Students' Mathematics Achievement: Is Location A Factor?

Ossai Peter Agbadobi Uloku, Efeludu Patricia Otue Emuobor

Abstract


The primary focus of this study was to examine the influence of school location on the academic performance of secondary school students in mathematics. The study was guided by one research question and one null hypothesis, employing an ex-post facto research design. The population of interest consisted of 22,158 Senior Secondary Two (SS2) students from secondary schools in Delta Central Senatorial District of Delta State. From this population, a sample of 392 students was selected using a multi-stage sampling technique. To gather data, a 30-item objective test on mathematics was utilized as the research instrument. Data analysis was conducted using the product moment correlation coefficient and linear regression. The null hypothesis was tested at a significance level of 0.05. The findings revealed a significant impact of school location on students' mathematics achievement, with urban students outperforming their rural counterparts. Based on the results, it is recommended that the government should ensure the provision of adequate learning facilities in all schools, regardless of their location. This will help bridge the achievement gap between rural and urban students in mathematics. By investing in educational resources and infrastructure, policymakers can create an equitable learning environment for all students, irrespective of their geographical location.


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References


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