards technology and the industry. Thus the introduction of
introductory technology at the junior secondary school in Nigeria supports
achievement of Nigeria’s quest to build individuals who will
■ adjust to the changing environment;
■ deal with forces which influence the future and
■ Participate in controlling his or her destiny.
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Introductory technology is one of the pre-vocational subjects at the junior
secondary school level in Nigeria. Uwameiye and Onyewadume (1999)
stated that pre-vocational subjects provide students with a process of
orientation in production and consumption through experiences in planning,
producing, testing, servicing and evaluating types of consumer and industrial
goods. The researchers explain further that, through the exposure of students
to pre-vocational subjects, students develop a broader understanding of
industrial processes as they explore their individual interests and develop
aptitudes. In introductory technology, students at J.S.S level are exposed to
various opportunities available in the world of work and are thus oriented, in
many occupational areas, to see the need for school continuity at the senior
secondary school level and beyond. Introductory technology gives students
the opportunity to apply principles of planning and design, construction
techniques, and scientific principles, to the solution of problems. (Uwameiye
and Abimbola, 2004).
In order to reduce ignorance about technology and lay a solid foundation for
true national development, introductory technology is offered in the J.S.S. as
a key subject like mathematics and science. The Federal Ministry of
11
Education, Science and Technology (1985) stated the three main objectives
of Introductory Technology, to:
1. Provide Pre-vocational orientation for further training in technology;
2. Provide basic technological literacy for everyday living; and
3. Stimulate Creativity.
The achievement of these objectives will in no small way help to
transform Nigeria into a technologically developed country. To achieve this
goal, teaching of this subject must be predicated on teaching that seeks to
make the learning of Introductory Technology functional.
2.2.1 Problems of Teaching And Learning Introductory Technology In
Nigeria.
The problems of teaching and learning introductory technology in
Nigeria is multi dimensional, they are however discussed under the following
headlines.
2.2.1.1 Poor planning for Human Resource Development and Utilization
in Vocational Technical Education
12
The human resource development or the recruitment of teachers that
would handle Technology education in Nigeria is very few. Therefore
qualified human resources that will man the tools, machines and materials as
well as impart the practical skills, knowledge and altitude to the students are
not
There for the curriculum. From Federal Ministry of Education, statistics
reveal that Nigeria needs 109,000 technical teachers for the effective
implementation of National Policy on Education at the secondary and
technical college levels but only 8,000 were available. ( Jimoh-Kadiri, 2003;
Okunsebor and Okonta, 2010).
This shortfall of the number of technical education teachers will affect
the teaching and quality of teaching in the subject at secondary school level
(Okunsebor and Okonta, 2010). With the new national Policy on Education,
(FRN 2004) the N.C.E. teachers are meant to teach in the UBE program.
Specifically, the N.C.E technical teachers are the groups of teachers that will
handle the pre-vocational (Introductory technology) subjects in the junior
secondary schools. However, these groups of teachers are not there.
According to Aina (1986), only 5,000 of the 105,000 needed were available.
13
Indeed, Sofolahan (1991) noted that during the 1984/85 school year, there
was a need for approximately 190,000 qualified teachers in secondary
schools in Nigeria. He added that apart from the general dearth of qualified
teachers, special problems were envisaged in specific subject areas.
He noted that the most critical shortage of teachers was the pre-
vocational training for which approximately 30,000 teachers were needed for
the 1984/85 academic year. In recent times, the situation is not different. In
1997, a survey report by NERDC of the state of demand and supply of
vocational technical teachers nationwide indicated that about 270,000
representing 74% of total need were not available (Aina 2000).
Human resource development in the context of this paper implies
preparing, getting or making an individual ready for the teaching profession,
precisely in technical education through teaching and practice. Human
resource development,
Therefore, means receiving pre-service and in service education. Nwaokolo
(2003) stated that next to the pupils, teachers are the largest and most crucial
inputs of the educational system. Teachers translate theory into practice,
hence the qualities and effectiveness of introductory technology students
14
depend on the quality, efficiency and devotion of the teachers. The Federal
Ministry of Education (FRN 2004) realized this; hence it stated that no
educational system can rise above the quality of the teachers. The technical
teachers, therefore, should be trained to enhance his qualities, competencies,
efficiency and effectives. (Alade, 2006).
2.2.1.2 Issues of Hand Tools, Machines, Training
Materials and Workshops
Hand tools, machines, training materials and workshops for pre-
vocational subjects like introductory technology in the UBE project are
dearth in supply. This lapse in the procurement of these items does not augur
well for the practical acquisition of skills for the beneficiaries of the
introductory technology program. The reason why there is shortage of
equipment and materials is partly due to high cost of technology education
equipment (Osuala 2004). The impact of this trend is that the training of the
students becomes impeded and they end up not acquiring enough skills to go
into the labour markets or further in that line. The issue of workshops is more
deteriorating. Most schools in Nigeria for do not have workshops. This is the
reason why the introductory technology equipment could not be installed.()
15
2.2.1.3 Inadequate Funding
There is no doubt that the government at different levels is making
huge budgetary allocations to education every year. Nevertheless,
government sources alone are inadequate to meet all the needs of the system.
