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.

patychykyscholar@gmail.com

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

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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:

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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

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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

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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.()

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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:

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"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

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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%

62

63