A PROJECT WORK BY ADAGBA MICHAEL ANALYSIS OF THE ACHIEVEMENT OF URBAN AND RURAL SECONDARY SCHOOL STUDENTS IN JUNIOR SECONDARY

SCHOOL CERTIFICATE EXAMINATION IN MATHEMATICS IN BURUKU LOCAL GOVERNMENT AREA OF BENUE STATE
NOVEMBER, 2011

ABSTRACT This research work analysiss the achievement of urban and rural secondary school students in JSCE mathematics. Buruku Local Government Area of Benue State was used as the area of study. Five secondary schools were selected each from urban and rural areas of the area of study. An analysis of the achievement of boys and girls was also carried out in the urban area of the same area of study. A set of questionnaire was also admitted on 150 randomly selected students to test the effect of the availability of adequate resource on students achievements in mathematics examination. Junior School Certificate Examination results were collected and analyzed. The study also highlighted the possible cause of persistent low achievement rate of students in JSCE mathematics to inadequate availability and use of teaching and learning facilities. The study found out that, urban school students achieve higher than their rural counterpart in JSCE mathematics, similarly, girls achieve higher than boys in JSCE mathematics. It also shows that availability of adequate resources has a significant effect on students achievement in mathematics examination. Conclusion were drawn base on the findings of this study, recommendation were made for other interested different design and approaches to uphold critique and even update this study on urban and rural school students achievement in mathematics examination

CHAPTER ONE INTRODUCTION 1.0Background of the Study The two important factors that influence the growth of an individual are heredity and Environment. It is the heredity genes that give rise to urban talent and often with mental mechanism with all its strength and weaknesses. However, the environment influences in him. The similarities and differences among human beings lie between the interplay of heredity and environment. The above discussion has brought about the beginning of several opinions of people all over the world concerning the academic achievement of students of urban school against those of rural schools. Hence there arose a need for the researcher to undertake a finding into the influence which location has on the achievement of students in junior secondary certificate examination (JCSE) mathematics. The word mathematics comes from the Greek word mathemata, meaning things that are learned. Mathematics is a science of numbers and shapes, which has branches that include; Arithmetic, Algebra, geometry and trigonometry. Its study improves the students ability to calculate and communicate effectively through the use of sign, symbols, letters as well as numbers. Mathematics is a subject that is thought at all levels in post-primary institution which has got applications in almost all aspects of human endeavors. But is there any similarity or differences in the achievement of students of mathematics in JSCE result between urban and rural schools of the local government area? This has also arose a need for the researchers finding. It is argued that, environment has influence on the academic achievement of students be it rural or urban location which may be due to the opportunities, engaged by children within urban areas which their rural counterpart may not have access to. Some of the facilities include Nursery schools, Public libraries as well as social and cultural organization which include academic rudiments, preparatory to their elementary education.
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Ter (2005) in a research on a content analysis of junior secondary certificates examination in mathematics report that in Nigeria for five years high number of candidate presented in mathematics organized by various examination bodies failed and drop out or fall back into the system to have the examination re-written. It is with respect to these failures that the chief examiners reports 1997 said the annual JSSCE mathematics remains very low as many of the candidates score zero marks. Azer (2000) in a research carried out in ten (10) different schools in Katsina-Ala Local Government Area of Benue State on the influence of environment on child academic performance report the students form rural places are believed to be disposal to the place and quietness of rural life which promotes conducive environment for concentration towards the attainment of better academic performance. Obina and Ohuche (1980) in a research study, reports that students in urban and rural locations performed in a similar manner. Yahan (1980) found out that urban students performed better than rural students while Obiomas (1989) finding indicated that most mathematically deficient learners were found in major urban centers rather than other locations. Ada (2003) reports that, among other factors, the general shortage of textbooks in all core subjects (mathematics inclusive) could be responsible for students failure. He went further to blame the low pathetic finding of education to aid the acquisition of some basic infrastructure and facilities as the source of such problems, considering a typical rural scenario when there is no laboratory, no electricity, no access road, no writing tables and few classroom blocks. The absence of aids according to Raju (1978) affect teachers effectiveness which invariably result in poor academic achievement of students since instructional materials provide both the teacher and students worthwhile experience. Ansa (1996) and Mboto (2000) noted that males performances are superior to their female counterparts in science, mathematics inclusive. Onyanelukwu (1995) reports that sex difference in the performance of students in some schools subject could attribute to the variety of factors, such as gender and attitude. Admits this divergent views, this study is therefore, set out to investigate into the above arguments by
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providing empirical evidence in respect to the main achievement of urban and rural secondary school in JSSCE mathematics. 1.1 Statement of the Problem It is important to develop science and technology, since no nation will advance in development without developing its science and technology. Mathematics is the nucleus of science and it is studied in all level of primary and post-primary institutions in Nigeria, yet it has no necessary motivation to enhance a good achievement in JSCE. Ter (2005) reported that a high number of students presented in mathematics examination organized by various examination bodies failed and drop out of school or re-sit the examination. Also the absence of instructional aids affects teachers effectiveness which invariably cumulates in poor academic achievement (Raju, 1978). Onyemulukwu (1995) reported that sex difference in the performance of students in some school subject could be attributed to a variety of factors such as gender. But could location, sex or the availability of resource materials be responsible for poor achievement recorded? The solutions to these questions formed the basis for this study. 1.2 Purpose of the Study The purpose of the study is to Find out the difference in the mean achievement scores between rural and urban secondary school students in JSSCE mathematics. Determine the relationship between availability of resource materials and student achievement. Find out whether there is difference in the mean achievement of boys and girls in JSSCE examinations. To suggest the possible solutions to solve the above problems. 1.3 Research Questions As a result of the above problem, it has become the researchers source of concern which arose to these questions.
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1. Is there any difference between the mean achievement score of students in rural and urban secondary school in JSCE mathematics? 2. Is there any difference between the mean achievement scores of boys and girls in JSCE mathematics? 3. Is there any relationship between the availability of resource materials and students achievement? 1.4 Research Hypothesis The following hypothesis has been stated for the purpose of this work. 1. H0: There is no significance difference between the mean achievement scores of students in urban and rural secondary schools in JSCE mathematics. H1: There is a significance difference between the mean achievement score of students in urban and rural secondary school in JSCE mathematics 2. H0: There is no significance difference between the mean achievement scores of boys and girls in JSSCE mathematics. H1: There is significance difference between the mean achievement of boys and girls in JSCE mathematics. 3. H0: The availability and use of instructional materials or resource has no significant effect on the student achievement in JSCE mathematics