Technology education is capital intensive, therefore, other sources of
generating revenue for the UBE project should be exploited (Jimoh-Kadiri
2003).
2.2.1.4 Insufficient Furniture for Both Teachers and Learners
Though federal, state and local government are providing furniture for
the classrooms, this furniture is inadequate considering the number of pupils
admitted in each academic session this in most cases are very paramount in
the rural areas were there are limited number of schools.
2.3.0 The Concept of Performance As A need for Achievement
Need for achievement (N-Ach) refers to an individual's desire for
significant accomplishment, mastering of skills, control, or high standards.
The term was first used by Henry Murray and associated with a range of
actions. These include:
16
"Intense, prolonged and repeated efforts to accomplish something difficult. To work with singleness of purpose towards a high and distant goal. To have
the determination to win".
The concept of NAch was subsequently popularised by the
psychologist David McClelland . (Raven, 2001). Need for Achievement is
related to the difficulty of tasks people choose to undertake. Those with low
N-Ach may choose very easy tasks, in order to minimize risk of failure, or
highly difficult tasks, such that a failure would not be embarrassing. Those
with high N-Ach tend to choose moderately difficult tasks, feeling that they
are challenging, but within reach.
This concept is thus very relevant as it applies to individual perception
and attitude to introductory technology, as different students of different
backgrounds may differ in attitude towards the subject which in turn affects
their performance quotient in the subject.
2.3.1 Motivation as a Factor of Good Performance
Motivation is a term that refers to a process that elicits, controls, and
sustains certain behaviors. For instance: An individual has not eaten, he or
she feels hungry, and as a response he or she eats and diminishes feelings of
hunger. According to various theories, motivation may be rooted in a basic
17
need to minimize physical pain and maximize pleasure, or it may include
specific needs such as eating and resting, or a desired object, goal, state of
being, ideal, or it may be attributed to less-apparent reasons such as altruism,
selfishness, morality, or avoiding mortality. Conceptually, motivation should
not be confused with either volition or optimism. (Seligman, 1990; Beatrice,
2011).
Motivation is of particular interest to educational psychologists
because of the crucial role it plays in student learning. However, the specific
kind of motivation that is studied in the specialized setting of education
differs qualitatively from the more general forms of motivation studied by
psychologists in other fields. Motivation in education can have several
effects on how students learn and how they behave towards subject matter.
(Diana and Mark, 1995; Syed and Raza, 2006). It can:
1. Direct behavior toward particular goals
2. Lead to increased effort and energy
3. Increase initiation of, and persistence in, activities
4. Enhance cognitive processing
5. Determine what consequences are reinforcing
18
6. Lead to improved performance.
Because students are not always internally motivated, they sometimes
need situated motivation, which is found in environmental conditions that
the teacher creates. If teachers decided to extrinsically reward productive
student behaviors, they may find it difficult to extricate themselves from that
path. Consequently student dependency on extrinsic rewards represents one
of the greatest detractors from their use in the classroom. (Syed and Raza,
2006). The majority of new student orientation leaders at colleges and
universities recognize that distinctive needs of students should be considered
in regard to orientation information provided at the beginning of the higher
education experience (Beatrice, 2011). Research done by Whyte in 1986
raised the awareness of counselors and educators in this regard. In 2007, the
National Orientation Directors Association reprinted Cassandra B . Whyte 's
research report allowing readers to ascertain improvements made in
addressing specific needs of students over a quarter of a century later to help
with academic success. Generally, motivation is conceptualized as either
intrinsic or extrinsic. Classically, these categories are regarded as distinct.
(Whyte, 1979; Owoeye, 2011). Today, these concepts are less likely to be
19
used as distinct categories, but instead as two ideal types that define a
continuum:
● INTRINSIC MOTIVATION occurs when people are internally
motivated to do something because it either brings them pleasure, they
think it is important, or they feel that what they are learning is
significant. It has been shown that intrinsic motivation for education
drops from grades 3-9 though the exact cause cannot be ascertained.
(Susan, 1981). Also, in younger students it has been shown that
contextualizing material that would otherwise be presented in an
abstract manner increases the intrinsic motivation of these students.
(Diana and Lepper, 1995).
● EXTRINSIC MOTIVATION comes into play when a student is
compelled to do something or act a certain way because of factors
external to him or her (like money or good grades).
Cassandra B. Whyte researched and reported about the importance of
locus of control and academic achievement. Students tending toward a more
internal locus of control are more academically successful, thus encouraging
curriculum and activity development with consideration of motivation
20
theories. (Moen and Doyle, 1978). Motivation has been found to be an
important element in the concept of Andragogy (what motivates the adult
learner), and in treating Autism Spectrum Disorders, as in Pivotal Response
Therapy. Doyle and Moeyn, 1978 have noted that traditional methods tended
to use anxiety as negative motivation (e.g. use of bad grades by teachers) as a
method of getting students to work. However, they have found that
progressive approaches with focus on positive motivation over punishment
has produced greater effectiveness with learning, since anxiety interferes
with performance of complex tasks. (Adebayo, 2005).
