JSS III STUDENTS’ INTEGRATED SCIENCE

ACHIEVEMENT AS A CORRELATE OF
ACHIEVEMENT IN SS I SCIENCE SUBJECTS: A
STUDY OF SECONDARY SCHOOLS IN WARRI
SOUTH LOCAL GOVERNMENT AREA

BY

UNUKOGBON RUMERE TANKAN

DELTA STATE UNIVERSITY,

ABRAKA
 NOVEMBER, 2012

TITLE PAGE

JSS III STUDENTS’ INTEGRATED SCIENCE ACHIEVEMENT

AS A CORRELATE OF ACHIEVEMENT IN SS I SCIENCE
SUBJECTS: A STUDY OF SECONDARY SCHOOLS IN
WARRI SOUTH LOCAL GOVERNMENT AREA

BY

UNUKOGBON RUMERE TANKAN

FOE/08/09/152091

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

SCIENCE EDUCATION, FACULTY OF EDUCATION, DELTA STATE
UNIVERSITY, ABRAKA

IN PARTIAL FULFILLMENT OF THE REQUIREMENT OF THE AWARD

OF BACHELOR OF SCIENCE IN EDUCATION DEGREE B. Sc. (Ed)
IN INTEGRATED SCIENCE EDUCATION,

NOVEMBER, 2012
ii
 CERTIFICATION

We certify that this project work was done by Unukogbon Rumere

Tankan, in the Department of Curriculum and Integrated Science, Faculty of

Education, Delta State University, Abraka

________________________ __________________
DR. O. P. AJAJA DATE
Project Supervisor

_________________________ ___________________
Prof. Emperor Kpangban Date
(Head of Department)

iii
 DEDICATION

This work is dedicated to God Almighty for whose grace, mercy, care and

guardian, this work became a success.

iv
 ACKNOWLEDGEMENT

My utmost acknowledgement goes to God Almighty, the Alpha and

Omega for the His grace and mercies which saw me throughout the period of my

studies in the University.

I wish to express my profound gratitude to my able and humble supervisor

Dr. O. P. Ajaja, currently the Director of Teaching Practicing, Delta State

University, Abraka, who despite his busy schedule still found time to read and

correct the innumerable manuscripts of this project work at various stages of its

write-up. My thanks also go to HOD, Prof. Emperor Kpankpan and my lecturers

Dr, T. E. Agbogoroma my course adviser, Prof. E. A. Inomiesa, Prof. N. S.

Okoye, Dr. U. L. Ezenweani, Dr. (Mrs.) M. O. Mokobia, Dr. S. E. Umudhe and

others in the Department who in one way or the other assisted me.

My special thanks and appreciation goes to my parents, Mr. and Mrs E. O.

Unukogbon, my mother Mrs Sarah Unukogbon, my brothers and sisters,

Anthony, Ejenavi, Ovo, Obaro, Akpor, Ufuoma, Ojevwe, Esen and Siena. I also

extend my greetings to my friends Osakwe Victor and many others too

numerous to mention.

v
 TABLE OF CONTENTS

Title Page...................................................................................................................................ii

Certification.................................................................................................................iii

Dedication.....................................................................................................................iv

Acknowledgement.........................................................................................................v

Table of Contents.........................................................................................................vi

Abstract......................................................................................................................viii

CHAPTER ONE

INTRODUCTION

Background of the Study..........................................................................................................1

Statement of the Problem.........................................................................................................4

Research Questions...................................................................................................................5

Research Hypotheses................................................................................................................7

Purpose of the Study.................................................................................................................8

Significance of the Study..........................................................................................................9

Scope and Delimitation of the Study.....................................................................................10

Definition of Terms.................................................................................................................11

CHAPTER TWO

REVIEW OF RELATED LITERATURE

The Meaning of Integrated Science.......................................................................................12

vi
Concept of Academic Performance.......................................................................................14

Gender as a Predictor of Academic Performance of Students in Science.........................16

School Location as a Predictor to the Academic Performance of Students in Science

Subjects....................................................................................................................................22

CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

Research Design......................................................................................................................28

Population................................................................................................................................29

Sample and Sampling Techniques.........................................................................................29

Research Instrument..............................................................................................................30

Method of Data Collection.....................................................................................................30

Method of Data Analysis........................................................................................................31

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

Presentation of Data...............................................................................................................33

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary..................................................................................................................................40

Conclusion...............................................................................................................................42

Recommendations...................................................................................................................43

