mike adagba
TRANSCRIPT
A PROJECT WORK BY
ADAGBA MICHAEL
ANALYSIS OF THE ACHIEVEMENT OF URBAN AND RURAL SECONDARY SCHOOL STUDENTS IN JUNIOR SECONDARY SCHOOL CERTIFICATE EXAMINATION IN MATHEMATICS IN BURUKU LOCAL GOVERNMENT AREA OF BENUE STATE
NOVEMBER, 2011
ABSTRACT
This research work analysis’s the achievement of urban and rural secondary school students in JSCE mathematics. Buruku Local Government Area of Benue State was used as the area of study. Five secondary schools were selected each from urban and rural areas of the area of study. An analysis of the achievement of boys and girls was also carried out in the urban area of the same area of study. A set of questionnaire was also admitted on 150 randomly selected students to test the effect of the availability of adequate resource on students’ achievements in mathematics examination. Junior School Certificate Examination results were collected and analyzed. The study also highlighted the possible cause of persistent low achievement rate of students in JSCE mathematics to inadequate availability and use of teaching and learning facilities. The study found out that, urban school students achieve higher than their rural counterpart in JSCE mathematics, similarly, girls achieve higher than boys in JSCE mathematics. It also shows that availability of adequate resources has a significant effect on students’ achievement in mathematics examination. Conclusion were drawn base on the findings of this study, recommendation were made for other interested different design and approaches to uphold critique and even update this study on urban and rural school students achievement in mathematics examination
1
CHAPTER ONE
INTRODUCTION
1.0Background of the Study
The two important factors that influence the growth of an individual are heredity and
Environment. It is the heredity genes that give rise to urban talent and often with mental
mechanism with all its strength and weaknesses.
However, the environment influences in him. The similarities and differences among
human beings lie between the interplay of heredity and environment. The above discussion has
brought about the beginning of several opinions of people all over the world concerning the
academic achievement of students of urban school against those of rural schools. Hence there
arose a need for the researcher to undertake a finding into the influence which location has on
the achievement of students in junior secondary certificate examination (JCSE) mathematics.
The word “mathematics” comes from the Greek word mathemata, meaning things that
are learned. Mathematics is a science of numbers and shapes, which has branches that include;
Arithmetic, Algebra, geometry and trigonometry. Its study improves the students’ ability to
calculate and communicate effectively through the use of sign, symbols, letters as well as
numbers.
Mathematics is a subject that is thought at all levels in post-primary institution which has
got applications in almost all aspects of human endeavors. But is there any similarity or
differences in the achievement of students of mathematics in JSCE result between urban and
rural schools of the local government area? This has also arose a need for the researcher’s
finding.
It is argued that, environment has influence on the academic achievement of students be
it rural or urban location which may be due to the opportunities, engaged by children within
urban areas which their rural counterpart may not have access to. Some of the facilities include
Nursery schools, Public libraries as well as social and cultural organization which include
academic rudiments, preparatory to their elementary education.
2
Ter (2005) in a research on a content analysis of junior secondary certificates
examination in mathematics report that “in Nigeria for five years high number of candidate
presented in mathematics organized by various examination bodies failed and drop out or fall
back into the system to have the examination re-written”. It is with respect to these failures that
the chief examiner’s reports 1997 said “the annual JSSCE mathematics remains very low as
many of the candidates score zero marks.
Azer (2000) in a research carried out in ten (10) different schools in Katsina-Ala Local
Government Area of Benue State on the influence of environment on child academic
performance report the “students form rural places are believed to be disposal to the place and
quietness of rural life which promotes conducive environment for concentration towards the
attainment of better academic performance”.
Obina and Ohuche (1980) in a research study, reports’ that students in urban and rural
locations performed in a similar manner. Yahan (1980) found out that urban students performed
better than rural students while Obioma’s (1989) finding indicated that most mathematically
deficient learners were found in major urban centers rather than other locations.
Ada (2003) reports that, among other factors, the general shortage of textbooks in all core
subjects (mathematics inclusive) could be responsible for students’ failure. He went further to
blame the low pathetic finding of education to aid the acquisition of some basic infrastructure
and facilities as the source of such problems, considering a typical rural scenario when there is
no laboratory, no electricity, no access road, no writing tables and few classroom blocks. The
absence of aids according to Raju (1978) affect teachers effectiveness which invariably result in
poor academic achievement of students since instructional materials provide both the teacher
and students worthwhile experience.
Ansa (1996) and Mboto (2000) noted that male’s performances are superior to their
female counterparts in science, mathematics inclusive.
Onyanelukwu (1995) reports that sex difference in the performance of students in some
schools subject could attribute to the variety of factors, such as gender and attitude. Admits this
divergent views, this study is therefore, set out to investigate into the above arguments by
3
providing empirical evidence in respect to the main achievement of urban and rural secondary
school in JSSCE mathematics.
1.1 Statement of the Problem
It is important to develop science and technology, since no nation will advance in
development without developing its science and technology. Mathematics is the nucleus of
science and it is studied in all level of primary and post-primary institutions in Nigeria, yet it
has no necessary motivation to enhance a good achievement in JSCE.
Ter (2005) reported that “a high number of students presented in mathematics
examination organized by various examination bodies failed and drop out of school or re-sit the
examination”.
Also the absence of instructional aids affects teachers’ effectiveness which invariably
cumulates in poor academic achievement (Raju, 1978).