2.3.3 Evaluation as a Measure of Academic Performance
School education is the necessary foundation for strengthening human
resources that has been deemed central for the National development. Since
the time of our independence, many committees and commissions
persistently emphasized upon the free and compulsory education in our
country. Among various measures that have been adopted to expand the
provisions for realizing the goal of Universalizing elementary education, the
National Policy of Education had made several recommendations to improve
the quality of school education. The recommendations include the child-
21
centered approach improvement in the quality of education through reforms
in the context and the process of education, school facilities, additional
teachers, laying down minimum levels of learning, and emphasis upon
continuous and comprehensive evaluation. (Rao and Kulkarni, 2002).
Education is thus seen as a means of helping children to develop their
personality through learning experiences provided by teachers, parents and
significant others. The rate and progress of this development is ascertained in
classroom learning exercises. The purpose of evaluation is to provide a
means of determining whether or not classroom learning experiences are
resulting in the desired development in students, it helps to make data-based
judgments about programmes which provide the learning experiences
designed to help students attain a certain level of development in education.
(Bloom, et al., 1971).
2.3.4 A Review of Rural and Urban Comparism Relative to
Achievement and Motivation.
The importance of setting up goals for behavior was first suggested
and defined by Dembo (1931), who made explicit the possibility of
observing goal levels, identifying determinant factors associated with
22
fluctuating goals, and linking goal-striving behavior to other behaviors.
Further, Lewin, Dembo, Festinger, and Sears (1944) demonstrated that
aspirations can be linked with the seeking of success and the avoidance of
failure. Later research by Sewell and Hauser (1975) involving A large,
longitudinal sample of young men found that socioeconomic status affects
educational attainment, occupational status, and earnings, even when
academic ability and intervening achievements were held constant. This was
also also corroborated by the works of Cullen, et al., 2003.
Quaglia and Cobb (1996) conceived of aspirations as the "student's
ability to identify and set goals for the future, while being inspired in the
present to work toward those goals" This construct has two major
underpinnings: inspiration and ambitions. Inspiration reflects that an activity
is exciting and enjoyable to the individual and the awareness of being fully
and richly involved in life here and now. It is depicted by an individual who
becomes involved in an activity for its intrinsic value and enjoyment. An
individual with a high level of inspiration is one who believes an activity is
useful and enjoyable. Ambitions represent the perception that an activity is
important as a means to future goals. It reflects individuals' perceptions that
23
it is both possible and desirable to think in future terms and to plan for the
future (Marsh and Andrew Martin, 2011). This however, varies across rural
and urban dwellers. Quaglia and Cobb asked how the student aspirations
interact with their environment, both at school and at home.
However, a research with a number of rural Australian teachers
previously, found out that many teachers felt that students' aspirations were
too high for urban dwellers relative to their rural counterparts. That is, these
students were trying to sit for the tertiary examinations in Year 12 when the
teachers did not feel that these students had any hope of gaining a high
enough score to get into a university. Of course, this is anecdotal evidence.
(Stringfield and Teddlie's 1991; Marsh and Craven 2006).
An exemplar research into 16 paired rural and urban schools in
Australia suggested that teachers in rural schools had higher expectations for
their students. The problems faced by Australian rural students are
confounded. First, when these students grow from adolescence to mature
adulthood, they also must face the reality that there is little for them in their
locale. In order for these students to attain their potential in life choices, they
must make a choice. Either they can stay with their families in their rural
24
location and enjoy the rural lifestyle they are accustomed to, or they must
move to the city to either look for work or further their education in
vocational colleges or university. (Idagbe, 2004). It is obvious to these
students that education will expand and fulfill their lives; often parents send
their children to boarding schools in the city in order to prepare them for the
new changes which lie ahead. Unfortunately, some of these students who are
accepted into higher education courses, become extremely lonely and
disheartened and return to their rural home. Of course many others are keen
to leave home and become independent. It appears that this is sometimes
related to the social network that rural students develop when they arrive in
the city. Hektner (1995) attempted to disentangle the rural young person's
aspiration for social mobility and preferences for residing in rural locations.
In his study of midwestern U.S. schools, Hektner found a substantial amount
of conflict experienced by rural students in choosing to leave or stay at home.
Rural students were more likely to have conflicting aspirations about wanting
to live at or near home and wanting to "move out in order to move up."
Stevens' (1995) investigation of influences on vocational choices of senior
25
high school students in a rural community demonstrated that rural students
have to make career decisions at an earlier age than urban students.