H1: The availability and use of instructional materials or resource has a significant effect on students achievement in JSCE mathematics. 1.5 Significance of the Study The level of importance attached to the present research work on the analysis of the achievement of urban and rural secondary school students in Junior Secondary Certificate (JSCE) mathematics could be seen for the following reasons. It is expected that, the findings of this work will bring out the differences between the mean achievement of boys and girls at various locations. Hence, the teacher would be informed on how to handle the teaching of mathematics among the two genders.
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Also, the finding of this work will inform the parents, the public, and curriculum planners on mathematics achievement trend with respect to location in order to effectively plan the curriculum in a way that will bring about position changes where necessary as work will be published students or professional journals. Furthermore, the finding of the study will also figure out the relationship between the availability of resource materials and students achievement.

Finally, the result of the research work will also help educational policy makers to effectively address the issue of low performance of students in mathematics due to location, during placement. 1.6 Scope of the Study This study is carried out in ten (10) secondary schools, five (5) secondary schools each of both urban and rural secondary schools in Buruku Local Government Area of Benue State. These are schools that offer mathematics as core subject and has produces at least six graduating classes through the junior secondary certificate examination (2005 2009) and operate a co-educational system. This is to avoid variability in average achievement between genders due to differences in school types.

CHAPTER TWO LITERATURE REVIEW 2.1 Introduction This chapter has reviewed the related literature; it is divided into three points which includes: Theoretical frame work, practical or empirical studies and summary (a) Theoretical Frame Work involves; - The concept of urban and rural area - Gender discrimination in education - The concept of mathematics

