INFLUENCE OF SCHOOL LOCATION ON STUDENTS’ ACADEMIC ACHIEVEMENT IN SOCIAL STUDIES IN COLLEGES OF EDUCATION IN CROSS RIVER STATE, NIGERIA

  • Ekpenyong E Essien, PhD University of Calabar, Calabar
Keywords: School location Social Studies, academic achievement, colleges of education

Abstract

This paper examined the influence of school location on students’ academic achievement in Social Studies in Colleges of Education in Cross River State, Nigeria. The research design adopted for this study was the Ex-post facto design. The population of this study was made up of students in the College of Education Akamkpa and the Federal College of Education Obudu offering Social Studies in the 2016/2017 academic session, totaling one thousand, three hundred and forty three students (1,343); out of which seven hundred and fifty-three students were sampled for the study. The main instruments used for data collection were: a School Location Questionnaire (SLQ) and a Social Studies Achievement Test (SOSAT). Split-half method of reliability was used to determine the reliability estimate of the instruments. Data analysis technique adopted was the independent t-test. The result indicated that, school location has no significant influence on students’ academic achievement in Social Studies. Based on the finding, even though the finding shows that school location has no effect, but I still recommended that Government and all relevant stakeholders should brace up and urgently bridge the gap between rural and urban areas in terms of infrastructural amenities including well-equipped schools, be it adequate staffing with qualified and well-motivated personnel and standard physical facilities, in order to encourage a sustained high academic achievement in Social Studies students notwithstanding the locations of their schools.

Author Biography

Ekpenyong E Essien, PhD, University of Calabar, Calabar

Department of Social Science Education

Published
2019-02-26
Section
Articles