Many rural students were supplied with inadequate information and
counseling in order to choose their school subjects for their chosen
occupations and also experienced conflict regarding the superiority of the
urban lifestyle which lay before them. These findings are similar to those of
McCracken and Barcinas (1991), whose study of rural schools in Ohio
revealed that rural students tended to be more homogeneous, come from
larger families, and have lower socioeconomic status. Rural parents tended to
have a lower educational attainment and were less likely to expect their
children to attain an education beyond high school. These researchers
maintained that these parental and home influences helped to explain why
rural students chose lower educational courses. However, rural youth were
also more likely to select vocations that they had been able to observe or
experience, such as agricultural college or technical colleges. Students in
rural areas had lower income expectations and did not observe many high-
income workers. Those students who were bright and capable tended to be
sent away to complete their education. The discrepancy in educational
26
aspirations and performance between rural and urban students seems clear,
yet the reasons for it are not completely defined.
2.3.5 Location as a Factor that affects Academic Performance
Variety of factors has been highlighted that affects academic
performance. This varies from the availability of infrastructures to the
availability of teachers, location and finance, which also includes
socioeconomic, psychological and environmental factors. However, the
contest of the present study focuses on location as a factor that could either
boost or deter the good performance of a student. In applying the school
locational planning to study and establishment of secondary level education
in a pilot study in Ondo State of Nigeria, Omoyemi (1978) discovered that
locations of schools was not based on sound principles of distribution of
population because of initial community participation. In his observation,
Ogunsaju (1984) noted that School sites in the past were arbitrary chosen
with little or no consideration for the necessary parameters such as creativity
and corporate planning.
In another development, Orebiyi (1981) using locational implication of
secondary education reform in Oyi Local Government area of Kwara State
27
between 1980 and 1985 purpots that unplanned location of secondary schools
has limited the spread of secondary education to a few centers. Madumere
(1982) investigated the distribution of secondary schools in Imo State
(Ohaozara Local Government area), employing locational planning technique
to carry out diagnostic and projection analysis on distribution of facilities in
relation to education reforms, discovered among other things, that were
imbalances in the relationship between population density and distribution of
secondary schools by Local Government Area. In her analysis of the
distribution of public primary schools in three selected Nigerian towns,
Tanimowo (1995) discovered that the distribution of shows disorder,
planlessness and inefficiency. The inefficiency here refers to pupil academic
performance. The implication is that while people in some areas enjoy
minimum traveling distances to acquire education, some people in other
places suffer by having to cover maximum distances to acquire education;
some people in other places suffer by having to cover maximum distances to
get to their school.
In line with the above, Onokerhoraye (1975) emphasized that lack of
suitable school location has contributed to the imbalances of Western
28
education from one part of the country to the other. Writing on the
importance of location, Ojoawo (1989) found that it is one of the potent
factors that influence the distribution of educational resources. Throwing
light on locational influence, Ezike (1997) conceptualized urban environment
as those environment which have high population density containing a high
variety and beauty and common place views. He further identified the rural
environment as being characterized by low population density containing a
low variety and isolated place views. Earlier in his contribution, Lipton
(1962) and Kling, et al., 2005 corroborated that “rural community is
characterized by low population, subsistence mode of life, monotonous and
burdensome “Citing hotels, recreational centers, markets, banks and good
road network as being present in their urban environment.
Owolabi (1990) accentuated that our highly qualified teachers prefer to
serve therein rather than the rural areas. As a corollary of the above, Kuliman
et al (1977) observed that teachers do not accept postings to rural areas
because their conditions are not up to the expected standard as their social
life in the areas is virtually restricted as a result of inadequate amenities;
facilities are deficient, playground are Without equipment, libraries are
29
without books while laboratories are glorified ones. Making a critical
analysis of locational factors, Hallak (1977) surmised that provision of
education in rural areas is normally fraught with the following difficulties
and problems; qualified teachers refuse appointment in isolated villages;
villagers refuse to send their children to schools because they are dependent
on them for help; parents hesitate to entrust their daughters to male teachers;
some villagers have few children for an ordinary primary school; lack of
roads or satisfactory means of communication makes it difficult to get books
and teaching materials to the school which place difficulties in the way of
organizing school transport among others. Writing on the improvisation of
science teaching equipment in line with location, Balogun, (1982) lamented
that unfortunately in Nigeria, where there is a preponderance of poverty
among us populace and a wide gap between the rich and the poor …
disparity in the distribution of resources and social amenities on the part of
the government, the population has polarized into two of those who
favorably affected and those who are disfavored. These two groups have
been forced on economic reasons and levels of education to organize
themselves into two different sub geographical locations to a very large
30
extent determine what amenities and or facilities are made available to each.
(Lisa et al., 2006). The above findings were corroborated by Mbakwe (1986)
when he affirmed that teachers are differentially distributed to schools.
