1.1 Background of the problem
According to Dewey (1926) ‘Education is a continuous process of experiencing and of revising or non-revising experiences It is the development of all those capacities in the individual, which enables him to control his environment and fulfill his possibilities’ (Y.K.Singh, p.22). The forces of environment begin to influence the growth and development of the individual right from the womb of the mother. Educational process of development occurs in physical, social, cultural and psychological environment. A proper and adequate environment is very much necessary for a fruitful learning of the child. Especially the home and the school should provide the necessary stimulus for learning experience. The child spends most of his time in school and here his environment is exerting a different influence on performance through curricula and teaching techniques relationship.
Teachers are of utmost importance to their students; they spend most time with their classes and are responsible for helping kids develop effective learning methods and strategies. Educators’ strategies and lesson plans must aim towards helping each student learn to his or her highest capacity while using many strategies and pedagogies in order to keep the classroom fun and exciting.
1.2 Statement of the Problem
Educators and policy makers have longstanding concerns about the quality of rural schools. There is widespread consensus that students in rural areas do less well than those in urban areas (Reeves, 2012). The environment in which a child grows up effects more than any other environment (Berliner, 2005). As a result of this,
1.5 Research Hypotheses
5 hypotheses were tested in the study
Ho1: There will be no significant relationship between environmental factors and the academic performance of students in rural area
Ho2: There will be no significant relationship between environmental factors and the academic performance of male and female students in rural area
5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS
This study investigated the influence of environment on academic performance of students in rural area. 100 Junior Secondary School two (JSS II) students were selected for the study
Schools in rural areas have tended to receive bad reputations based on stereotypical beliefs based on the one-room school house pictured to exist in these areas. It is true that rural schools face many challenges that do not exist in urban or suburban areas, such as geographic isolation, and a lack of resources, teachers, and community involvement. On the other hand, rural schools have made huge improvements in the past twenty years.