Suggestions for Study.............................................................................................................44

vii
REFERENCES........................................................................................................................45

viii
 ABSTRACT

This study which aimed at JSS II students integrated science achievement as a

correlate of achievement in SS I science subjects in secondary school in Warri South
Local Government Area fall under the survey research design. Based on the statement
of problem, seven research questions and seven hypotheses were stated respectively.
The research instrument for this study was the results of students. The stratified
random and simple random sampling techniques were adopted in the selection of
sample for the study. Based on this 100 students were used as sample for the study. In
testing the hypotheses for the study, the result of students for their JSS III examination
was correlated with their results in their promotion examination for SS I science
results with the use of the Pearson product moment coefficient. Furthermore, in order
to test whether there is significant correlation between JSS III results and SS I science
results in all the schools, t-test was used. Based on the analysis, it was revealed that
there was significant positive relationship between the achievement of JSS III students
in integrated science and their achievement in SS I chemistry; that there was
significant positive relationship between the achievement of JSS III students in
integrated science and their achievement in SS I biology among other findings. Based
on the findings and conclusions, it was recommended that the teaching of integrated
science in junior secondary schools should be improved through the provision of
instructional facilities, as this will help to improve the future performance of students
in science related subjects at the senior secondary school level and further

ix
 CHAPTER ONE

Background of the Study

Science education plays a vital role in the lives of individuals and the

development of a nation scientifically and technologically (Alebiosu and

Ifamuyiwa, 2008). It is widely and generally acknowledged that the gateway to

the survival of a nation scientifically and technologically is scientific literacy

which can only be achieved through science education. To make her citizens

show interest in science education, Nigerian government came up with a policy

that 60% of the students seeking admission into the nation’s universities,

polytechnics and colleges of education should be admitted for science oriented

courses, while 40% of the students should be considered for arts and social

science courses (Ajibola, 2008).

This government’s effort cannot be said to have yielded much fruits given

the dwindling nature of students seeking admission into science-oriented courses

in the Nation’s tertiary institutions, more students are seeking admission into art

and social science courses than those of the science-oriented courses on yearly

basis.

1
 Disturbed by this ugly development, researchers in the field of science

education in Nigeria embarked on series of studies to find the logic behind this

ugly development. They found that the problem stemmed from the first form of

science a child comes across at the JSS (Junior Secondary School) level that is

integrated science.

Integrated science provides students sound basis for further science

education study, hence a child that is not well grounded in integrated science at

this level would not show interest in offering core science subjects (biology,

chemistry and physics) at the SSS (Senior Secondary School) level which are

the prerequisites for studying science-oriented courses at the Nation’s tertiary

Institutions. They also found that lack of qualified teachers, lack of equipments

and facilities for teaching, lack of practical works, insufficient allotment of time

for integrated science on the school time-table and poor methods of teaching are

the major factors militating against the successive implementation of the core

curriculum in integrated science (Afuwape and Olatoye, 2004).

The aforementioned problems of teaching integrated science did not

include non sequential arrangement of some of the integrated science concepts

in the curriculum. It is believed that if integrated science concepts are not taught

2
from known to unknown and from simple to complex, it is likely that students

might find it difficult to understand the concepts taught. This has lead to the

development of negative attitude towards the subject by the students, which has

lead to many of them not showing interest in offering core science subjects at

the senior secondary school level and science-oriented courses at the Nation’s

tertiary institutions because of their dismal performance in integrated science

examination at the JSSCE (Junior Secondary School Certificate Examination)

When reviewing literature on students’ performance in the sciences, it

reveals that several factors play a vital role in influencing students’ performance

in the sciences. These factors can be categorized into three distinctive groups.

Firstly, factors associated with the students themselves. An important factor here

has to do with the gender of students.

Secondly, the factors which are associated with the school, teacher and

teaching. Some of these factors that influence performance are teaching

materials (instructional facilities) used in the school. With respect to school type

(private and public) and as well as location (urban and rural schools), some

schools are known to have well equipped laboratory and qualified teachers to

3
teach science subjects while the situation in other schools are nothing to write

home about.

Hence, this study was carried out to assess JSS III students integrated

science achievement as a correlate of achievement in SS I science subjects.

Statement of the Problem

The enterprises of science and science education, according to Alebiosu

(2003), have immense contribution towards the growth, development and the

survival of mankind. Science simply forms the avenue through which human

beings interact and explain the universe or nature. Alebiosu saw science

education as the tool used to achieve scientific literacy which is the gateway to

achieve scientific and technological advancement and economic survival. She

further pointed out that the place of science in the improvement of the social,

economic and political life of mankind justified its inclusion in the curricula of

schools.

Olatoye (2002) opined that science education in the junior secondary

school lays foundation for the study and work in science related fields by

acquainting learners with certain knowledge, skills and attitudes. Ogbonna

(2007) observed that there has been a worldwide recognition of science and

4
thereby science education has found a central place in the curricula of schools at

all levels. But looking at the situation in our present day secondary and tertiary

education there has been dwindling enrolment and performance of students in

the sciences. This fact is buttressed by Solarin (2005) who noted that as

important as science is to our national life, it is regrettable to note that both

enrolment of students in science and their performance in science examinations

are not encouraging.