According to him, apart from the tendency of qualified teachers to seek
deployment in Army schools located in urban towns, particularly in the state
capitals, more school facilities and services tended to be concentrated in
urban schools. In the words of Sander (1972), he observed that teachers with
the highest training are posted to largest cities, and even more noticeably to
the capital. This and more findings abound on the disparity in the quality of
teachers in urban schools compared to those in rural areas, which
consequently affect student’s academic attainment. Ibukun (1988) in his
investigation observed that teachers in urban secondary schools in Ondo
State tended to be better qualified pointing out that there was no deliberate
government policy supporting such lopsided resource allocation. In his
conclusion, he said rural schools probably become progressively poorly
staffed arising from personal refusal of teachers to serve in remote locations.
In such locations, their pattern of school lives are characterized by
31
dilapidated buildings, which form extension to old ones thus forming a sort
of patchwork, with others growing too old and no longer viable.
According to Banford (1973), some of the schools apart from the fact
that they are too costly to run, some have been deserted by their pupils…..
teachers in the development of a stereotype about rural schools, Boylan
(1998) reported that rural schools were inferior and lacking in the range of
facilities with high staff turnover and suffered from lack of continuity in their
curriculum. He pointed further that they are staffed by young, beginning and
often in experienced staff who regrettably, would not conform to socio-
cultural ethos and above all, offered a restricted curriculum, especially to
secondary school students. They were also staffed by teachers who accepted
their appointment because either; there was no better appointment available,
or it was regarded as a quick set up on to promotional ladder.
Writing on locational influence on academic achievement of students,
Obe (1984) observed a significant difference in urban-rural performance of
480 primary six school finalist on the aptitude sub-tests of the (Nigeria)
National Common Entrance Examination (NCEE) into secondary schools. In
his study tagged scholastic aptitude test, he concluded that children from
32
urban schools were superior to their rural counterparts. (Scholastic
Achievement Test (SAT) have been described as a broad based achievement
measurement. According to Kemjika (1989), in his studies on urban and rural
differences in general showed that location of the community in which the
school is situated has effect on the performance of pupils. Giving credence to
the above, Ajayi (1988) found significant difference in academic
performance of students in urban and rural areas of his study. He therefore
concluded that the achievement must have been borne out of many facilities
they were used to which were not available in the rural set up. In his study,
Omisade (1985) also observed a significant positive relationship between
size and location of school and performances in examination in Oyo State.
He concluded that large schools in urban areas tend to perform better in
examinations than small schools in rural areas.
In their findings, however, Axtel and Bowers (1972) found that
students from the rural areas perform significantly better than their urban
counterpart in verbal aptitude, English Language and total score using the
National Common Entrance as a base. In another development, a research
team at University of Aston recorded that it had received several well-
33
founded reports that secondary schools have found (pupils from small rural
schools) not only as well prepared academically as pupils from other schools,
but they generally had a better attitude to work. Having been accustomed to
working most of the time on their own, they could be given more
responsibility for the organization of their work. Size could not exert
significant direct effect on pupils’ attitude towards science. Similar view was
expressed by Gana (1997) when in his study on the effect of using designed
visual teaching models on the learning of Mathematics at Junior Secondary
level of Niger State, found that there was no significant difference in
Mathematics achievement scores of students in urban and rural locations.
From the various review of literature on locational influence on academic are
not the same. While some maintain that urban students perform better in
examinations than their rural counterparts, other has found that rural students
(in spite of all odds) perform better. Some have submitted in their findings
and concluded that no particular set up (urban or rural) can claim superiority
over the other because their performances are the same.
Alokan (2010) found out that students’ problems are strongly
associated with poor performance and that sex and location do not affect the
34
negative relationship between student problems and academic performance.
In another development, Considine and Zappala (2002) studied students in
Australia and found out that geographical location do not significantly
predict outcomes in school performance. Shield and Dockrell (2008) while
looking at the effects of classroom and environmental noise on children’s
academic performance found out that both chronic and acute exposure to
environmental and classroom noise have a detrimental effect upon children’s
learning and performance.
2.4.0 Summary of Empirical Studies
From the above literatures reviewed, it is evident that a successful
actualization of a technological based economy is dependent on introductory
technology. And that school location and environment of the school is a very
strong dependent factor on academic performance as most schools located in
Urban areas are more
CHAPTER 3
35
METHODOLOGY
3.0 Design of the Study
The study adopted the survey research design. Survey research is a
method of collecting information by asking questions, Sometimes interviews
are done face-to-face with people at home, in school, or at work. Other times
questions are sent in the mail for people to answer and mail back.
Increasingly, surveys are conducted by telephone. However, the present
study employed the face to face contact with the respondents.
3.1.1 Area of Study
The study area comprised of Sapele Local government area of Delta
State. Sapele LGA has its headquarters at Sapele, a cosmopolitan town and
an important sea port for trade in timber related products. The business is
heavily influenced by the African Timber and Plywood Company established
by the Miller Brothers at Sapele in 1935. The town also serves as a base for
the Nigerian Navy. It is one of the oil producing areas of the state, and the
people speak Okpe, and Urhobo dialect. The Major communities include
36
Sapele, Amukpe, which comprises of the urban araea and Elume, Ogiedi,
Ughorhen, Ikeresan making up the rural suburb of the LGA.
