SCHOOL LOCATION AND ACADEMIC PERFORMANCE OF PUPILS IN ENGLISH LANGUAGE

SCHOOL LOCATION AND ACADEMIC PERFORMANCE OF PUPILS IN ENGLISH LANGUAGE

TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgements

Abstract

Table of Contents

CHAPTER ONE – INTRODUCTION

1.1     Background to the Study

1.2     Statement of the Problem

1.3     Purpose of the Study

1.4     Significance of the Study

1.5     Research Questions

1.6     Research Hypotheses

1.7     Delimitation of the Study

1.8     Limitation of the Study

1.9     Definition of Terms

CHAPTER TWO – REVIEW OF RELATED LITERATURE

CHAPTER THREE: RESEARCH METHODS

3.1     Research Design

3.2     Area of the Study

3.3     Population of the Study

3.4     Sample and Sampling Techniques

3.5     Instrumentation

3.6     Validation of Instrument

3.7     Procedure for Data Collection

3.8     Method of Data Analysis

CHAPTER FOUR – DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1     Data Analysis

4.2     Discussion of Findings

CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND

CONCLUSION

5.1     Summary

5.2     Recommendations

5.3     Conclusions

5.4     Suggestions for Further Studies

References

Appendix

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

For over four decades, series of student have suggested the importance of school as social environment of learning. Some of these studies examined vocational planning and their attendant consequences on achievement of pupils in various states to decide where a particular types of school should be located; the size of school in each location whether a new school should be built or otherwise among other (Mbakwe, 2023).

In recent times, learning and academic performance of learners has been so much associated with the environment or area in which they live. This view on learning has been greatly reinforced by such reference to school as institution of learning and higher institution of learning (Tanimowo, 2015).

Sociologist, psychologist and educationists are of the view that learning environment has a profound influence on academic performance of a learner (pupil). There is no doubt that learning goes on in an institution establish for that purpose. Thus, school location should be particularly and especially arrange so as to facilitate effective learning.

SCHOOL LOCATION AND ACADEMIC PERFORMANCE OF PUPILS IN ENGLISH LANGUAGE

However, there is a wide gap between schools located in urban area and those sited in rural setting in terms of availability of facilities and staff. In support of the above, Adeyemi (2022) observed that rural schools were at advantage with regards to the availability of the educational equipment and staff. It was also stated that there were schools dominated by dilapidated buildings, void of good furniture and equipment, schools where instructional materials are either not provided or are inadequate among others.

Critically, primary schools in Nigeria are established in both rural and urban areas. But the quality of education seems to vary with the learning environment. This could be the reason why researchers determine the effectiveness of teaching/learning and academic performance of pupils.

The geographical or place where a school is sited may not be a point of contention, but the major concern of the entire society and parents is the quality of learning that takes place in schools (Owolabi, 2020).

However, urban schools are those schools located in the cities or towns with all facilities that could contribute to better education while rural schools are characterized by inadequate learning environment without infrastructures and staff that could enhance effective teaching and learning (Tanimowo, 2015).

It is noted that important materials and human resources cannot be neglected in the school system if the objectives of primary school education are to be accomplished. Facilities such as libraries, laboratories and classrooms must be put in place in primary schools. Also, the importance of qualified and committed teachers can never be overemphasized.

Moreover, it is observed that in most rural primary schools, there are inadequate facilities and with qualified teachers that could promote effective teaching and learning in primary schools. Consequently, learners (pupils) learn less likely than they should, and have been performing poorly in tests and examinations. These condition identified in the schools are not the same in the urban.

School setting where there are sufficient qualified teachers and essential education facilities such disparity seems to be contrast to the provision of equal sound education to every Nigerian citizen irrespective of tribe, location, state of origin (Bank, 2020).

Writing on the importance of school location, Ojoawo (2019) found that it is one of the potent factors that influence the distribution of educational resources and academic achievement of pupils. Throwing light on locational influence, Mbakwe (2023) conceptualized urban school location as those containing a high variety and beauty and common place views. He further identified the rural school location as being characterized by low population density containing a low variety and isolated place views.

Mbakwe (2023) also accentuated that our highly qualified teachers prefer to serve in urban centers rather than rural areas. As a corollary of the above, Orebiyi (2021) observed that teachers do not accept posting to rural areas. Thus, 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, are deficient, play ground are without equipment, libraries are without books while laboratories are glorified ones. In view of these inconclusive findings, it is necessary to carry out research on school location and academic performance of pupils in English language.