(b) Empirical Studies include; - Performance of students in public mathematics examination - Students academic achievement in urban and rural schools. - Inadequacy of resources or learning materials (instructional aids) in urban and rural schools. 2.2 Theoretical Frame Work 2.2.1 The concept of Urban and Rural Area An urban place or city is demographically defined by United Nations Standard for the purpose of international comparability which stipulates that all nations in tabulating their census and other official statistics should regard all concentrated places of twenty thousand (20,000) or more inhabitants as urban otherwise rural (the new Encyclopedia. Britannica: macromedia Vol.18). Also, an urban place is a location which has good roads, network and other features like social and basic amenities which include; pipe borne water, hospitals as well as administrative offices. 2.2.2 Gender Discrimination in Education The issue sex has become a source of controversy in education and academic sector. Many research works have different opinions about sex difference in their performance in academics. According to Andy (2006:37) in a research carried out in major towns of Benue State (Otukpo, Gboko, and Katsina-Ala) on the performances of gender in pubic examination in Biology reported that sex differences between boys and girls no significant role on their performance in public examination at the junior secondary school level. In a contrary view, Marshall and Hales (1971:83) reports that, the male cognitive domain in relation to the female is higher in mathematics abilities which female has prevalence in literacy ability of knowledge. They further stressed that in respect to the above statement, consideration is to be given accordingly but the reverse is the case in the normal classroom setting which actually does not consider those factors.
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In line with Marshall and Hales (1971) Elliot, in a book titled little and transverse (2008) emphasized that, female students are not given special attention to mathematics classes to compliment the deficiency they have relative to their male counterparts in mathematics abilities. What will then be the case in Buruku Local Government Area of Benue State? 2.2.3 The Concept Mathematics and the Relevance of Mathematics; According to the Oxford advance learners dictionary; 6th edition defined mathematics as the science of numbers and shapes. Mathematics is a plane science subject that deals with the measurement and qualification of object (Agiapuye, 2002). It is a subject that moles the use of digit alphabet and objects in explaining or analyzing concept and its branches which include Algebra, geometry, arithmetic and trigonometry. The subject mathematics needs deep thinking and utilization; this is because it involves reasoning as the chief source of knowledge rather than ideas. Hence mathematics is considered as the most difficult subjects. Mathematics is known to be the key to sciences and technology in Nigeria. Its importance is spread all over human activities (be it marketing, banking, engineering, astronomy, etc). In Nigeria a society strives towards technological development and development, such as its attainable in the developed countries. Hence its relevance and application in modern society promoted three quests for analysis of urban and rural school achievement in mathematics so as to possibly check poor achievement and bring about the possible development. 2.3 Empirical Studies 2.3.1 Achievement of Students in Public Mathematics Examinations. Mathematics as a science subject is made compulsory in all primary and post-primary school levels in Nigeria, yet this has not provided the necessary motivation needed to ensure good achievement in JSCE mathematics. A report on the research carried out by Nigerian Educational Research and Development Council (NERDC, 1997), reported that students performed very poor in physical science, (mathematics, inter-science & intro-tech) which form the basis of future work of technology needed in Nigeria. Report by Benue State Junior School
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Certificate Examination (BSJSCE) chief examiner in 1998, and 1999 says that poor performance at JSCE level is mostly recorded in mathematics which shows that the performance of students in mathematics I son steady decline (STAN, 2000). What will be the situation in Buruku Local Government Area? 2.3.2 Students Academic Achievement in Urban and Rural Schools Obioma and Oluche (1980) as cited by Ter (2005) in a study carried out in owerri on the performance of students relative to location says that students in urban and rural location perform in similar manner. In a related development, Jon (2001) reported that there is no significant difference between the urban and rural students in each category of mathematics achievements test. However, Obioma (1989) finding indicated that most mathematics deficient learners were found in major urban centers rather than other locations. Hood (1967) observed that students from rural areas lived up to their higher achievement records achieving higher achievement records by achieving higher grades in school than students in urban schools. He said Rural students over-achieve in colleges in relation to their test scores (Hood, 1967:39). Looking at this argument there seems to be diverse opinions on mathematics achievement among students due to location. As a result of these argument there, arose a need to investigate which location influences the achievement of students in mathematics in Buruku Local Government Area of Benue State. 2.3.3 Academic Achievement of Boys and Girls Maccoby and Jacklines (1974) the psychology of sex differences has made it acceptable that differences between male and female have existed with respect to measured verbal and quantitative analysis. Ezengo and Agwagah (2003:312) reported that, male perform better than their female counterpart in algebra both in pre-test and post-test core of algebra achievement test (AAT) used in the concept mapping method, irrespective of the fact that, the method induces high achievement of experiment group.

In contrast to the above claims, Hude etal (1980) noted that the difference between boys and girls in mean score mathematics test is typically small relative to the extent of variability in score within each sex in favor of female sex. Okwu and Algagba (2004) in their study of mathematics achievement and performance of students in Katsina-Ala Local Government Area of Benue State concluded that students performance and achievement in mathematics is not a function of sex. With this, we can see that there is diverse opinion on the issue of gender differences. Hence, it calls for a need for the researcher to under-take the tax of finding out the achievement of secondary school students in SSCE mathematics with regard to gender differences in Urban and Rural locations in Buruku Local Government Area of Benue State. 2.3.4 Inadequate learning Facilities (teaching aids) in Urban and Rural schools. Eraikluvemen (2003:5) says teaching aids/teaching hints to be adopted by teachers are not been observed in the teaching and learning process because of Unavailability of such infrastructure facilities. In respond to this, the National Policy on Education (NPE, 2004:34) state that government will ensure that all schools are properly equipped to promote sound and effective teaching, and particularly, suitable textbooks and libraries are provided for the schools. Ada (2003), in support of Eraikwumen (2003) affirms the general acute shortage of textbook in all core subjects: English and mathematics, science and all the Nigerian languages. He went ahead to blame the pathetic low funding of education as manifested faculty claims. Imagine a secondary school designated as a special school lacks every basic infrastructural facilities. There are no laboratories, no electricity, no access road; the teachers lack the basic comfort to perform their duties (Ada, 2003:39) Another area that the secondary school system lack is proper classroom and accommodation. The cost of building and maintaining classrooms, laboratories, Libraries, chalkboard, textbooks and equipments is so high. Hence this has become a menace for the effective achievement of students in JSCCE mathematics. (Jebe and Ortyoyande, 2001:20).
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The unavailability of teaching aid according to Raju (1978) affects the students achievement in mathematics as it affects teachers effectiveness. The availability of instructional materials help both the teacher and the students to acquire worth while experience, since practical along side with observation will make it easier for the learner to comprehend. The acquisition of skills and experiences gathered will seriously improve the learning standard of the learners. Lack of electricity as pointed by Ada (2003) and other infrastructural facilities in rural areas denied them to have access to modern state-art. Way of teaching and learning of mathematics. Instructional aids such as computer, electronic devices and internet, help the students to programme or store some mathematical lectures for the purpose of self explanations. For instance, with the use computer and calculators specific mathematics is programmed. This could assist students that were absent from the lesson through re-presentation of stored information by electronic devices. In respond to the above statement Oshibodu (1986) observed that the use of electronic devices to teach problem-solving would re-shape students working method in handling tedious calculation. The cases of mathematics teachers not been computer literate have also contributed to the low performance and achievement of students in mathematics in JSCE. With this menace, the researcher is interested to investigate the effect of unavailability and the use of instructional materials in teaching and learning of mathematics in Buruku Local Government Area of Benue State. 2.4 Summary The reviewed literature has shown that, an area is classified urban if it has a population of about twenty thousand (20,000) or more inhabitants, according to UNs stipulation otherwise rural. It has also shown that a place is classified as urban if it has facilities like, good roads, electricity pipe borne water and social amenities like hospitals and recreational centers. The review also show that there is still a controversy about sex differences in their achievement in academic, especially in mathematics and physical science like mathematics, integrated science and introductive Technology. Mathematics which is a pure science subject that deals with the
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use of digit, alphabet and objects in explaining or analyzing concepts is very important in all facts of human endeavors.(say; computing, business etc.) yet it has been generally low with no fixed pattern, regarding the sex, availability of resources and urban-rural factors. The sex, availability of resources and urban-rural factors has form the basis for the investigation of secondary school students achievement in JSCE mathematics in Buruku Local Government Area of Benue State.