Onyemulukwu (1995) reported that “sex difference in the performance of students in
some school subject could be attributed to a variety of factors such as gender. But could
location, sex or the availability of resource materials be responsible for poor achievement
recorded? The solutions to these questions formed the basis for this study.
1.2 Purpose of the Study
The purpose of the study is to
– Find out the difference in the mean achievement scores between rural and urban
secondary school students in JSSCE mathematics.
– Determine the relationship between availability of resource materials and student
achievement.
– Find out whether there is difference in the mean achievement of boys and girls in JSSCE
examinations.
– To suggest the possible solutions to solve the above problems.
1.3 Research Questions
As a result of the above problem, it has become the researchers’ source of concern which
arose to these questions.
4
1. Is there any difference between the mean achievement score of students in rural and
urban secondary school in JSCE mathematics?
2. Is there any difference between the mean achievement scores of boys and girls in JSCE
mathematics?
3. Is there any relationship between the availability of resource materials and students
achievement?
1.4 Research Hypothesis
The following hypothesis has been stated for the purpose of this work.
1. H0: There is no significance difference between the mean achievement scores
of students in urban and rural secondary schools in JSCE mathematics.
H1: There is a significance difference between the mean achievement score of
students in urban and rural secondary school in JSCE mathematics
2. H0: There is no significance difference between the mean achievement scores
of boys and girls in JSSCE mathematics.
H1: There is significance difference between the mean achievement of boys and
girls in JSCE mathematics.
3. H0: The availability and use of instructional materials or resource has no
significant effect on the student achievement in JSCE mathematics
H1: The availability and use of instructional materials or resource has a
significant effect on students’ achievement in JSCE mathematics.
1.5 Significance of the Study
The level of importance attached to the present research work on the analysis of the
achievement of urban and rural secondary school students in Junior Secondary Certificate
(JSCE) mathematics could be seen for the following reasons.
It is expected that, the findings of this work will bring out the differences between the
mean achievement of boys and girls at various locations. Hence, the teacher would be informed
on how to handle the teaching of mathematics among the two genders.
5
Also, the finding of this work will inform the parents, the public, and curriculum planners on
mathematics achievement trend with respect to location in order to effectively plan the
curriculum in a way that will bring about position changes where necessary as work will be
published students or professional journals.
Furthermore, the finding of the study will also figure out the relationship between the
availability of resource materials and students achievement.
Finally, the result of the research work will also help educational policy makers to
effectively address the issue of low performance of students in mathematics due to location,
during placement.
1.6 Scope of the Study
This study is carried out in ten (10) secondary schools, five (5) secondary schools each of
both urban and rural secondary schools in Buruku Local Government Area of Benue State.
These are schools that offer mathematics as core subject and has produces at least six
graduating classes through the junior secondary certificate examination (2005 – 2009) and
operate a co-educational system. This is to avoid variability in average achievement between
genders due to differences in school types.
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter has reviewed the related literature; it is divided into three points which
includes:
Theoretical frame work, practical or empirical studies and summary
(a) Theoretical Frame Work involves;
- The concept of urban and rural area
- Gender discrimination in education
- The concept of mathematics
6
(b) Empirical Studies include;
- Performance of students in public mathematics examination
- Students’ academic achievement in urban and rural schools.
- Inadequacy of resources or learning materials (instructional aids) in urban and rural
schools.
2.2 Theoretical Frame Work
2.2.1 The concept of Urban and Rural Area
An urban place or city is demographically defined by United Nations Standard for the
purpose of international comparability which stipulates that all nations in tabulating their census
and other official statistics should regard all concentrated places of twenty thousand (20,000) or
more inhabitants as urban otherwise rural (the new Encyclopedia. Britannica: macromedia
Vol.18).
Also, an urban place is a location which has good roads, network and other features like
social and basic amenities which include; pipe borne water, hospitals as well as administrative
offices.
2.2.2 Gender Discrimination in Education
The issue sex has become a source of controversy in education and academic sector.
Many research works have different opinions about sex difference in their performance in
academics.
According to Andy (2006:37) in a research carried out in major towns of Benue State
(Otukpo, Gboko, and Katsina-Ala) on the performances of gender in pubic examination in
Biology reported that “sex differences between boys and girls no significant role on their
performance in public examination at the junior secondary school level”.
In a contrary view, Marshall and Hales (1971:83) reports that, the male cognitive domain
in relation to the female is higher in mathematics abilities which female has prevalence in
literacy ability of knowledge. They further stressed that in respect to the above statement,
consideration is to be given accordingly but the reverse is the case in the normal classroom
setting which actually does not consider those factors.
7
In line with Marshall and Hales (1971) Elliot, in a book titled little and transverse (2008)
emphasized that, female students are not given special attention to mathematics classes to
compliment the deficiency they have relative to their male counterparts in mathematics abilities.
What will then be the case in Buruku Local Government Area of Benue State?
2.2.3 The Concept Mathematics and the Relevance of Mathematics; According to the
Oxford advance learners’ dictionary; 6th edition defined mathematics as “the science of numbers
and shapes”.
Mathematics is a plane science subject that deals with the measurement and qualification
of object (Agiapuye, 2002).
It is a subject that moles the use of digit alphabet and objects in explaining or analyzing
concept and its branches which include Algebra, geometry, arithmetic and trigonometry. The
subject mathematics needs deep thinking and utilization; this is because it involves reasoning as
the chief source of knowledge rather than ideas. Hence mathematics is considered as the most
difficult subjects.
