SCHOOL LOCATION AND ACADEMIC PERFORMANCE OF PUPILS IN WORD FORMATION

SCHOOL LOCATION AND ACADEMIC PERFORMANCE OF PUPILS IN WORD FORMATION
SCHOOL LOCATION AND ACADEMIC PERFORMANCE OF PUPILS IN WORD FORMATION

SCHOOL LOCATION AND ACADEMIC PERFORMANCE OF PUPILS IN WORD FORMATION IN EARLY CHILDHOOD CARE AND EDUCATION

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgements

Abstract

Table of Contents

 

CHAPTER ONE – INTRODUCTION

Background of the Study

Statement of the Problem

Purpose of the Study

Significance of the Study

Research Questions

 

Research Hypotheses

Limitation of the Study

Delimitation of the Study

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 Technique

3.5 Instrument for Data Collection

3.6 Validation of the Instrument

3.7 Administration of the Instrument

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 Conclusion

5.4 Suggestions for Further Study

References

Appendix

 

CHAPTER ONE

INTRODUCTION

1.1    Background to the Study

For many years now, series of studies have enumerated the importance of school as a social environment for learning. Moreover, some of these studies examined location, planning and their attendant consequences on performance of pupils in various states of federation.

The studies where intended to assist education authorities of various states to decide where a particular type of school should be located, the size and pupils attendance of school in each location whether a new school should be built or otherwise among others (Mbakwe, 2022).

However, Omoyemi (2018) as his studies on selected nursery/primary schools in Ondo State of Nigeria discovered that location of school planning and establishment of new school was not based on sound principles, and population of pupils. Similarly, Ogunsaju (2023) noted that schools sites in the past were arbitrage chosen as consideration for the necessary parameters and cooperate planning were not observed.

 

SCHOOL LOCATION AND ACADEMIC PERFORMANCE OF PUPILS IN WORD FORMATION

In another studies Orebuji (2016) using location implication of primary education reform purports the unplanned location of primary schools has limited the spread of primary education to a few states. Furthermore, Tanimowo (2023) observed that the distribution of public primary schools in the state should avoid poor environment, painlessness and inefficiency.

In addition, Onakerhoraye (2022) emphasized that lack of suitable school location has contributed to the imbalance of western education from one part of the country to the other. Moreover, 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 performance of pupils in word formation.

 

Throwing light on locational influence, Mbakwe (2021) conceptualized urban school location as those environments which have high population density, containing a high variety are beauty and common school place views he further identified the rural school location as being characterized by low population density containing a low variety and isolated place views.

Owelabi (2023) opened that our highly qualified teachers prefer to serve in urban school rather than rural schools. As a corollary of the above, Orebiyi (2021) observed that teacher do not accept their posting to rural schools because their condition are not up to the expected standard as their social life in the area is virtually restricted as a result of inadequate amenities, facilities are deficient, playground are without equipment, libraries are without books, while laboratories are glorified ones. As a result, these affect academic performance of pupils in word formation.

In view of these in conclusion finding, it is pertinent to carryout further research to confirm or annul the otherwise prostrated issue on the effect of interaction of school location on academic performance of pupils in word formation in Early Childhood Care and Education. Therefore, this research aimed to examine school location and academic performance of pupils in word formation in early childhood care and education

 

1.2    Statement of the Problem

For some years now, it has been observed that pupils’ performance in word formation in nursery/primary school levels 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 general performance of pupils in nursery/primary schools has been a subject of controversy.

Moreover, this sometimes made some parent prefer that their children should remain in urban schools for their pre-primary and primary education while others prefer that their children remain in rural schools throughout their Early Childhood Education. This may be as a result of facilities and quality of teachers available in each school location. Therefore, it was based in this research aimed to examine school location and academic performance of pupils in word formation in early childhood care and education

 

1.3    Purpose of the Study

The general purpose of the study was to examine school location and academic performance of pupils in word formation in early childhood care and education. Specifically, the objectives of the study were:

  1. To examine the difference in academic performance of male pupils in word formation from rural and urban pre-primary schools.
  2. To determine the difference in academic performance of female pupils in word formation from rural and urban pre-primary schools.

 

1.4    Significance of the Study

The study which aimed at finding out the impact of school location on the academic performance of pupils in word formation in Early Childhood Care and Education will be significant to:

  • Parents, they will help them to choose a better school location for their words in both rural and urban school as this will aid to increase the academic performance of the pupils.
  • The educational planners, the study findings will help them fin out how school resources play an importance role in the teaching/learning process and hence to pupils performance.
  • The government will help them to send the required and necessary facilities needed for pre-primary and primary schools education irrespective of school location, the study will also area of school location, the study will also provide database for further researchers for further studies in the area of school location and studying environment.

 

1.5    Research Questions

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

  1. Is there any difference in academic performance of male pupils in word formation from rural and urban pre-primary schools?
  2. Is there any difference in academic performance of female pupils in word formation from rural and urban pre-primary schools?

 

1.6    Research Hypotheses

The following null hypotheses were postulated for the study.

  1. There is no significant difference in academic performance of male pupils in word formation from rural and urban pre-primary schools.
  2. There is no significant difference in academic performance of female pupils in word formation from rural and urban pre-primary schools.

 

Definition of Terms

School: This is an institution of learning where pupils/learners are trained.

School Location: This is a place where school is situated either in rural or urban area.

Academic Performance: In brief, this refers to child’s examination scores or results in schools

Pupil: A person who is studying at a school, especially at pre-primary and primary schools.

Word Formation: This is the creation of a view word by the pupils.

 

Conclusion

Evidence from the study has led the researcher to conclude that school location is one of the factors that influence academic performance of pupils in word formation especially at pre-primary school level. In other words, pupils in urban school locations have a very great advantage by learning in an urban environment, which apparently enriches their word formation.

 

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