CHAPTER THREE METHODOLOGY 3.1 Introduction It has been already highlighted that, this particular research area has been touched by other researchers. Studies has earlier been made on the analysis of the performance and achievements of students of urban and rural secondary schools in JSCE even in mathematics, but little or no attention has been given by the specific cases of location, gender discrimination in education and availability of resources (teaching aids) among the secondary schools, hence their massive failure in the external mathematics examination. In this chapter, the researcher presents the design of the study, the area of study, the population and simple sampling. The researcher also presents the instrument of the study, the validity of the instruments, method of data collection and analysis. 3.2 Research Design The research design employed for this study was the method of survey, analysis and questionnaire. 3.3 Area of the Study The area of the study is Buruku Local Government Area of Benue State. The local government is one of the twenty three (23) local government areas that make up Benue state. It was carved out from Gboko Local Government Area 1st April 1991. The local government is bounded to the East by Logo Local Government, to the West by Gboko, to the South by

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Ushongo and to North by Guma local government area respectively. The local government has a population of thirteen (13) districts. Buruku Local Government is made u of four ethnic groups: namely Tiv, Etilo, Nyifon and Abakwa. The local government under study has ten government approved secondary schools and many others which are not approved. The local government is purely as agrarian local government, agricultural potentials in Buruku Local Government Area are numerous; cereal, edible and commercial fruits, roots and tubers of various kinds are produce in the local government in large quantity. Fishing is also one of the economic resources in the local government. 3.4 Sample and Sampling Techniques Ten (10) schools were selected at random based on the location. Five (5) schools each were selected from urban and rural location, using simple random sampling method. The list of urban schools; (a) Government Secondary School, Buruku (b) Tombu Community Secondary School, Buruku (c) Government Science and Technical College, Garagbogbol (d) Government Secondary School, Adi (e) Atta Secondary School, Adi Below is the list of rural schools; (i) (ii) (iii) (iv) (v) Agwa Community Secondary School, Diwa Community secondary school, Agbonor Mbagen community Secondary School, Anonguu Show Day Community Secondary School, Ityowanye Mbagen Community secondary school, Abwa.

A total number of 150 students of JSS III from the two locations were selected at random using simple random sampling method to respond to the questionnaire on the availability of resource materials and its uses in the various schools. The Benue State Junior School Certificate Examination results of the above schools were used, i.e. (between 2005 2009).
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3.5 Instrumentation Questionnaires were used data collection. The questionnaires that were design for the students were in two sections. Section (1 & 2) section 1, was concerned with the respondent personal information and section 2 was on the availability and use of resource materials in the various schools. Using the Likert four-point scale (SA, A, D, SD) 3.6 Validity of the instrument The questionnaire design for the students to find out the effect of the availability and use of resource materials on the performance of the students score in mathematics in their various schools was submitted to the project supervisor for proper vetting and approval to ensure content validity and clarity of the questionnaire. 3.7 Method of Data Collection Benue State Junior Certificate Examination results were collected from Benue State Examination Council official gazette in the schools under study. Questionnaires designed were used to obtained information from students on the effects of availability of resource materials and its use towards their performance in mathematics. The data was collected by the researcher. 3.8 Method of Data Analysis The data collected were analyzed based on the research questions as follows: To answer question 1: Simple percentage and compound bar chart were used, while t-test statistics was used to test the significant difference between the performance of urban and rural students in mathematics (H01) at 5% level of significance. To answer question 2: simple percentage were used along side with compound bar chart. While t-test statistics were used to test the significance difference between the performance of boys and girls in JSCE mathematics (H02) at 5% level of significance. To answer question 3: Simple percentage were used to answer question three (3) and Chisquare statistics was used to test the measure of resources allocation and performance (H03) at 5% level of significance.

