SCHOOL TYPE AND SCHOOL LOCATION AS PREDICTORS OF STUDENTS’ LEARNING OUTCOMES IN SOUTHWESTERN NIGERIA SECONDARY SCHOOLS

Abstract

This study investigated the effect of school types and locations
on students’ learning outcomes in southwest Nigerian secondary
schools. The study was a descriptive research of the survey type.
The sample for this study was 1650 respondents comprising of
150 Principals and 1500 students from 150 secondary schools
selected for the study. Two sets of instruments were used to
collect relevant data from the subjects. The first instrument was
tagged “Questionnaire on School Plants (QSP) while the second
instrument was tagged Affective and Psychomotor Domain
Questionnaire (APDQ). The reliability coefficient for each
section was as follows: section C (0.85), section D (0.82), section
E (0.72), section F (0.85), section G (0.74) and section H (0.87)
for School plants instrument. The Affective and Psychomotor
Domain instrument had a reliability coefficient of 0.77. Data
collected were analyzed using percentage score, multiple
regression, step-wise regression, F-ratio Pearson Product
Moment Correlation and t-test statistics. All the hypotheses
generated were tested at 0.05 level of significance.
The study revealed that there was no significant difference
between rural and urban areas and students’ learning outcomes
(with t-cal 0.2, P>0.05). There was significant difference in
students learning outcomes between private and public schools
(with t-cal 2.11, P<0.05).
Governments should continue to lay more emphasis on some
private and public- school partnership in order to improve the
students’ learning outcomes.