Vol. 3 - 2026
The location of schools is one of the factors that should be taken into account when discussing the school environment, as this can affect access to school facilities, teachers, public services, as well as the physical features and surroundings that may impact on learning and teaching. The study investigated the relationship between school location and academic performance of students in public secondary schools in Osun State, Nigeria. A descriptive survey research design was used. A total of 300 students were sampled from 10 public secondary schools in Ife/Ijesa Senatorial District of Osun State of which 30 students were sampled from each school using simple random sampling. A researcher developed 12 items with four-point Likert type questionnaire was used to collect data. The instrument was validated through face and content by experts in the field of measurement and evaluation. Chi-square statistics were used at 0.05 level of significance to analyse the data. The results revealed a statistically significant relationship between the school location factors and students' academic performance based on the reported chi-square analysis of 2741.89 with 24 degrees of freedom and at a significance level of p < .001. The results also showed that the performance of school students from rural and urban areas differed significantly. This research indicates school location is a significant contextual variable in students' learning experiences and outcomes. It calls for equal access to infrastructure, instructional materials, and public facilities and services at rural and urban schools to ameliorate differences in access and opportunity based on place.
school location, academic performance, rural schools, urban schools
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