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CHAPTER FOUR DATA PRESENTATION, ANALYSIS, INTERPRETATION AND DISCUSSION OF FINDINGS

4.1 Introduction: This chapter presents the result of data collected and its analysis. The first table presents the achievement of rural and urban students in percentages. Fig I attempt answering research question one. While table II has tested for the significant difference between the achievement of urban and rural students. Table Fig II presents the achievement of urban boys and girls in JSCE mathematics within the reviewed period, which is followed by its analysis table III present the attempts to answer research question two, while table IV has calculated the t-test statistics in order to test second research hypothesis: table V of this chapter presents the responses by some selected students, while table VI gives the result on the concerning hypothesis three, which is the Chi-square statistics to know whether the availability and use of instructional materials has a significant effect on the achievement of students in JSCE mathematics. The chapter also discusses the findings the researcher has found in the course of his research work. 4.2.1 Research Question One Is there any difference in the achievement of urban and rural students in JSCE mathematics? Table I presents the analysis on the research question one. Table 1: Achievement of Rural and Urban secondary school from the period Years Location Percentage (%) Urban Pass Fail Rural Pass Fail 58.3 41.7 49.5 50.5 89.8 10.2 40.0 60.0 60.6 39.4 55.4 44.0 62.9 37.1 48.8 51.2 57.9 42.1 46.6 53.4 65.9 34.1 48.1 51.9 2005 2006 2007 2008 2009 Total 2005 2009.

Source: JSCE Result 2005 2009 Buruku L. G. A

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Form table I, the overall achievement of urban schools shows that 58.3% pass with credit and distinction in 2005. Passes at credit and distinction level rise from 58.3% to 89.8% in the year 2006. In 2007, there was a decline in the achievement of urban schools with 60.6% of passes at credit and distinction level, this follow by a slight increase in 2008 with 62.9% of students with distinction and credits. However, there was a drop in 2009 from 62.9% to 57.9% with the difference of 5%. The overall achievement of urban students in JSCE mathematics under the period of review was at 65.9% at the level of credit and distinction. The level of failure in 2005 was recorded to be 41.7 while 10.2% failed the subject in 2006. In 2007 39.4% of urban students failed the subject while 37.1% failed in 2008. The rate of failure among urban students in 2009 was recorded to be 42.1% while the overall achievement of urban students in JSCE mathematics at failure level occupied 34.1% with the period under review. From the same table, the yearly achievement of students of rural location within 2005 2009 shows that, 49.5% of students passed with credit and distinction in 2005 while 40.0% passed with credit and distinction in 2006. In 2007, rural students achievement in the subject was recorded 55.4% was recorded in 2008. In 2009 passes at this level was recorded to be 46.6%. There was a general discouraging phenomena as the achievement among rural students was very low. Since the overall percentage was 48.1% Failure level among rural students shows that, 50.5%, 60.0% were recorded as their achievement in 2005 and 2006 respectively, while in 2007 the failure level among these students failed with 51.2% while in 2009 the failure increase to 53.4%. The overall failure among students of rural location under the period review was 51.9%. This implies that most of the students of this particular location could not be admitted to senior secondary since their achievement was below requirement. Fig. 1 is a compound Bar Chart showing the yearly achievement of urban and rural students at credit and distinction level between 2005 2009.

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100

90 80
70

60 50 40
30

20 10 0 2005 2006 2007 2008 2009

Fig. 1: Bar chart showing the yearly achievement of urban and rural students at credit & distinction level between 2005 2009

KEY

Urban Rural

location location

4.2.2 Result of the Analysis of Data Concerning Hypothesis one H01: There is no significant difference between the mean achievements of urban and rural students in Junior School Certificate Examination (JSCE) mathematics. H11: There is a significant difference between the mean achievements of urban rural students in Junior School Certificate (JSCE) mathematics. Table 2: Present the achievement of urban and rural students in JSCE mathematics, in a calculated and tabulate T-test statistics.
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Scores

Mean

SD

Significant TLevel calculated 17.75

t-test

Urban Rural

53.21 44.47

8.73 8.90

2807 3718

0.05

1.645

Source: Field Survey, 2011. Table 3 present the achievement of urban and rural students is JSCE mathematics for five years (2005 2009). The null hypothesis was tested at 0.05 level of significance (). The t- critical was realized to be 1.645. Since 17.75 > 1.645 it means that, the calculated t value is greater than null hypothesis and accepts the alternative hypothesis. Hence there is a significant difference between the achievement of urban and rural students in JSCE mathematics. 4.2.3 Research Question Two Is there any significance difference between the mean achievement of boys and girls in JSCE mathematics?

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Table 4: shows the achievement of urban boys and girls JSCE mathematics in 2005 2009 in Buruku L. G. A. Gender Years 2005 2006 Scores (%) Boys Pass Fail Girls Pass Fail 68.5 31.5 86.1 13.9 49.0 51.0 85.7 14.3 87.9 12.1 57.1 42.9 93.8 6.2 95.7 4.3 67.9 32.1 72.4 27.6 74.1 25.9 83.9 16.1 2007 2008 2009 Total

Source: JSCE Result 2005 2009 Buruku Local Government Area From table 4 the yearly achievement of boys in JSCE mathematics at credit and distinction level shows that, 68.5% of boys pass the subject in 2005 while 49.0% pass the subject in 2006. In 2007, 2008 and 2009, the achievements of boys were recorded to be 87.9%, 93.8% and 67.9% respectively. The overall achievement of boys within the stipulated period was recorded 74.1% failure among boys show in 2005, 31.5% of boys failed the subject, while 51.0% failed in 2006, 12.1% failed in 2007, while 6.2% and 32.1% were recorded as their achievement in 2008 and 2009 respectively. The overall failure among boys was found to e 25.9%. On the same table, the achievement of girls in JSCE mathematics shows that in 2005, 86.1% of girls pass the subject while 85.7% pass the subject. In 2007 and 2008, the achievements of girls in the subject were recorded to 57.1% and 85.7% respectively. While in 2009, 72.4% passed the subject with credit and distinctions, the total achievement of girls that failed the subject in 2007, 2008 and 2009 respectively. The total failure among girls was sum up to 16.1%. Fig. 2 is a compound Bar Chart, showing the achievement of boys and girls in JSCE mathematics at credit and distinction level.