Mathematics is known to be the key to sciences and technology in Nigeria. Its importance
is spread all over human activities (be it marketing, banking, engineering, astronomy, etc). In
Nigeria a society strives towards technological development and development, such as its’
attainable in the developed countries. Hence its relevance and application in modern society
promoted three quests for analysis of urban and rural school achievement in mathematics so as
to possibly check poor achievement and bring about the possible development.
2.3 Empirical Studies
2.3.1 Achievement of Students in Public Mathematics Examinations.
Mathematics as a science subject is made compulsory in all primary and post-primary
school levels in Nigeria, yet this has not provided the necessary motivation needed to ensure
good achievement in JSCE mathematics. A report on the research carried out by Nigerian
Educational Research and Development Council (NERDC, 1997), reported that students
performed very poor in physical science, (mathematics, inter-science & intro-tech) which form
the basis of future work of technology needed in Nigeria. Report by Benue State Junior School
8
Certificate Examination (BSJSCE) chief examiner in 1998, and 1999 says that “poor
performance at JSCE level is mostly recorded in mathematics” which shows that the
performance of students in mathematics I son steady decline (STAN, 2000). What will be the
situation in Buruku Local Government Area?
2.3.2 Student’s Academic Achievement in Urban and Rural Schools
Obioma and Oluche (1980) as cited by Ter (2005) in a study carried out in owerri on the
performance of students relative to location says that students in urban and rural location
perform in similar manner. In a related development, Jon (2001) reported that there is no
significant difference between the urban and rural students in each category of mathematics
achievements test. However, Obioma (1989) finding indicated that “most mathematics deficient
learners were found in major urban centers rather than other locations”. Hood (1967) observed
that students from rural areas lived up to their higher achievement records achieving higher
achievement records by achieving higher grades in school than students in urban schools. He
said “Rural students over-achieve in colleges in relation to their test scores” (Hood, 1967:39).
Looking at this argument there seems to be diverse opinions on mathematics achievement
among students due to location. As a result of these argument there, arose a need to investigate
which location influences the achievement of students in mathematics in Buruku Local
Government Area of Benue State.
2.3.3 Academic Achievement of Boys and Girls
Maccoby and Jacklines (1974) “the psychology of sex differences” has made it
acceptable that differences between male and female have existed with respect to measured
verbal and quantitative analysis.
Ezengo and Agwagah (2003:312) reported that, male perform better than their female
counterpart in algebra both in pre-test and post-test core of algebra achievement test (AAT)
used in the concept mapping method, irrespective of the fact that, the method induces high
achievement of experiment group.
9
In contrast to the above claims, Hude etal (1980) noted that the difference between boys
and girls in mean score mathematics test is typically small relative to the extent of variability in
score within each sex in favor of female sex.
Okwu and Algagba (2004) in their study of mathematics achievement and performance of
students in Katsina-Ala Local Government Area of Benue State concluded that “students’
performance and achievement in mathematics is not a function of sex. With this, we can see that
there is diverse opinion on the issue of gender differences. Hence, it calls for a need for the
researcher to under-take the tax of finding out the achievement of secondary school students in
SSCE mathematics with regard to gender differences in Urban and Rural locations in Buruku
Local Government Area of Benue State.
2.3.4 Inadequate learning Facilities (teaching aids) in Urban and Rural
schools.
Eraikluvemen (2003:5) says “teaching aids/teaching hints to be adopted by teachers are
not been observed in the teaching and learning process because of Unavailability of such
infrastructure facilities. In respond to this, the National Policy on Education (NPE, 2004:34)
state that “government will ensure that all schools are properly equipped to promote sound and
effective teaching, and particularly, suitable textbooks and libraries are provided for the
schools”.
Ada (2003), in support of Eraikwumen (2003) affirms the general acute shortage of
textbook in all core subjects: English and mathematics, science and all the Nigerian languages.
He went ahead to blame the pathetic low funding of education as manifested faculty claims.
Imagine a secondary school designated as a special school lacks every basic infrastructural
facilities. There are no laboratories, no electricity, no access road; the teachers lack the basic
comfort to perform their duties (Ada, 2003:39)
Another area that the secondary school system lack is proper classroom and
accommodation. The cost of building and maintaining classrooms, laboratories, Libraries,
chalkboard, textbooks and equipments is so high. Hence this has become a menace for the
effective achievement of students in JSCCE mathematics. (Jebe and Ortyoyande, 2001:20).
10
The unavailability of teaching aid according to Raju (1978) affects the students’
achievement in mathematics as it affects teachers’ effectiveness. The availability of
instructional materials help both the teacher and the students to acquire worth while experience,
since practical along side with observation will make it easier for the learner to comprehend.
The acquisition of skills and experiences gathered will seriously improve the learning standard
of the learners.
Lack of electricity as pointed by Ada (2003) and other infrastructural facilities in rural
areas denied them to have access to modern state-art. Way of teaching and learning of
mathematics. Instructional aids such as computer, electronic devices and internet, help the
students to programme or store some mathematical lectures for the purpose of self explanations.
For instance, with the use computer and calculators specific mathematics is programmed. This
could assist students that were absent from the lesson through re-presentation of stored
information by electronic devices.
In respond to the above statement Oshibodu (1986) observed that the use of electronic
devices to teach problem-solving would re-shape students working method in handling tedious
calculation. The cases of mathematics teachers not been computer literate have also contributed
to the low performance and achievement of students in mathematics in JSCE. With this menace,
the researcher is interested to investigate the effect of unavailability and the use of instructional
materials in teaching and learning of mathematics in Buruku Local Government Area of Benue
State.