3.1.2 Population of the Study
The population of the study includes all Juniour secondary school
students offering Introductory technology in Sapele LGA of Delta state in the
2011/2012 academic session.
3.1.3 Sample and Sampling Techniques
A sample of 100 students was selected by multi-stage cluster and
stratified sampling techniques using three locations and five schools of the
LGA of which three will be drawn from the public school and two from
private schools. Participants were drawn out of JSS2 and JSS 3 students from
the selected schools of study males and females alike. Three each from the
urban and rural areas respectively.
3.2.0 Instrument for Data Collection
To guide this research, an instrument labeled Location and Academic
performance questionnaire (LAPQ) was developed. This was used to elicit
information from the subjects of the study. The questionnaire was made up
of four sections; the first section is the bio data which consisted of items such
37
as name of school, age, gender, and class of study. The second section
considered environmental factors that could affect performance.
The third section comprised parameters that determined the
relationship between school location and performance in introductory
technology. The fourth section consisted of parameters that determined the
impact of equipment availability towards students’ performance in
introductory technology. Subjects were free to agree or disagree with any
statement on the questionnaire on a continuum ranging from completely
agree to disagree.
3.2.1 Validity of the Instrument
In the development of the research instrument, past research
questionnaires were focused on and analyzed, and ideas were retrieved from
them. To ascertain the validity of the instrument, the instrument was given to
the research supervisor and after due consultation by experts in the field of
curriculum and educational evaluation, it was ascertained valid reflecting
face and content validity.
3.2.2 Reliability of the Instrument
38
In any research work, it is important to use reliable instrument to
gather necessary data required. The reliability of any instrument refers to the
extent to which a measuring instrument is consistent in measuring whatever
it measures.
Data are said to be reliable if they are consistent, accurate and precise,
reliability could also be referred to as precision. To establish the reliability of
the instrument, a test retest method was used, the result gathered from the
first instrument administered was correlated with results gathered by
administering the same instrument on the same group of the sample used for
the second time which resulted in a reliability co-efficient of 0.726 which
was good enough for a survey research of this nature. The product moment
method of correlation from the data tool pack statistics of the Microsoft
excel, 2007 was used for the analysis.
3.3 DATA MOBILIZATION AND ANALYSIS
3.3.1 Method of Data Collection
A total of 100 questionnaires were administered personally by the
researcher explaining the content of the questionnaires to respondents.
39
Completed questionnaires were collected on the spot and their responses
compiled and analyzed later.
3.3.2 Method of Data Analysis
Content analysis and descriptive statistics was used to analyze the
data. Thereafter, the chi-square (X2) statistics was used to determine the
significance at α 0.05. The chi-square test procedure tabulates a variable into
categories and computes a chi-square statistics. This goodness of fit test
compares the observed and expected frequencies in each category to test
either that all categories contain the same proportion of values or that each
category contains a user specified proportion of values say (3:1 or 3:3:1). It is
a test of how well a model fits the observed data or how far a sample
distribution deviates from a theoretical distribution. Small observed
significant levels (say less than 0.05 and 0.01) indicates that the model does
not fit well, thus accepting the null hypotheses.
40
Where X2= Chi-square statistic
Oi= frequency or number of counts observed in class i E=
frequency expected in class i
CHAPTER FOUR
PRESENTATION OF RESULT AND DATAT ANALYSIS
The present chapter consists of the presentation of results from field
studies and the outcome of data analysis. It will follow a step by step recap of
the research questions and Hypotheses followed by the summary of the
research findings.
4.1 Research questions
41
Research question one (Q1)
What is the effect of environment of the school with regard to the academic
performance of students?
Research question two (Q2)
What is the relationship between school location (Rural and Urban) and
academic performance of student in introductory technology?
Research question Three (Q3)
Does equipment availability in schools affect academic performance in
introductory technology?
4.2 Research Hypotheses
Haven developed the research questions for this research, the
researcher in the course of this work answered the questions posed by the
research guided by the following null hypotheses (HOs).
Research Hypotheses One (H01)
School environment has no significant effect/impact on the academic
performance of the students.
Research Hypotheses Two (H02)
42
There is no significant relationship between school location and academic
performance of students in introductory technology.
Research Hypotheses Three (H03)
Equipment availability has no significant impact on the academic
performance of students relative to introductory technology.
4.3 Summary of Findings
Effect of The Environment On The School With Regards To
Performance
ITEM SA A D SD Total Df X2 value Calculated
X2
Value Critical0.05 Decision
The location of my school affects our learning
80 4 13 3 100
6
81.534
12.592 Reject Null Hypotheses
Schools located in very busy urban arears don’t do well in examinations
60 10 17 13 100
Teaching and learning thrive better in serene isolated environments mostly found in
20 22 18 40 100
43
rural arearsTotal 160 36 48 56 300
Expected 53.3 12 16 18.66
P < 0.05Table 4.1 showed the results of the significant test on the effect of the environment
on the school with regrds to performance. The X2 value calculated 81.53 is significant at P > 0.05 This implies that there is a significant effect of the environment on the school with regards to performance as 84% submitted that location of school affects learning while 70% of the students submitted that schools located in very busy urban arears don’t do well in examinations. However, only 42% agreed that learning thrive better in serene isolated environments found in rural areas
Relationship between school location and performance.