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100

90 80
70

60 50 40
30

20 10 0 2005 2006 2007 2008 2009

Fig. 2: Bar Chart showing the achievement of boys and girls in JSCE mathematics at credit and distinction levels between 2005 2009. KEY Represent Boys

Represent Girls

Fig 2: Attempt to answer question two (is there any difference between the achievement of boys and girls in JSCE mathematics?) The compound bar-chart has shown the differences in the achievement of boys and girls in JSCE mathematics. When boys scored 68.5% in 2005, girls scored 86.1%. While boys scored 49.0% in 2006 girls scored 85.7%. In 2007 and 2008, the achievement of boys and girls were recorded for boys in 2009 while girls top with 72.9%. Hence there exists a difference in their achievement in JSCE mathematics.
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The compound bar-chart attempt to answer question one (is there any significant difference between, the achievement of urban and rural students in JSCE mathematics?). The bar chart shows that, there is a significant difference in the achievements of urban and rural students. In 2005 while urban students scored 58.3%, rural students scored 49.5%, in 2006 urban students scored 89.8% while rural students scored 40.0% respectively. In 2007, urban students scored 60.6% while that of rural students scored 55.4%. In 2008 the achievement of urban students was 62.9% while that of rural students was 48.8%. In 2009 Urban students achievement in the subjects was 57.9% against that of their rural counterpart which was 46.6%. Hence there is a significance difference between their achievements.

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4.2.4 Result on the Analysis Concerning Hypothesis Two H0 2: There is no significant difference between the mean achievement of boys and girls in JSCE mathematics. H1 2: There is a significant difference in the mean achievement of boys and girls in JSCE mathematics. Table 5: is the calculated t-variable for achievement of boys and girls in JSCE mathematics between 2005 2009.
Gender Mean SD X Significant Level T-Cal T-Crit

Boys Girls

54.90 56.85

14.99 12.42

320 168

0.05

13.28

1.645

Source: Field Survey, 2011. From table 5, the t-statistics shows that, at the chosen level of significance () = 0.05, the null hypothesis is to be rejected. Since t-calculated is greater than t-critical. i.e. 13.28 > 1.645. Hence we accept the alternative hypothesis and concluded that there is a significance difference in the achievement of boys and girls in JSCE mathematics, Girls achieved better than their boys counterpart.

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Table 6: presents the analysis of the responses of the availability and effects of resources on the performance.
S/No Statement SA% 4 A% 3 D% 2 SD% 1

The use of teaching aids in mathematics lessons makes the teaching/learning of mathematics easier

2.75

6.04

33.50 57.70

Our school has enough infrastructural materials to use by every student in the class during the lesson.

4.79

8.38

31.74 55.10

3 4

Our school has mathematics library We make use of mathematical sets, graph- sheet and four figure table for solving mathematical problems

0.0 13.30

0.0

48.70 51.30

25.60 12.80 51.30

5 6

We have a school library Our library is equipped with different mathematics text books

16.20 76.90

83.80 12.10

0.00 7.69

0.00 3.30

We have adequate desks in our classroom

72.60

15.30

7.90

4.20

Source: Field Survey, 2011. Table 6: shows that while answering questions on whether the use of instructional materials in the mathematics lessons makes the learning and teaching of mathematics easier, 2.75% strongly agreed with the statement while 6.04 agreed. 33.5% disagreed with the statement while 57.7% strongly disagree with the statement. Responding on whether their school has enough instructional materials to be used by every student in the strongly agreed while 8.35% students agreed. Also 31.74% disagree with 55.1% students strongly disagreeing.

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However, there was virtually no mathematics library in any of their schools, since their responds on whether their school has a mathematics library disagree with 48.7% of students and 51.3% strongly disagreed. Responding on whether they use mathematics-sets, graph sheet and four figure table, 13.3% strongly agreed with the statement and 25.6% agreed. 12.8% disagreed while 51.3% strongly disagreed. Responding on whether their school has a school library 16.2 strongly agreed while 83.8% agreed with the statement which means all their schools owns a school library. Also responding on whether their schools is equipped with different mathematics textbooks, 76.9% of students strongly agreed with the statement while 12.1% agreed, 7.69% disagreed while 3.30% strongly disagreed. On whether their schools have adequate seats in all the classes 72.6% strongly agreed while 15.3% agreed with the statement 7.9% disagreed and 4.2% strongly disagreed with the statement. Thus, from the table, the use of instructional materials or resources materials has significant effect on the achievement of students in mathematics. 4.2.4 Discussion of the Findings The yearly performance of students in JSCE for both urban and rural can be seen in table 1 which shows the unsteady and unpredicted movement in the achievement in JSCE mathematics. While their achievements are encouraging one year, it is discouraging another year and vice-versa. Table II compares the achievements of urban and rural schools in JSCE mathematics. The bar-chart showed that urban students achieve higher than their rural counterpart in JSCE mathematics Comparative analysis of distinction and credit level of passes, for the period under review (2005 2009) shows that, the performances of urban students were better than that of rural students for all the years. i. e. 2005 2006. The urban students surpassed their rural counterparts with a fairly wide margin, especially in 2006 and 2008. The excesses of urban students over rural students was 49.71% in 2006 while 2008 it was 14.96%

