O. H. Iyamu

The study examined comparative study on chemistry students’ performance taught in rural and urban areas in Egor Local Government Area of Edo State. The study adopted the survey design using questionnaire as instrument of data collection. The data was analyzed using percentage table to present the analysis of data sourced from the field survey. The results revealed that there is a significant difference in Chemistry students’ performance between rural and urban schools in Egor LGA. Urban students generally outperform their rural counterparts due to better access to qualified teachers, well- equipped laboratories, modern instructional materials, and a more conducive learning environment. Rural students face multiple challenges, including inadequate textbooks, limited parental and peer support, poor classroom environments, and shortages of experienced Chemistry teachers, all of which negatively affect their academic achievement. The findings confirm that school location is a major determinant of student performance in Chemistry, highlighting disparities in educational resources and support systems between rural and urban areas. The study recommends that educational authorities should prioritize upgrading laboratory facilities, classrooms, and
instructional materials in rural schools to provide a more conducive learning environment. There should be strategic deployment of qualified and experienced Chemistry teachers to rural schools, along with regular professional development programs to enhance instructional quality. Adequate textbooks, modern teaching aids, and laboratory equipment should be made available to rural schools to reduce the resource gap. Efforts should be made to involve parents and communities in supporting students’ learning through motivation, provision of study materials, and encouragement of academic pursuits. Establish mentorship and peer-support initiatives to positively influence student motivation, study habits, and academic engagement in Chemistry.

This study Examines the impact of Gamifcation of chemistry concepts; Effect on students motivation and academic performance of students in Egor Local government area of Edo State.
The study adopted a descriptive survey design and involved a sample of 66 students selected using the proportionate sampling technique. A structured questionnaire titled Gamifcation of chemistry concepts Effect on students motivation and academic
performance was used for data collection. The instrument was validated by experts, and it's reliability was established using the cronbach Alpha method, yielding a coefficient value above 0.7 . Data collected were analyzed using mean and standard deviation to answer the research questions.
Findings reveals that chemistry teachers used games to evaluate students understanding of chemistry topics, the study also confirms that gamification has a significant positive impact on student motivation and engagement in chemistry lessons. The use of strategies such as games, rewards, competitions, and puzzles not only boosts students‘ interest in the subject but also helps with retention and makes learning more interactive. These findings support existing literature on the effectiveness of gamification in education. However, the variation in responses regarding the impact of gamification on confidence and collaboration highlights the need for further research to explore how different students perceive and benefit from these strategies