2.4 Summary
The reviewed literature has shown that, an area is classified urban if it has a population of
about twenty thousand (20,000) or more inhabitants, according to UN’s stipulation otherwise
rural. It has also shown that a place is classified as urban if it has facilities like, good roads,
electricity pipe borne water and social amenities like hospitals and recreational centers. The
review also show that there is still a controversy about sex differences in their achievement in
academic, especially in mathematics and physical science like mathematics, integrated science
and introductive Technology. Mathematics which is a pure science subject that deals with the
11
use of digit, alphabet and objects in explaining or analyzing concepts is very important in all
facts of human endeavors.(say; computing, business etc.) yet it has been generally low with no
fixed pattern, regarding the sex, availability of resources and urban-rural factors.
The sex, availability of resources and urban-rural factors has form the basis for the
investigation of secondary school students’ achievement in JSCE mathematics in Buruku Local
Government Area of Benue State.
CHAPTER THREE
METHODOLOGY
3.1 Introduction
It has been already highlighted that, this particular research area has been touched by
other researchers. Studies has earlier been made on the analysis of the performance and
achievements of students of urban and rural secondary schools in JSCE even in mathematics,
but little or no attention has been given by the specific cases of location, gender discrimination
in education and availability of resources (teaching aids) among the secondary schools, hence
their massive failure in the external mathematics examination.
In this chapter, the researcher presents the design of the study, the area of study, the
population and simple sampling. The researcher also presents the instrument of the study, the
validity of the instruments, method of data collection and analysis.
3.2 Research Design
The research design employed for this study was the method of survey, analysis and
questionnaire.
3.3 Area of the Study
The area of the study is Buruku Local Government Area of Benue State. The local
government is one of the twenty three (23) local government areas that make up Benue state. It
was carved out from Gboko Local Government Area 1st April 1991. The local government is
bounded to the East by Logo Local Government, to the West by Gboko, to the South by
12
Ushongo and to North by Guma local government area respectively. The local government has
a population of thirteen (13) districts.
Buruku Local Government is made u of four ethnic groups: namely Tiv, Etilo, Nyifon
and Abakwa. The local government under study has ten government approved secondary
schools and many others which are not approved. The local government is purely as agrarian
local government, agricultural potentials in Buruku Local Government Area are numerous;
cereal, edible and commercial fruits, roots and tubers of various kinds are produce in the local
government in large quantity. Fishing is also one of the economic resources in the local
government.
3.4 Sample and Sampling Techniques
Ten (10) schools were selected at random based on the location. Five (5) schools each
were selected from urban and rural location, using simple random sampling method.
The list of urban schools;
(a) Government Secondary School, Buruku
(b)Tombu Community Secondary School, Buruku
(c) Government Science and Technical College, Garagbogbol
(d)Government Secondary School, Adi
(e) Atta Secondary School, Adi
Below is the list of rural schools;
(i) Agwa Community Secondary School, Diwa
(ii) Community secondary school, Agbonor
(iii) Mbagen community Secondary School, Anonguu
(iv) Show Day Community Secondary School, Ityowanye
(v) Mbagen Community secondary school, Abwa.
A total number of 150 students of JSS III from the two locations were selected at random using
simple random sampling method to respond to the questionnaire on the availability of resource
materials and its uses in the various schools. The Benue State Junior School Certificate
Examination results of the above schools were used, i.e. (between 2005 – 2009).
13
3.5 Instrumentation
Questionnaires were used data collection. The questionnaires that were design for the
students were in two sections. Section (1 & 2) section 1, was concerned with the respondent
personal information and section 2 was on the availability and use of resource materials in the
various schools. Using the Likert four-point scale (SA, A, D, SD)
3.6 Validity of the instrument
The questionnaire design for the students to find out the effect of the availability and use
of resource materials on the performance of the students score in mathematics in their various
schools was submitted to the project supervisor for proper vetting and approval to ensure
content validity and clarity of the questionnaire.
3.7 Method of Data Collection
Benue State Junior Certificate Examination results were collected from Benue State
Examination Council official gazette in the schools under study. Questionnaires designed were
used to obtained information from students on the effects of availability of resource materials
and its use towards their performance in mathematics. The data was collected by the researcher.
3.8 Method of Data Analysis
The data collected were analyzed based on the research questions as follows:
To answer question 1: Simple percentage and compound bar chart were used, while t-test
statistics was used to test the significant difference between the performance of urban and rural
students in mathematics (H01) at 5% level of significance.
To answer question 2: simple percentage were used along side with compound bar chart.
While t-test statistics were used to test the significance difference between the performance of
boys and girls in JSCE mathematics (H02) at 5% level of significance.
To answer question 3: Simple percentage were used to answer question three (3) and Chi-
square statistics was used to test the measure of resources allocation and performance (H03) at
5% level of significance.
14
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS, INTERPRETATION AND DISCUSSION OF
FINDINGS
4.1 Introduction:
This chapter presents the result of data collected and its analysis. The first table presents the
achievement of rural and urban students in percentages. Fig I attempt answering research
question one. While table II has tested for the significant difference between the achievement of
urban and rural students. Table Fig II presents the achievement of urban boys and girls in JSCE
mathematics within the reviewed period, which is followed by its analysis table III present the
attempts to answer research question two, while table IV has calculated the t-test statistics in
order to test second research hypothesis: table V of this chapter presents the responses by some
selected students, while table VI gives the result on the concerning hypothesis three, which is
the Chi-square statistics to know whether the availability and use of instructional materials has a
significant effect on the achievement of students in JSCE mathematics. The chapter also
discusses the findings the researcher has found in the course of his research work.