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The yearly performance of boys and girls in JSCE mathematics shows a fluctuating movement in the performance of boys and girls. Table 4 compared the overall performance of both boys and girls in JSCE mathematics. The bar chart showed that girls were better in passing with credit than their boys counterparts. Comparative analysis of A C passes for the period under review shows that girls are better than boys. Girls surpassed their boys counterpart with a wide margin. The excesses of girls over boys in 2005 was 22.53%, and 2006 was 36.5%. Hence the achievement of girls in JSCE mathematics was higher than of boys. Students responses also should that the availability and use of resources has effect on students achievement in mathematics. The studies showed that, there is a significant difference in the performance of urban and rural school students. The finding of this study agrees with that of Yahum (1989) and that of Owoicho (2008) which social that urban student achieve higher than their rural counterpart in JSCE mathematics more so, based on table 4 and 5, there is no specific pattern in the performance of both urban and rural school students in JSCE mathematics. The study also indicates that there is a significant difference in the performances and achievements of boys and girls in JSCE mathematics. The study disagrees with that of Ezeugo and Agwaguh (2000) which said that male gender achieve higher that their female counterpart in Algebra Achievement test (AAT). It was discovered in this study through test statistics that if students are provided with facilities, their achievement will be better than what it is now, hence availability and use of resources has a significant effect on students in students in JSCE mathematics.

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CHAPTER FIVE Summary, Conclusion, Recommendation and Suggestions for Further Study 5.1: Introduction: In this chapter, the summary, conclusion, recommendation and suggestions for further study are made as it regards the analysis of the achievement of rural and urban secondary schools in JSCE mathematics. 5.2: Summary: This research aimed at analyzing the achievement of urban and rural secondary school students in JSCE mathematics. It also attempted to find out the achievement in JSCE mathematics, between the boys and girls as well as effect of instructional materials on the performance and achievement of student in JSCE mathematics. The aforementioned basically formed the objectives of the study, the significance of the study is to enable the researcher and others in the educational sector as well as the public and policy makers know whether there is really differential achievement between urban and rural school students as well as boys and girls in JSCE mathematics. The available literature on students general performance in mathematics examinations was reviewed. From this literature review, it was discovered that the achievement is generally poor for which the inadequacy or lack of teaching/learning facilities both in urban and rural school was advanced for. In order to answer the research question and test the hypothesis posed I chapter one, the researcher adopted the survey and analytical design approach which were used to collect and analyze data. Results to JSCE mathematics were collected from ten (10) schools in Buruku Local Government Area. The collected results were displayed in tabular form and graphically. Yearly performance (combined) urban and rural schools as well as boys and girls were displayed in compound bar charts to appreciate the behavioral pattern of the results. Appropriate test statistics were used to test research hypothesis.

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On the basis of data collected and analyzed, it was discovered that 53.30% of urban students passed with credit and 47.36% of rural students passed with credit. Similarly, 66.67% girls passed with credit and above and 54.76% boys pass with credit and above. 5.3 Conclusion Based on the results of the data collected the following conclusions were made on the achievement of urban and rural school students in JSCE mathematics. (i) There is a significant difference between the agreements of urban and rural secondary schools in mathematics. The urban students achieved higher than the rural students. (ii) There is a significant difference between the achievement of boys and girls of secondary school in JSCE mathematics. The girls perform better than boys. (iii) Adequate provision of resources has a great effect on students achievement in JSCE mathematics. 5.4 Recommendations Based on the findings, the following recommendations were made. (i) The shortage of instrumental materials in rural secondary schools should be generally improved on (ii) Scholarships should be given to students who performed well in mathematics examination. This will greatly boost the morale of students and encourage a lot of students to study mathematics with greater determination. (iii) Adequate classroom, accommodation, mathematics laboratories, and libraries. Should be put in place for the students use as this will help their mathematics performance. 5.5 Significance for Further Studies As a result of the finding in this study, the following suggestions are made 1. Further studies should be carried out by literate researchers into similar areas covering a large scope, say the whole of Benue North-East, as well as including other variable like the quantity and quality of available teachers.

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2. Study should be carried out using another design and different method of data collection and analysis to justify the claims made here.

