Emmanuel Asuquo Edoho; Inah, Joseph Odey & Okorie, Henry Emeka
Abstract
The study was carried out to determine the effect of school location on students’ academic performance in mathematics, in Calabar Municipal Local Government Area of Cross River State. One research question was posed and one hypothesis formulated to guide the study. This hypothesis was tested at 0.05 level of significance. The quasi-experimental non-equivalent group design was adopted for the study. The sample consisted of one hundred and ninety (190) SS1 students selected from six (6) sampled schools from both rural and urban areas of Calabar Municipality. The instrument used for data collection was the Mathematics Achievement Test (MAT). The independent t-test was used for the analysis of the hypothesis, and the result showed that the location of a school has a significant effect on the performance of its students in mathematics, especially when taught with instructional materials. Urban school students performed significantly better than rural school students did. Based on this finding, some suggestions and recommendations aimed at bridging the gap in performance between students in urban and rural secondary schools within Calabar Municipal Local Government Area of Cross River State, and Nigeria at large, were made.