4.2.1 Research Question One
Is there any difference in the achievement of urban and rural students in JSCE
mathematics? Table I presents the analysis on the research question one.
Table 1: Achievement of Rural and Urban secondary school from the period 2005 – 2009.
Years 2005 2006 2007 2008 2009 Total
Locatio
n
Percentage (%)
Urban Pass 58.3 89.8 60.6 62.9 57.9 65.9
Fail 41.7 10.2 39.4 37.1 42.1 34.1
Rural Pass 49.5 40.0 55.4 48.8 46.6 48.1
Fail 50.5 60.0 44.0 51.2 53.4 51.9
Source: JSCE Result 2005 – 2009 Buruku L. G. A
15
Form table I, the overall achievement of urban schools shows that 58.3% pass with credit and
distinction in 2005. Passes at credit and distinction level rise from 58.3% to 89.8% in the year
2006. In 2007, there was a decline in the achievement of urban schools with 60.6% of passes at
credit and distinction level, this follow by a slight increase in 2008 with 62.9% of students with
distinction and credits. However, there was a drop in 2009 from 62.9% to 57.9% with the
difference of 5%. The overall achievement of urban students in JSCE mathematics under the
period of review was at 65.9% at the level of credit and distinction. The level of failure in 2005
was recorded to be 41.7 while 10.2% failed the subject in 2006. In 2007 39.4% of urban
students failed the subject while 37.1% failed in 2008. The rate of failure among urban students
in 2009 was recorded to be 42.1% while the overall achievement of urban students in JSCE
mathematics at failure level occupied 34.1% with the period under review.
From the same table, the yearly achievement of students of rural location within 2005 –
2009 shows that, 49.5% of students passed with credit and distinction in 2005 while 40.0%
passed with credit and distinction in 2006. In 2007, rural students’ achievement in the subject
was recorded 55.4% was recorded in 2008. In 2009 passes at this level was recorded to be
46.6%. There was a general discouraging phenomena as the achievement among rural students
was very low. Since the overall percentage was 48.1%
Failure level among rural students shows that, 50.5%, 60.0% were recorded as their
achievement in 2005 and 2006 respectively, while in 2007 the failure level among these
students failed with 51.2% while in 2009 the failure increase to 53.4%. The overall failure
among students of rural location under the period review was 51.9%. This implies that most of
the students of this particular location could not be admitted to senior secondary since their
achievement was below requirement.
Fig. 1 is a compound Bar Chart showing the yearly achievement of urban and rural
students at credit and distinction level between 2005 – 2009.
16
Fig. 1: Bar chart showing the yearly achievement of urban and rural students at credit &
distinction level between 2005 – 2009
KEY
Urban location
Rural location
4.2.2 Result of the Analysis of Data Concerning Hypothesis one
H01: There is no significant difference between the mean achievements of urban
and rural students in Junior School Certificate Examination (JSCE) mathematics.
H11: There is a significant difference between the mean achievements of urban
rural students in Junior School Certificate (JSCE) mathematics.
Table 2: Present the achievement of urban and rural students in JSCE mathematics, in a
calculated and tabulate T-test statistics.
17
Scores Mean SD X Significant
Level
T-
calculate
d
t-test
Urban 53.21 8.73 2807 0.05 17.75 1.645
Rural 44.47 8.90 3718
Source: Field Survey, 2011.
Table 3 present the achievement of urban and rural students is JSCE mathematics for five years
(2005 – 2009). The null hypothesis was tested at 0.05 level of significance (α). The t- critical
was realized to be 1.645. Since 17.75 > 1.645 it means that, the calculated t value is greater than
null hypothesis and accepts the alternative hypothesis. Hence there is a significant difference
between the achievement of urban and rural students in JSCE mathematics.
4.2.3 Research Question Two
Is there any significance difference between the mean achievement of boys and girls in
JSCE mathematics?
18
Table 4: shows the achievement of urban boys and girls JSCE mathematics in 2005 – 2009 in
Buruku L. G. A.
Gender Years 2005 2006 2007 2008 2009 Total
Scores (%)
Boys Pass 68.5 49.0 87.9 93.8 67.9 74.1
Fail 31.5 51.0 12.1 6.2 32.1 25.9
Girls Pass 86.1 85.7 57.1 95.7 72.4 83.9
Fail 13.9 14.3 42.9 4.3 27.6 16.1
Source: JSCE Result 2005 – 2009 Buruku Local Government Area
From table 4 the yearly achievement of boys in JSCE mathematics at credit and
distinction level shows that, 68.5% of boys pass the subject in 2005 while 49.0% pass the
subject in 2006. In 2007, 2008 and 2009, the achievements of boys were recorded to be 87.9%,
93.8% and 67.9% respectively. The overall achievement of boys within the stipulated period
was recorded 74.1% failure among boys show in 2005, 31.5% of boys failed the subject, while
51.0% failed in 2006, 12.1% failed in 2007, while 6.2% and 32.1% were recorded as their
achievement in 2008 and 2009 respectively. The overall failure among boys was found to e
25.9%.