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REFERENCES Ada, N. A. (2003). Contemporary Issues in Education. Issues in Sociology of Education, unpublished annual paper presentation , Benue State University, Makurdi Addy, J. V. (2006), Relative Performance of Students by Gender in Public Examination. Unpublished B. Sc. Ed Research project, University of Agriculture Makurdi Adeniyi, M. E.(1998) Mathematics in Secondary Schools. Abacus. The Journal on Mathematics Association of Nigeria. Mathematics Educational Series. 18(17 23). Adeyemo, P. O. (1977) Principles and Practice of Education. Anologo standard Press, Ado-Ekiti. Agianpuye, U. L and Akpanke, I. N. (2002). Mathematics, its Method and Meaning Unpublished term paper presentation, Federal College of education, Obudu. Alhasan, B. A. (1993). The man of Behavior in schools Ife Psychologia: An International Journal Vol. 1. No 2. Ansa, L. (1996) Analysis on the Performance of Boys and Girls in Junior Secondary School Examination in Bekwara Local Government Area of Cross-River state. Unpublished NCE research PROJECT, Federal College of Education Obudu. Azer S. T. (2006) Effect of Teachers Qualification on Students Academic Performance in JSCE Mathematics Unpublished M. Ed Dissertation, Benue State University, Makurdi. Benette and Duve (1992). Managing classroom Groups. Simon and Schuster Ed. Publishers. Denga D. I. (1982). Students Counselling. A Major Solution to Campus unrest. Orbit and Egwu Ltd, Lagos. Ekeruo, Ekediashi, Ekwe and Nwamuo (1988) Essentials of Educational Psychology; Agbor Central Books. Elliot K, Little F. C. and Travers. B. (2000). College Achievement of students
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in Colorado. The Personnal and Guidance Association 45(10)34-47 Eraikwuemen, L.(2003). Mathematics as an Essential Tool for UBU. Implication for primary school mathematics ABACHUS: A Journal of Mathematics Association of Nigeria. Mathematics Education series 28(1)1-7 Esen A. J. A (1973). The cause syndrome A research for counseling in Africa. Journal of Negro Ed. vol.42 No2 Ezeuyo O. N and Agwagah, P. (2006) Algebra Achievement test score for Male and Female Secondary School Students in Zaria, Kaduna State. A Journal of Science Education and Teaching. 38(1)312-334. Jebe, D. I. and Otyoyande J. H (2001). Improving quality of Secondary Education in Nigeria Issues, Problems and Prospects. Benue State University, Journal of Education (BSUEJ). 3(1)1-2 Manshall S. P and Hales J. D. (1978). Sex difference in Learning Mathematics. A Longitudinal study with items and error analysis. Journal of Educational Psychology 79(4)372-387. Onyemelukwe, O. N (1995). Female Students Perception and Attitude to Mathematics. A Journal on Psychology. 13(4)72-89 Ter, A. W. (2005). Content Analysis of Junior Secondary School Certificate Examination (SSCE) in Mathematics. Unpublished B. Sc. Ed. Research Project, Benue State University, Makurdi. The new encyclopedia Britannica: Micropedia Vol.16 The new encyclopedia Britannica: Micropedia Vol.18

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Appendix A: QUESTIONNAIRE

Department of Science Education, Federal University of Agriculture, P. M. B. 2373, Makurdi.

Dear Respondent,

QUESTIONNAIRE FORM This questionnaire is designed for the purpose of gathering information to aid the analysis of the achievement of Rural and Urban Secondary Schools Students in JSCE Mathematics. The researcher therefore, requests your kind assistance in responding to the set of questions that would help in the conduct of the study. Your response will be treated with confidence. Thanks for your anticipated co-operation. Yours faithfully, Adagba Michael.

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STUDENTS QUESTIONNAIRE SECTION A:(Please tick the box as appropriate) 1. Sex: Male [ ] [ [ ] Urban ] Rural SECTION B: Below is a list of items to ascertain your views on the performance of Students in JSCE Mathematics. Please read the statements carefully and tick against the columns, SA, A D, and SD which you feel appropriate. Note: SA = Strongly Agreed, A = Agree, D = Disagree, SD = Strongly Disagree S/No Questions SA % 1 The use of Teaching aids in Mathematics lesson makes the Teaching and Learning of Mathematics easier Our School has enough Instructional Materials to be used by every Student during lessons period. We make use of Mathematical Sets, Graph Sheets, and Four-Figure Tables, when solving problems in Mathematics. We have a Mathematics Laboratory in our School We have a School Library Our Library is equipped with Mathematics textbooks We have adequate seats and desks in our classrooms
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Female

[ ]

2. Location of School

SD

% % %

2 3

4 5 6 7

LIST OF TABLES AND FIGURES Table 1: Achievement of Rural and Urban secondary school from the period 2005 2009. Table 2: Achievement of urban and rural students in JSCE mathematics, in a calculated and tabulate T-test statistics. Table 3: Achievement of urban and rural students is JSCE mathematics for five years (2005 2009). Table 4: Achievement of urban boys and girls JSCE mathematics in 2005 2009 in Buruku L. G. A. Table 5: Calculated t-variable for Achievement of boys and girls in JSCE Mathematics between 2005 2009. Table 6: Analysis of the responses of the availability and effects of resources on the performance. Fig. 1 A compound Bar Chart showing the yearly Achievement of Urban and Rural Students at credit and distinction level between 2005 2009. Fig. 2 Acompound Bar Chart, showing the achievement of boys and girls in JSCE Mathematics at credit and distinction level.

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