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

1.0

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 processes and devices that are indispensable to enhancement of the quality of life and human progress.
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(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 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
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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 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
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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. 2.

Compare how the environment is related to the location of the school. 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 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 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: Introductory Technology: this is an educational subject which is based on activity oriented instructions which enable student to reinforces.
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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
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 A review of rural and urban comparism relative to achievement and motivation
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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 Nigerias 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.

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
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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 Education, Science and Technology (1985) stated the three main objectives of Introductory Technology, to:
1.

Provide Pre-vocational orientation for further training in technology;

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2. 3.

Provide basic technological literacy for everyday living; and 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 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

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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. Indeed, Sofolahan (1991) noted that during the 1984/85 school year, there was a need for approximately 190,000 qualified teachers in secondary

13

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 prevocational 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 depend on the quality, efficiency and devotion of the teachers. The Federal Ministry of Education (FRN 2004) realized this; hence it stated that no
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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 prevocational 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.() 2.2.1.3 Inadequate Funding

15

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:

16

"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. 2. 3. 4. 5.

Direct behavior toward particular goals Lead to increased effort and energy Increase initiation of, and persistence in, activities Enhance cognitive processing 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
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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 child21

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 fluctuating goals,
22

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 it
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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
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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 highincome 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
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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 extent determine what
30

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 students 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 dilapidated buildings, which form

31

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 sociocultural 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 well33

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 childrens academic performance found out that both chronic and acute exposure to environmental and classroom noise have a detrimental effect upon childrens 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 as
37

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 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 frequency expected in class i E=

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)

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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 X value Calcula ted 81.534 6 10 17 13 100 12.5 92 Reject Null Hypotheses
2

X2 Val ue Crit ical0 .05

Decision

The location of 80 my school affects our learning Schools 60 located in very busy urban arears dont do well in examinations Teaching and 20 learning thrive better in serene

13

100

22

18

40

100

43

isolated environments mostly found in rural arears Total 160 Expected 53.3

36 12

48 16

56 18.66

300

P < 0.05
Table 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 dont 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 X value Calcul ated 111.38 8
2

Students in 12 urban arear do better in introductory technology than their rural counterpats

18

60

10

100

X2 Val ue Crit ical 0.05 16.9 19

Decision

Reject Null Hypotheses

44

because they have access to good roads Schools in rural arears do not perform well relative to urban schools because they do not have access to quality practical facilities and library The rural students have less motivation and encourageme nt towards introductory technology and this affects performance Urban students are more motivate to learn introductory technology and this affects performance. Total Expected

55

21

10

14

100

60

12

14

14

100

60

12

14

14

100

187 46.7 5

63 15.7 5

98 24.5

52 13

400

P < 0.05
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Table 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 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 Calcul ated 67.814 X2 Val ue Crit ical 0.05 12.5 92

Decision

Schools in 50 rural areas do not do well in introductory technology because of lack of workshop materials and practicals Teachers of 30 introductory technology prefers to stay in urban arears and this has a relative influence on their

27

16

100

Reject Null Hypotheses

26

17

25

100

46

performance When I do 80 practical in introductory technology, I tend to perform very well. Total 160 Expected 53.3

20

100

73 24.3

24 8

41 13.6

300

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
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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 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
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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. 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
49

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 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
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implementation and that lack of instructional materials, textbooks and training manuals was one of the challenges facing the successful implementation of Introductory Technology. 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
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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 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.