On the same table, the achievement of girls in JSCE mathematics shows that in 2005,
86.1% of girls pass the subject while 85.7% pass the subject. In 2007 and 2008, the
achievements of girls in the subject were recorded to 57.1% and 85.7% respectively. While in
2009, 72.4% passed the subject with credit and distinctions, the total achievement of girls that
failed the subject in 2007, 2008 and 2009 respectively. The total failure among girls was sum up
to 16.1%.
Fig. 2 is a compound Bar Chart, showing the achievement of boys and girls in JSCE
mathematics at credit and distinction level.
19
100
90
80
70
60
50
40
30
20
10
02005 2006 2007 2008 2009
Fig. 2: Bar Chart showing the achievement of boys and girls in JSCE mathematics at credit and
distinction levels between 2005 – 2009.
KEY
Represent Boys
Represent Girls
Fig 2: Attempt to answer question two (is there any difference between the achievement of
boys and girls in JSCE mathematics?)
The compound bar-chart has shown the differences in the achievement of boys and girls
in JSCE mathematics. When boys scored 68.5% in 2005, girls scored 86.1%. While boys scored
49.0% in 2006 girls scored 85.7%. In 2007 and 2008, the achievement of boys and girls were
recorded for boys in 2009 while girls top with 72.9%. Hence there exists a difference in their
achievement in JSCE mathematics.
20
The compound bar-chart attempt to answer question one (is there any significant
difference between, the achievement of urban and rural students in JSCE mathematics?).
The bar chart shows that, there is a significant difference in the achievements of urban
and rural students. In 2005 while urban students scored 58.3%, rural students scored 49.5%, in
2006 urban students scored 89.8% while rural students scored 40.0% respectively. In 2007,
urban students scored 60.6% while that of rural students scored 55.4%. In 2008 the achievement
of urban students was 62.9% while that of rural students was 48.8%. In 2009 Urban students
achievement in the subjects was 57.9% against that of their rural counterpart which was 46.6%.
Hence there is a significance difference between their achievements.
21
4.2.4 Result on the Analysis Concerning Hypothesis Two
H0 2: There is no significant difference between the mean achievement of boys
and girls in JSCE mathematics.
H1 2: There is a significant difference in the mean achievement of boys and
girls in JSCE mathematics.
Table 5: is the calculated t-variable for achievement of boys and girls in JSCE mathematics
between 2005 – 2009.
Gender Mean SD X Significant Level T-Cal T-Crit
Boys 54.90 14.99 320 0.05 13.28 1.645
Girls 56.85 12.42 168
Source: Field Survey, 2011.
From table 5, the t-statistics shows that, at the chosen level of significance (α) = 0.05, the null
hypothesis is to be rejected. Since t-calculated is greater than t-critical. i.e. 13.28 > 1.645.
Hence we accept the alternative hypothesis and concluded that there is a significance difference
in the achievement of boys and girls in JSCE mathematics, Girls achieved better than their boys
counterpart.
22
Table 6: presents the analysis of the responses of the availability and effects of resources on the
performance.
S/No Statement SA%
4
A%
3
D%
2
SD%
1
1 The use of teaching aids in mathematics
lessons makes the teaching/learning of
mathematics easier
2.75 6.04 33.50 57.70
2 Our school has enough infrastructural
materials to use by every student in the
class during the lesson.
4.79 8.38 31.74 55.10
3 Our school has mathematics library 0.0 0.0 48.70 51.30
4 We make use of mathematical sets,
graph- sheet and four figure table for
solving mathematical problems
13.30 25.60 12.80 51.30
5 We have a school library 16.20 83.80 0.00 0.00
6 Our library is equipped with different
mathematics text books
76.90 12.10 7.69 3.30
7 We have adequate desks in our
classroom
72.60 15.30 7.90 4.20
Source: Field Survey, 2011.
Table 6: shows that while answering questions on whether the use of instructional materials in
the mathematics lessons makes the learning and teaching of mathematics easier, 2.75% strongly
agreed with the statement while 6.04 agreed. 33.5% disagreed with the statement while 57.7%
strongly disagree with the statement.
Responding on whether their school has enough instructional materials to be used by
every student in the strongly agreed while 8.35% students agreed. Also 31.74% disagree with
55.1% students strongly disagreeing.
23
However, there was virtually no mathematics library in any of their schools, since their
responds on whether their school has a mathematics library disagree with 48.7% of students and
51.3% strongly disagreed. Responding on whether they use mathematics-sets, graph sheet and
four figure table, 13.3% strongly agreed with the statement and 25.6% agreed. 12.8% disagreed
while 51.3% strongly disagreed.
Responding on whether their school has a school library 16.2 strongly agreed while
83.8% agreed with the statement which means all their schools owns a school library. Also
responding on whether their schools is equipped with different mathematics textbooks, 76.9%
of students strongly agreed with the statement while 12.1% agreed, 7.69% disagreed while
3.30% strongly disagreed. On whether their schools have adequate seats in all the classes 72.6%
strongly agreed while 15.3% agreed with the statement 7.9% disagreed and 4.2% strongly
disagreed with the statement.
Thus, from the table, the use of instructional materials or resources materials has significant
effect on the achievement of students in mathematics.
4.2.4 Discussion of the Findings
The yearly performance of students in JSCE for both urban and rural can be seen in table
1 which shows the unsteady and unpredicted movement in the achievement in JSCE
mathematics. While their achievements are encouraging one year, it is discouraging another
year and vice-versa.
