COMPARATIVE STUDY ON CHEMISTRY STUDENTS PERFORMANCE TAUGHT IN RURAL AND URBAN AREAS IN EGOR LOCAL GOVERNMENT AREA OF EDO STATE
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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.
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.
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