References Adebayo, A.G. (2005). Revisiting the Academic Tradition. University of Ibadan, 28th Postgraduate School Interdisciplinary Research Discourse. Adesoji A. Oni and Ibiwumi A. Alade (2009). The Future of Higher Education In Nigeria: Global Challenges and Opportunities Aina O 1986. Report of the Study Panel on Technical Teachers Production in Nigeria I. Lagos: FederalMinistry of Education, pp. 36-46. Alade, I.A (2006). Evaluation of Technical Education Curriculum in Colleges
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of Education in Southwestern Nigeria. Ph.D. Thesis. Department of Teacher Education, University of Ibadan. Xxii+257. Alexander, P., Ryan, R., & Deci, E. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology 25:1. Alokan, F.B. (2010). Influence of Sex and Location on Relationship between student problems and Academic Performance. The Social Sciences (TSS), 5(4):340 345. Bamanya R 2000.Universal Basic Education issues and problems. The Counselor, 18 (1):61-62. Beatrice Ahmadu Bahago (2011). Influence of achievement motivation and demographic characteristics on academic performance of nomadic fulani girls In adamawa state; A Phd thesis in the Department of Educational Foundations, faculty of education. of the University of Jos Bloom, B.S., Hactrep, I.J. and George, M. F. (1971). Handbook on formative and summative evaluation of students learning USA :Mc-Graw-Hill Inc. Cullen, Julie Berry, Brian A. Jacob, and Steven D. Levitt. (2003). The Effect of School Choice on Student Outcomes: Evidence from Randomized Lotteries. National Bureau of Economic Research Working Paper 10113 Diana Cordova and Mark Lepper (1995) Intrinsic Motivation and the Process of Learning: Beneficial Effects of Contextualization, Personalization, and Choice Federal Republic of Nigeria 2004. National Policy on Education. Lagos: NERDC Press, P. 13. Herbert W. Marsh and Andrew J. Martin (2011),Academic self-concept and academic achievement: Relations and causal ordering British Journal of Educational Psychology 81: 5977
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Idiagbe, J. E. (2004) Relationship between Education Facilities, Teachers Qualifications, School Location and Academic Performance of Students in Secondary Schools in Delta State. Unpublished PhD Thesis. Delta State University, Abraka. Iwunayanwu C 1998. The need for the pre-service and in-service education experience for the pre-school teacher. The Asaba Educator: Technical and Science Educational Journal, 1(1): 26-31. Jimoh-Kadiri S (2003) .Refocusing technical education in Nigeria: The way forward. A Book of Readings, 1(7): 6. Kennedy, Oji Odu (2011). Universal Basic Education and Human Resource Development and Utilization in Technical Education in Nigeria Int J Edu Sci, 3(2): 145-150 Kling, Jeffrey R., Jens Ludwig, and Lawrence F. Katz. (2005). Neighborhood Effects on Crime for Female and Male Youth: Evidence from a Randomized Housing Voucher Experiment. Quarterly Journal of Economics 120(1): 87-130. Krueger, Alan B. and Pei Zhu. (2004). Another Look at the New York City School Voucher Experiment. American Behavioral Scientist 47(5): 658-698 Lauridsen, K. and Whyte, C.B. (1980). An Integrated counseling and Learning Assistance Center. New Directions Sourcebook. Jossey-Bass, Inc. Lisa Sanbonmatsu, Jeffrey R. Kling, Greg J. Duncan, and Jeanne BrooksGunn(2006). Neighborhoods and Academic Achievement: Results from the Moving to Opportunity Experiment Journal of Human Resources, Majasan J 1998. Qualitative Education and Development. Ibadan: Spectrum Books Limited, pp. 20-27.
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Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science 1:133163. Moen, R., and Doyle, K. O. (1978). Measures of Academic Motivation: A Conceptual Review. Research in Higher Education 8:1-23. Murray, H. A. (1938), p164. Explorations in Personality. New York: Oxford University Press Nwaokolo P 2003.Technology teachers recruitment and retention in the secondary schools in Nigeria. Nigerian Journal of Research and Production, 2(1): 184-190. Obi, E. (2003). Educational Management: Theory and Practice. Engel: Jamoe Enterprises (Nig) Ochoga E 2002. Funding the UBE in Nigeria in the 21 st Century: Problems and Prospects. Conference paper presented at 2nd National Conference of Education for National Development School of Education, College of Education, Oju, Benue State, 5th to 9th October, P. 16. Oga G 2002.The Challenges and the Future of UBE in Nigeria. Conference paper read at 2nd National Conference on Education for National Development. School of Education, College of Education Oju, Benue State, 5th to 9th October, P. 9. Oga, G (2002).The Challenges and the Future of UBE in Nigeria. Conference paper read at 2nd National Conference on Education for National Development. School of Education, College of Education Oju, Benue State, 5th to 9th October, P. 9. Ojiah P 2003.The Universal Basic Education (UBE) and the Challenges of Early Childhood Education. Conference proceedings for the 27th
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annual conference of the counseling association of Nigeria (CASSON), held at University of Ibadan, Ibadan, Nigeria, pp. 8 -14. Okorie J 2001.Vocational Industrial Education. League of Researchers in Nigeria (LRN) Publishers, P. 82. Okunsebor M, Okonta L (2010). The Universal Basic Education (UBE) Programme: A case study on the extent of implementation in Edo State. Journal of Qualitative Education, 6(1): 110 -117. Olaniyan, D.A and Lucas, B. Ojo (2008) Challenges Against Implementation of Introductory Technology Curriculum in Nigerian Junior Secondary Schools European Journal of Scientific Research 24:1:112-118 Onakerhoraye, A. (1975). The Planning of the Existing Spatial Structure of Primary Schools in Kwara State of Nigeria. Institute of Social and Economic Research (NISER), Ibadan. Orebiyi, A.K. (1981). The Locational Cost Implication of Secondary Education in Oyi Local Government Area of Kwara State of Nigeria. Unpublished Ph.D Dissertation, University of Ibadan. Osuala E 2004. Foundation of Vocational Education. Enugu: Cheston Agency Ltd. P. 29. Owoeye, Joseph Sunday (2011). School Location and Academic Achievement of Secondary School in Ekiti State, Nigeria Asian Social Science 7(5):170-175 Owolabi, J. (1990). An Introduction to School Mapping. Ibadan: University of Ibadan, p. 9. Sander, B. (1972). Educational Input Factors in Brazillian Schools. American Educational Research Journal, ix(4), 493 504.