Table II compares the achievements of urban and rural schools in JSCE mathematics. The
bar-chart showed that urban students achieve higher than their rural counterpart in JSCE
mathematics
Comparative analysis of distinction and credit level of passes, for the period under review
(2005 – 2009) shows that, the performances of urban students were better than that of rural
students for all the years. i. e. 2005 – 2006. The urban students surpassed their rural
counterparts with a fairly wide margin, especially in 2006 and 2008. The excesses of urban
students over rural students was 49.71% in 2006 while 2008 it was 14.96%
24
The yearly performance of boys and girls in JSCE mathematics shows a fluctuating
movement in the performance of boys and girls.
Table 4 compared the overall performance of both boys and girls in JSCE mathematics.
The bar chart showed that girls were better in passing with credit than their boys counterparts.
Comparative analysis of A – C passes for the period under review shows that girls are
better than boys. Girls surpassed their boys counterpart with a wide margin. The excesses of
girls over boys in 2005 was 22.53%, and 2006 was 36.5%. Hence the achievement of girls in
JSCE mathematics was higher than of boys.
Students’ responses also should that the availability and use of resources has effect on
students’ achievement in mathematics.
The studies showed that, there is a significant difference in the performance of urban and
rural school students. The finding of this study agrees with that of Yahum (1989) and that of
Owoicho (2008) which social that urban student achieve higher than their rural counterpart in
JSCE mathematics more so, based on table 4 and 5, there is no specific pattern in the
performance of both urban and rural school students in JSCE mathematics.
The study also indicates that there is a significant difference in the performances and
achievements of boys and girls in JSCE mathematics. The study disagrees with that of Ezeugo
and Agwaguh (2000) which said that “male gender achieve higher that their female counterpart
in Algebra Achievement test (AAT)”.
It was discovered in this study through test statistics that if students are provided with
facilities, their achievement will be better than what it is now, hence availability and use of
resources has a significant effect on students in students in JSCE mathematics.
25
CHAPTER FIVE
Summary, Conclusion, Recommendation and Suggestions for Further Study
5.1: Introduction:
In this chapter, the summary, conclusion, recommendation and suggestions for further study
are made as it regards the analysis of the achievement of rural and urban secondary schools in
JSCE mathematics.
5.2: Summary:
This research aimed at analyzing the achievement of urban and rural secondary school students
in JSCE mathematics. It also attempted to find out the achievement in JSCE mathematics,
between the boys and girls as well as effect of instructional materials on the performance and
achievement of student in JSCE mathematics. The aforementioned basically formed the
objectives of the study, the significance of the study is to enable the researcher and others in the
educational sector as well as the public and policy makers know whether there is really
differential achievement between urban and rural school students as well as boys and girls in
JSCE mathematics.
The available literature on students’ general performance in mathematics examinations
was reviewed. From this literature review, it was discovered that the achievement is generally
poor for which the inadequacy or lack of teaching/learning facilities both in urban and rural
school was advanced for.
In order to answer the research question and test the hypothesis posed I chapter one, the
researcher adopted the survey and analytical design approach which were used to collect and
analyze data. Results to JSCE mathematics were collected from ten (10) schools in Buruku
Local Government Area.
The collected results were displayed in tabular form and graphically. Yearly performance
(combined) urban and rural schools as well as boys and girls were displayed in compound bar
charts to appreciate the behavioral pattern of the results. Appropriate test statistics were used to
test research hypothesis.
26
On the basis of data collected and analyzed, it was discovered that 53.30% of urban
students passed with credit and 47.36% of rural students passed with credit.
Similarly, 66.67% girls passed with credit and above and 54.76% boys pass with credit
and above.
5.3 Conclusion
Based on the results of the data collected the following conclusions were made on the
achievement of urban and rural school students in JSCE mathematics.
(i) There is a significant difference between the agreements of urban and rural secondary
schools in mathematics. The urban students achieved higher than the rural students.
(ii) There is a significant difference between the achievement of boys and girls of
secondary school in JSCE mathematics. The girls perform better than boys.
(iii) Adequate provision of resources has a great effect on students’ achievement in JSCE
mathematics.
5.4 Recommendations
Based on the findings, the following recommendations were made.
(i) The shortage of instrumental materials in rural secondary schools should be generally
improved on
(ii) Scholarships should be given to students who performed well in mathematics
examination. This will greatly boost the morale of students and encourage a lot of
students to study mathematics with greater determination.
(iii) Adequate classroom, accommodation, mathematics laboratories, and libraries. Should
be put in place for the student’s use as this will help their mathematics performance.
5.5 Significance for Further Studies
As a result of the finding in this study, the following suggestions are made
1. Further studies should be carried out by literate researchers into similar areas covering a
large scope, say the whole of Benue North-East, as well as including other variable like
the quantity and quality of available teachers.
27
2. Study should be carried out using another design and different method of data collection
and analysis to justify the claims made here.
28
REFERENCES
Ada, N. A. (2003). “Contemporary Issues in Education. Issues in Sociology of
Education”, unpublished annual paper presentation , Benue State University, Makurdi
Addy, J. V. (2006), “Relative Performance of Students by Gender in Public
Examination”. Unpublished B. Sc. Ed Research project,
University of Agriculture Makurdi
Adeniyi, M. E.(1998) “Mathematics in Secondary Schools”. Abacus. The Journal
on Mathematics Association of Nigeria.