1.2     Statement of the Problem

For some years now, it has been observed that pupil’s performance in English Language in both internal and external examinations has been poor. This has been a subject of great concern to pupils, parents, and government despite their efforts. Also, in Akwa Ibom State, the achievement of pupils in primary schools has been a subject of controversy.

Equally, it has been observed by researchers (Arnold and Dean, 2015) that the quality of education acquired in urban and rural schools differ. Moreover, this is obvious in centrally set examination and mock examination results released over years, inter-school debates and academic competition organized by education planners.

Pupil’s performance greatly varies with their environment. It is a point of contention among members of the general public that pupils in urban area do better in English speaking, reading, writing and other academic activities than pupils in rural area. Parents in rural setting are not impressed by the performance of their children in schools (Aremu, 2022).

This poor performance of pupils in primary schools could be attributed to insufficient qualified teachers and inadequate or non-availability of facilities. Therefore, this study aimed to examine school location and academic performance of pupils in English language.

1.3     Purpose of the Study

The general purpose of the study was to examine school location and academic performance of pupils in English language. Specifically, the objectives of the study are:

1. To compare the academic performance of pupils in English Language from rural and urban schools.
2. To examine the academic performance of male pupils in English Language from rural and urban schools.
3. To determine the academic performance of female pupils in English Language from rural and urban schools.

1.4     Significance of the Study

This study will be of immense benefits to parents, government and stakeholders in the educational enterprise in the following ways:

• Firstly, to the pupils, it is hoped that this study will help pupils in the choice of school location on the study of several subjects not in English Language only.
• To the parents, the study will help them to send their children to well equipped schools, and also provide learning facilities for their children at home. School location and academic performance of pupils in English language.

• To the government, the findings of the study will create awareness on the need to distribute or supply facilities and deploy teachers equitably to schools in urban and rural areas so as to enhance effective teaching and learning.

• Lastly, to stakeholders, this study will cause them to partner with the government in the provision of facilities in some schools as way of encouraging the improvement of the quality of education in the school.

1.5     Research Questions

The following research questions were formulated to guide the researcher in the study:

1. To what extent does academic performance of pupils in English Language differs from rural and urban schools?
2. How does academic performance of male pupils in English Language in urban schools differ from their counterparts in rural schools?
3. To what extent does academic performance of female pupils in English Language in urban schools differ from their counterparts in rural schools?

1.6     Research Hypotheses

The following null hypotheses were formulated for the study:

1. There is no significant difference in the academic performance of pupils in English Language from rural and urban schools.
2. There is no significant difference in the academic performance of male pupils in English Language from rural and urban schools.
3. There is no significant difference in the academic performance of female pupils in English Language from rural and urban schools.

1.7     Limitation of the Study

The major limitations of the study are as follows:

1. Time Constraint: Time allotted for the study was very limited, it could not allow the study to have a wider coverage of the area since the researcher was carrying out the study simultaneously with other academic works.
2. Limited Finance: insufficient funds within the reach of the researcher covered selected primary schools as sample of all the schools in the area.

1.9     Definition of Terms

School Location: As used in this study refers to the geographical area in which a school is sited or established. Example: village, city, rural or urban area.

Academic Performance: This refers to the outcomes of teaching/learning which is usually measured in terms of results in examination or test.

English Language: This subject involves the learning of foreign language. It is also the language of instruction and communication in the school system.

Pupils: In brief, these are learners in the primary school levels.

Conclusion

Evidence from the study has led the researcher to conclude that the pupils learning English Language in urban areas had better academic performance than their rural counterparts. In other words, pupils in urban school locations have a very great advantage by learning an urban environment, which apparently enriches their academic knowledge, despite the apparent disadvantage, as it were, of having to learn in large classes. School location and academic performance of pupils in English language.

However, the following conclusions were drawn based on the specific objectives of the study:

1. There is a significant difference in the academic performance of pupils in English Language from rural and urban schools.
2. There is a significant difference in the academic performance of male pupils in English Language from rural and urban schools.
3. There is a significant difference in the academic performance of female pupils in English Language from rural and urban schools.

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