SCHOOL LOCATION AS A CORRELATE OF MATHEMATICS STUDENTS ACHIEVEMENT IN A COOPERATIVE LEARNING CLASS

Chianson, Mimi Martha

Department of Curriculum and Teaching

Benue State University, Makurdi

E-mail: Searchhbk@yahoo. Com

ABSTRACT

The study was carried out to ascertain if school location has an effect on mathematics students achievement in a cooperative learning classroom. Students are made to believe that where their school is being located (rural or urban settlements) affects their performance in mathematics. It is the researchers believe that, if the appropriate teaching strategy is implemented, students may find mathematics more enjoyable not minding their various school location. This research was carried out on 174 SS2 students in government co-educational secondary schools in Benue State, who were taught circle geometry. The study was that of a quasi-experimental design. One research question and one hypothesis were formulated for the study. The mean and standard deviation was used in answering the research question and ANCOVA was used in testing the hypothesis. The findings of the research revealed that students in the urban schools performed better than students in the rural schools. This may be as a result of lack of funding to provide these schools with necessary instructional aids, well qualified teachers, lack of in-service training of teachers to keep them abreast with knowledge of relevant teaching strategies and building facilities. If the government pays close attention and provides intensive monitoring for funding in schools in rural areas, these schools may also be in a better position to utilize an appropriate classroom strategy to enhancing a better achievement in mathematics at large and geometry specifically. Based on level of improvement of the funding of rural schools, more parents may be encouraged to send their children to rural schools.

Keywords: Rural schools, urban schools, Environment factors, schooling factors, cooperative learning strategy.