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1.1 The Study’s Background

The location of a school in relation to other areas in the physical environment (rural or urban) is referred to as its location. Rural life in Nigeria is uniform, homogeneous, and less complex than urban life, with cultural diversity, which is frequently suspected of affecting students’ academic achievement.

This is due to the fact that urban areas are more favored in terms of the distribution of social amenities such as piped water, electricity, and healthcare facilities, whereas rural areas are less favored. This is also true in terms of educational facility and teacher distribution.

Because of these prevailing conditions, learning opportunities in Nigerian schools differ from one another. As a result, students in Nigerian urban schools appear to have more educational opportunities than their counterparts in rural schools. While some studies have found a positive influence of school location on students’ learning outcomes or achievement, others have found a negative influence.

Several researchers have studied the relationship between school location and academic performance, conducting a critical analysis of locational factors. According to Hallak (1977), education in rural areas is typically fraught with the following difficulties and problems:

qualified teachers refuse appointment in isolated villages; villagers refuse to send their children to schools because they rely on them for assistance; parents are hesitant to entrust their daughters to male teachers; some villagers have too few children for an ordinary primary school; and a lack of roads or satisfactory means of communication makes it difficult.

However, after controlling for socioeconomic differences, school location and student performance are not strongly related in Belgium, Finland, Germany, Greece, Iceland, Ireland, Israel, the Netherlands, Poland, Sweden, the United Kingdom, and the United States, as well as in the partner countries and economies of Croatia, Dubai (UAE), Montenegro, the Russian eration, and Serbia (OECD, ).

The variation in performance reflects differences in educational opportunities available in rural and urban areas, as well as characteristics of these locations such as population density, labor distribution, and the extent to which urban and Sub-urban areas are sought and populated by people from various backgrounds (OECD, ).

According to a study conducted in Nigeria, the location of schools is related to the academic performance of students in Ekiti state. According to Onokerhoraye (1975), a lack of suitable school locations in Nigeria has contributed to the imbalances of Western education from one part of the country to the other.

Tanimowo (1995) discovered that school distribution demonstrates disorder, lack of planning, and inefficiency. In this case, inefficiency refers to student academic performance. The implication is that, while people in some areas benefit from short travel distances to obtain an education, people in other areas suffer from having to travel long distances to obtain an education.

Over the last decade, numerous studies have found a link between the environment and students’ academic performance. Every individual’s life is influenced by their environment, whether they are students, teachers, employers, or employees (Chukwuemeka, 2013).


1.2 Formulation of the Problem

The geographical location of a school causes a number of issues, including poor attendance, which leads to low achievement, increases the dropout rate, and exacerbates a variety of social problems (Debnath, et al 2010). According to educational experts, students who have not developed a connection between academics and life experiences do not believe that good school attendance is important to their future.

Walter (1998) contends that one of the factors that influence academic performance is school location/site of the school; most developed countries realized this and make sure their schools are located in the best location so as to minimize failure; variation in performance, according to them, is due to variability in education material available between urban and rural areas.

Even though most Africans, particularly Nigerians, are aware of this, schools are still not located in the best possible location; most schools are located near expressways, areas, and other areas that distract students and impair their performance.

Other research focuses on general factors influencing performance, such as inadequacy of resources, inadequacy of prior preparation, lack of parental support, laziness of teachers, lateness of the teacher, incompetent teacher, poor monitoring, and absence of supervision, but the main goal of this research is to determine the effect of geographical location on academic performance of students at Lafenwa High School in Abeokuta, Ogun state.


1.3 The Study’s Objectives

The primary goal of this study is to determine the impact of students’ geographical location on their academic performance. More specifically, the study intends to:

1. Investigate the factors that influence students’ academic performance in public .

2. Examine the impact of the geographical location of public on students’ academic performance.

3. To learn about strategies for improving academic performance in public .

1.4 Research Concerns

1. What factors affect students’ academic performance in public ?

2. Does the geographical location of public affect students’ academic performance?

3. What strategies are in place to improve students’ academic performance in public ?

1.5 Hypothesis of Research

Ho: the geographical location of public has no effect on students’ academic performance.

Hello, there is an effect of the geographical location of public on the academic performance of students.


1.6 Importance of the Research

The study’s findings will help education stakeholders understand the current state of education and the roles of school location as an influence on students’ academic performance in public . It is true that the distribution of resources varies; therefore, the study informs all stakeholders that they should consider the distribution of resources based on the nature of environments.

Concurrently, the study urges policymakers to recognize and identify areas where government at various levels could consider and focus in order to bridge a gap in children’s educational attainment and eliminate inequity in performance.

Furthermore, stakeholders must work together to find a solution to the problem of poor performance among students in remote areas. Finally, the study may stimulate further research on a larger scale in order to draw comparisons with this study.


1.7 The Study’s Scope

This research will be carried out in Abeokuta, Ogun State, with students and teachers from Lafenwa High School being sampled.





1.8 The Study’s Limitations

Obtaining funding for general research work will be difficult during the course of study. Correspondents may also be unable or unwilling to complete the questionnaires provided to them.

However, it is expected that these constraints will be addressed by making the best use of available materials and devoting more time to research than is necessary. As a result, it is strongly believed that, despite these constraints, their impact on this research report will be minimal, allowing the study’s objective and significance to be met.




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