ITEM SA A D SD Total Df X2 value Calculated
X2
Value Critical0.05 Decision
Students in urban arear do better in introductory technology than their rural counterpats because they have access to good roads
12 18 60 10 100 9 111.388 16.919
Reject Null Hypotheses
Schools in rural arears do
55 21 10 14 100
44
not perform well relative to urban schools because they do not have access to quality practical facilities and libraryThe rural students have less motivation and encouragement towards introductory technology and this affects performance
60 12 14 14 100
Urban students are more motivate to learn introductory technology and this affects performance.
60 12 14 14 100
Total 187 63 98 52 400Expected 46.75 15.75 24.5 13
P < 0.05Table 4.2 showed the results of the significant test on the relationship between
school location and performance. The X2 value calculated 111.3 is significant at P > 0.05 This implies that there is a significant relationship between rural urban location of schools and academic performance especially with reference to introductory technology. As 71% submitted that schools in rural areas do not perform well because they do not have access
45
to good libraries while, 725 submitted that rural students have less motivation when compared to their urban counterparts.
Effect of Equipment Availability on performance.
ITEM SA A D SD Total Df X2 value Calculated
X2
Value Critical0.05 Decision
Schools in rural areas do not do well in introductory technology because of lack of workshop materials and practicals
50 27 7 16 100 6 67.814 12.592
Reject Null Hypotheses
Teachers of introductory technology prefers to stay in urban arears and this has a relative influence on their performance
30 26 17 25 100
When I do practical in introductory technology, I tend to perform very well.
80 20 0 0 100
46
Total 160 73 24 41 300Expected 53.3 24.3 8 13.6
Table 4.3 showed the results of the significant test on the relationship between equipment availability and performance. The X2 value calculated 67.814, is significant at P > 0.05 this implies that there is a significant relationship between equipment availability and academic performance especially with reference to introductory technology. As 77% submitted that schools in rural areas do not perform well because of lack of workshop facilities while 56% of the students agreed that teachers of Introductory technology prefers to stay in the urban areas and this has relative effect on their performance. In the same vein, 100% of the students submitted that their performance is enhanced when they aree exposed to practical classes.
CHAPTER FIVE
DISCUSION, CONCLUSION AND RECOMMENDATION
1. Discussion of Findings
The present study investigated the relationship between school
location and academic performance of students in introductory technology in
Sapele LGA of Delta-state. The finding of this study therefore represents the
47
general impact of location on academic performance. It also draws a
relationship between location and academic performance. The first and
second research question and hypotheses sought to know if there was any
significant effect of the environment on the school with regards to
performance. Items 1 and 2 of the first research question noted that
environment has a significant impact on learning as respondents submitted
that learning do not thrive in very busy urban areas and location of school
affects learning. However, 58% of the respondents in the item 3 do not
believe that isolated and serene environments are mostly found in rural areas.
But considering their responses in in items 1 and 2, it may suffix to judge
that they also believe learning thrive better in serene and isolated
environments. This implies that students tend to learn better when they are
confined to an environment that limits distraction. This is in agreement with
the submissions of Onokerhoraye, 1975 who submitted that that lack of
suitable school location has contributed to the imbalances of Western
education from one part of the country to the other. This also corroborated
findings of Ojoawo, (1989) who found that it is one of the potent factors that
influence the distribution of educational resources.
48
The results of the second hypotheses showed that there is a very great
relationship between school location and academic performance as 71%
submitted that schools in rural areas do not perform well because they do not
have access to good libraries while, 72% submitted that rural students have
less motivation when compared to their urban counterparts vice versa. This
implies that the students in urban and rural areas vary with regards to factors
that motivate their learning and performance in turn. This finding is in
agreement with the submissions of (Quaglia and Cobb, 1996; Marsh and
Andrew, 2011). Who stated that "student's ability to identify and set goals for
the future, while being inspired in the present to work toward those goals"
depicting their inspiration and ambitions. They further assert that inspiration
reflects that an activity is exciting and enjoyable to the individual and the
awareness of being fully and richly involved in life here and now. It is
depicted by an individual who becomes involved in an activity for its
intrinsic value and enjoyment. An individual with a high level of inspiration
is one who believes an activity is useful and enjoyable. Ambitions represent
the perception that an activity is important as a means to future goals. It
reflects individuals' perceptions that it is both possible and desirable to think
49
in future terms and to plan for the future and this however, varies across rural
and urban dwellers thus leading to the student aspirations interacting with
their environment and performance both at school and at home.