Mathematics Educational Series. 18(17 – 23).
Adeyemo, P. O. (1977) Principles and Practice of Education. Anologo standard
Press, Ado-Ekiti.
Agianpuye, U. L and Akpanke, I. N. (2002). “Mathematics, its Method and
Meaning” Unpublished term paper presentation, Federal College of education, Obudu.
Alhasan, B. A. (1993). “The man of Behavior in schools” Ife Psychologia: An
International Journal Vol. 1. No 2.
Ansa, L. (1996) “Analysis on the Performance of Boys and Girls in Junior
Secondary School Examination in Bekwara Local Government Area of Cross-River state”.
Unpublished NCE research PROJECT, Federal College of Education Obudu.
Azer S. T. (2006) “Effect of Teachers’ Qualification on Students’ Academic
Performance in JSCE Mathematics” Unpublished M. Ed Dissertation, Benue State
University, Makurdi.
Benette and Duve (1992). “ Managing classroom Groups”.
Simon and Schuster Ed. Publishers.
Denga D. I. (1982). “Students Counselling”. A Major Solution to Campus unrest.
Orbit and Egwu Ltd, Lagos.
Ekeruo, Ekediashi, Ekwe and Nwamuo (1988) Essentials of Educational
Psychology; Agbor Central Books.
Elliot K, Little F. C. and Travers. B. (2000). “College Achievement of students
29
in Colorado”. The Personnal and Guidance Association 45(10)34-47
Eraikwuemen, L.(2003). “Mathematics as an Essential Tool for UBU”.
“Implication for primary school mathematics” ABACHUS: A Journal of
Mathematics Association of Nigeria. Mathematics Education series 28(1)1-7
Esen A. J. A (1973). “The cause syndrome” A research for counseling in Africa.
Journal of Negro Ed. vol.42 No2
Ezeuyo O. N and Agwagah, P. (2006) “Algebra Achievement test score for Male
and Female Secondary School Students in Zaria, Kaduna State”. A Journal of Science
Education and Teaching. 38(1)312-334.
Jebe, D. I. and Otyoyande J. H (2001). “Improving quality of Secondary
Education in Nigeria” Issues, Problems and Prospects. Benue State University, Journal of
Education (BSUEJ). 3(1)1-2
Manshall S. P and Hales J. D. (1978). “Sex difference in Learning Mathematics”.
A Longitudinal study with items and error analysis. Journal of Educational Psychology
79(4)372-387.
Onyemelukwe, O. N (1995). “Female Students’ Perception and Attitude to
Mathematics”. A Journal on Psychology. 13(4)72-89
Ter, A. W. (2005). “Content Analysis of Junior Secondary School Certificate
Examination (SSCE) in Mathematics”. Unpublished B. Sc. Ed. Research Project, Benue
State University, Makurdi.
The new encyclopedia Britannica: Micropedia Vol.16
The new encyclopedia Britannica: Micropedia Vol.18
30
Appendix A: QUESTIONNAIRE
Department of Science Education,
Federal University of Agriculture,
P. M. B. 2373,
Makurdi.
Dear Respondent,
QUESTIONNAIRE FORM
This questionnaire is designed for the purpose of gathering information to aid the analysis
of the achievement of Rural and Urban Secondary Schools Students in JSCE Mathematics.
The researcher therefore, requests your kind assistance in responding to the set of
questions that would help in the conduct of the study.
Your response will be treated with confidence.
Thanks for your anticipated co-operation.
Yours faithfully,
Adagba Michael.
31
STUDENTS’ QUESTIONNAIRE
SECTION A:(Please tick the box as appropriate)
1. Sex: Male [ ] Female [ ]
2. Location of School [ ] Urban
[ ] Rural
SECTION B:
Below is a list of items to ascertain your views on the performance of Students in JSCE
Mathematics. Please read the statements carefully and tick against the columns, SA, A D, and
SD which you feel appropriate.
Note: SA = Strongly Agreed, A = Agree, D = Disagree, SD = Strongly Disagree
S/No Questions SA
%
A
%
D
%
SD
%
1 The use of Teaching aids in Mathematics lesson makes the Teaching and Learning of Mathematics easier
2 Our School has enough Instructional Materials to be used by every Student during lessons period.
3 We make use of Mathematical Sets, Graph Sheets, and Four-Figure Tables, when solving problems in Mathematics.
4 We have a Mathematics Laboratory in our School
5 We have a School Library
6 Our Library is equipped with Mathematics textbooks
7 We have adequate seats and desks in our classrooms
32
LIST OF TABLES AND FIGURES
Table 1: Achievement of Rural and Urban secondary school from the period 2005 – 2009.
Table 2: Achievement of urban and rural students in JSCE mathematics, in a calculated and tabulate T-test statistics.
Table 3: Achievement of urban and rural students is JSCE mathematics for five years (2005 – 2009).
Table 4: Achievement of urban boys and girls JSCE mathematics in 2005 – 2009 in Buruku L. G. A.
Table 5: Calculated t-variable for Achievement of boys and girls in JSCE Mathematics between 2005 – 2009.
Table 6: Analysis of the responses of the availability and effects of resources on the performance.
Fig. 1 A compound Bar Chart showing the yearly Achievement of Urban and
Rural Students at credit and distinction level between 2005 – 2009.
Fig. 2 Acompound Bar Chart, showing the achievement of boys and girls in
JSCE Mathematics at credit and distinction level.
33