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Rao Manjula P. and S.P. Kulkarni (2002): Development and Implementation of a School Based Evaluation System at Primary Stage in Demonstration School, RIE, Mysore. Raven, J. (2001). The McClelland/McBer Competency Models. Chapter 15 in J. Raven & J. Stephenson (Eds.), Competence in the Learning Society. New York: Peter Lang. Sanda A.O (2002) Innovation, creatively and strategic Alliance in Nigerias Technology Education. A Lecturer delivered at the 19th Graduation Ceremony and convocation of the polytechnic Ibadan Dec. 6. Seligman, Martin E.P. (1990). Learned Optimism, New York: Alfred A. Knopf, Inc., p. 101, Shield, B. and Dockrell, J. (2008). The Effects of classroom and environmental noise on childrens academic performance. 9th International Congress on Noise as a Public Health Problem (ICBEN), Foxwoods, C.T. Sofolahan J 1991. Implementing the 6-3-3-4 system of Education. In: RO Ohuche (Ed.): Moving Education in Nigeria toward the Year 2000. Enugu: Optimal Computer Solutions Ltd., in Association with Nigerian Academy of Education, P. 11. 150 Susan Harter (1981), A New Self-Report Scale of Intrinsic versus Extrinsic Orientation in the Classroom: Motivational and Informational Components Syed Tahir Hijazi1 and S.M.M. Raza Naqvi (2006). Factors Affecting Students Performance A Case of Private Colleges Bangladesh eJournal of Sociology. 3:1 Tanimowo, N.B. (1995). An Analysis of School Location, School Facilities and School Efficiency; Unpublished M.Ed Dissertation, University of Ibadan.
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Uwameiye, R & Onyewadume, M.A. (1999). Workvisits in the South Western Nigeria Junior Secondary Schools: A Neglected Challenge? Journal of Vocational Education and Training. 51. 4. 573-587. Uwameiye, R., Rukayat and Abimbola, Ojikutu (2004). Effect of Team Teaching on the Academic Achievement of Students in Introductory Technology http://www.ycmou.com retrieved march 6, 2012. Vallerand, R. J. (1993). The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education. Educational and Psychological Measurement, 52, 4, 1003-17. Vernon, P.E. (1951). Intelligence and Cultural Environment. London; Metheu. Whyte, Cassandra B. (1979) Effective Counseling Methods for High-Risk College Freshmen. Measurement and Evaluation in Counseling. 6 (4):198-200. Whyte, Cassandra B. (2007). An Additional Look at Orientation Programs Nationally- (reprint of 1986 article in same journal). National Orientation Directiors Association Journal. 15 (1). 71-77. Williams, R. L., & Stockdale, S. L., "Classroom Motivation Strategies for Prospective Teachers", "The Teacher Educator", 2004

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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
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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 dont 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.
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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 ( )
1.

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APPENDIX II SUMMARY OF THE SAMPLE POPULATION

NAME OF SCHOOL EZIAFA SECONDARY SCHOOL ELUME SECONDARY SCHOOL ELUME OGIEDI MIXED SECONDARY SCHOOL ELUME OKPE GRAMMAR SCHOOL SAPELE OKOTIE EBOH SECONDARY SCHOOL SAPELE ST MALAKI SECONDARY SCHOOL SAPELE STATUS SAPELE RURAL RURAL URBAN URBAN URBAN

Gender Distribution
NO. OF PARTICIPANTS SEX MALE FEMALES 58 42 PERCENTAGE 58% 42%

AGE DISTRIBUTION
NO. OF PARTICIPANTS AGE RANGE 12-13 16-15 18-23 60 25 15 PERCENTAGE 60% 25% 15%

Class Distribution
NO. OF PARTICIPANTS CLASS JSS2 JSS3 240 160 PERCENTAGE 60 40%

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63