The results of the third research hypotheses shows that equipment
availability and academic performance especially with reference to
introductory technology, as 77% submitted that schools in rural areas do not
perform well because of lack of workshop facilities while 56% of the
students agreed that teachers of Introductory technology prefers to stay in the
urban areas and this has relative effect on their performance. In the same
vein, 100% of the students submitted that their performance is enhanced
when they are exposed to practical classes. This implies that an enhanced and
holistic academic achievement in introductory technology is influenced by
proper training and exposure to practical work. This finding is in agreement
with the submissions of Olaniyan and Ojo, (2007). Who found out that that
Non-availability of functional workshop has effect on the curriculum
implementation and that lack of instructional materials, textbooks and
training manuals was one of the challenges facing the successful
implementation of Introductory Technology.
50
Conclusion
It is worthy of note that emanating from this research, and based on the
earlier hypotheses hypothesized by the researcher, that the researcher has the
following submissions to make.
● That environment of school has a relative influence on the academic
performance of students in introductory technology.
● That a relationship exists between school location (Urban ad Rural)
and academic performance. Thus schools in urban areas are most
likely to have schools closer to them and access to motivational
factors. And this affects their performance.
● That equipment availability to schools and students has a very strong
impact on good performance in introductory technology.
Recommendations
Based on the outcome of this research, I wish to recommend that in
order to ensure the continuous implementation of the National Policy on
Education as regards improved technical education, and meeting the goals of
the universal basic education and vision 2020, the federal government
through the federal ministry of education should set up a special tax force
51
and trust fund towards an improved technical education. This task force/ trust
fund should be grass root based so as to monitor all activities with regards to
empowering schools and validation of academic equipments as it relates to
introductory technology. When this is done, Nigeria in no distant time will be
counted among the technologically advanced economies of the world.
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58
APENDIX I
Patyhyky Research Consultancy,No. 16 college Road,Abraka
Dear Sir,
Request for Permission to use your Student as a Research Sample.
I am an independent researcher of the above named organization in Abraka. And as part of the our quarterly research project, I am undertaking a
59
study on the Relationship between school location and Academic Performance In Introductory Technology Subject In urban and Rural Arears of sapele local Government Area.
. Your student has been selected as a subject of the sample.
Thanks for your co-operation.
Yours Truly,
ICHIPI-IFUKOR PATRICK
Instruction: Please tick (√ ) as appropriate.Section A: BIO Data
1. Sex: Male ( ) Female: ( )2. Name of School:_______________________________________3. Class of study: JSS2 ( ) JSS3 ( )4. Age: 12-15( ) 16- 17 ( ) 18-23 ( )
Section B: Effect of the Environment on the School With regard to Performance
1. the location of my school affects our learning SA ( ) A ( ) D ( ) SD ( )
2. Schools located in Very busy urban areas don’t do well in examinations. SA ( ) A ( ) D ( ) SD ( )
3. Teaching and learning thrive better in serene isolated environments mostly found in rural areas. SA ( ) A ( ) D ( ) SD ( )
Section C: Relationship between school location(Uraban and Rural) and performance.
60
1. Students in urban area do better in introductory technology than their rural counterparts because they have access to good roads. SA ( ) A ( ) SD ( ) D ( )
2. Shools in rural areas do not perform well relative to urban schools because they do not have access to quality practical facilities and libraries. SA ( ) A ( ) SD ( ) D ( )
3. The rural students have less motivation and encouragement towards introductory technology and this affects performance. SA ( ) A ( ) SD ( ) D ( )
4. Urban Students are More Motivated to learn and this affects their performance SA ( ) A ( ) SD ( ) D ( )
Section D: Equipment availability and performance.1. Schools in rural areas do not do well in introductory technology
because of lack of workshop materials and practical. SA ( ) A ( ) SD ( ) D ( )
2. Teachers of introductory technology prefers to stay in urban areas and this has a relative influence on their performance in the subject. SA ( ) A ( ) SD ( ) D ( )
3. When I do practical in Introductory technology, I tend to perform very well. SA ( ) A ( ) SD ( ) D ( )
61
APPENDIX II
SUMMARY OF THE SAMPLE POPULATION
NAME OF SCHOOL STATUS EZIAFA SECONDARY SCHOOL SAPELEELUME SECONDARY SCHOOL ELUME RURALOGIEDI MIXED SECONDARY SCHOOL ELUME
RURAL
OKPE GRAMMAR SCHOOL SAPELE URBANOKOTIE EBOH SECONDARY SCHOOL SAPELE
URBAN
ST MALAKI SECONDARY SCHOOL SAPELE
URBAN
Gender Distribution
SEXNO. OF PARTICIPANTS
PERCENTAGEMALE 58 58%FEMALES 42 42%
AGE DISTRIBUTION
AGE RANGENO. OF PARTICIPANTS
PERCENTAGE12-13 60 60%16-15 25 25%18-23 15 15%
Class Distribution
CLASSNO. OF PARTICIPANTS
PERCENTAGEJSS2 240 60JSS3 160 40%
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