Most researchers (Afuwape & Olatoye, 2004; Odetoyinbo, 2004) are of

the view that the major cause of this situation is due to the fact that students

were not well grounded in integrated science at the junior school level. An

important factor which is widely believed to affect performance of students in

the sciences is gender factor. Hence, the statement of problem for this study put

in a question form is: Is there any correlation between JSS III students’

integrated science achievement and SS I achievement in science subjects?

Research Questions

Based on the statement of problem above, the following research

questions have been formulated to guide the study.

5
(1) What is the relationship between the achievement of JSS III students in

integrated science and their achievement in SS I chemistry?

(2) What is the relationship between the achievement of JSS III students in

integrated science and their achievement in SS I biology?

(3) What is the relationship between the achievements of JSS III students in

integrated science and their achievement in SS I physics?

(4) What is the relationship between the achievement of male JSS III students

achievement in integrated science and their achievement in SS I

chemistry?

(5) What is the relationship between the achievement of female JSS III

students in integrated science and their achievement in SS I chemistry?

(6) What is the relationship between the achievement of urban JSS III

students achievement in integrated science and their achievement in SS I

biology?

(7) What is the relationship between the achievement of rural JSS III students

achievement in integrated science and their achievement in SS I biology?

6
Research Hypotheses

Based on the research questions stated above, the following hypotheses have

been stated to be tested.

(1) There is no significant positive relationship between the achievement of

JSS III students in integrated science and their achievement in SS I

chemistry

(2) There is no significant positive relationship between the achievement of

JSS III students in integrated science and their achievement in SS I

biology

(3) There is no significant positive relationship between the achievements of

JSS III students in integrated science and their achievement in SS I

physics

(4) There is no significant relationship between the achievement of male JSS

III students achievement in integrated science and their achievement in SS

I chemistry

(5) There is no significant positive relationship between the achievement of

female JSS III students in integrated science and their achievement in SS I

chemistry

7
 (6) There is no significant relationship between the achievement of urban JSS

III students achievement in integrated science and their achievement in SS

I biology

(7) There is no significant relationship between the achievement of rural JSS

III students achievement in integrated science and their achievement in SS

I biology.

Purpose of the Study

This study aimed at assessing JSS II students integrated science

achievement as a correlate of achievement in SS I science subjects in secondary

school in Warri South Local Government Area. The specific purpose of the

study is as stated below.

(1) To assess if there is relationship between the achievement of JSS III

students in integrated science and their achievement in SS I chemistry.

(2) To determine if the there is relationship between the achievement of JSS

III students in integrated science and their achievement in SS I biology.

(3) To find out if there is relationship between the achievements of JSS III

students in integrated science and their achievement in SS I physics

8
 (4) To determine if there is relationship between the achievement of male JSS

III students achievement in integrated science and their achievement in SS

I chemistry

(5) To determine if there is relationship between the achievement of female

JSS III students in integrated science and their achievement in SS I

chemistry

(6) To examine if there is relationship between the achievement of urban JSS

III students achievement in integrated science and their achievement in SS

I biology

(7) To examine if there is relationship between the achievement of rural JSS

III students achievement in integrated science and their achievement in SS

I biology.

Significance of the Study

This study is considered useful because it will expose to students,

integrated science teachers, school administrators and the government on the

factors which can predict JSS III students’ achievement in science subjects at the

SS 1 Level. Hence, the study will be significant to them in the following ways

9
 This study will help the Ministry of Education and Policy makers and as

well as educational administrators to enrich the curriculum of the schools taking

into account the peculiarities of the different classes of students in our society.

The study will furnish integrated science teachers and science teachers in

general and bodies concerned with the education of students first hand

information on the different factors which can influence the achievement of

students in the learning of integrated science.

It is also hoped that through this study, the government and policy makers

will ensure that schools are well equipped to teach integrated science at the

junior secondary level since it is the foundation of future learning and

achievement in the sciences.

Finally the findings of the study will add to the stock of knowledge

especially for those who may want to go into studies involving academic

achievement of students.

Scope and Delimitation of the Study

This study is delimited to SS I students in Warri-South Local Government

Area of Delta State of Nigeria. The study is carried out to examine JSS III

students integrated science achievement as a correlate of achievement in SS I

10
science subjects. The research examined factors such as the gender and school

location (urban and rural areas) as a predictor of achievement in senior

secondary school science subjects. In carrying out this study, five secondary

schools were sampled and in each school twenty students were used as sample.

Definition of Terms

The following terms are defined in the context of the study.

Achievement: This is the display or evidence of knowledge and skills attained

or developed as a result of academic endeavour. In this study it also

means the level of performance after examination.

Correlate: the extent to which two or more variables are related or have a

complementary relationship. The extent to which one or more variables

predict a change or an effect on the other.

JSS: This is an acronym for Junior Secondary School

SSS: This is an acronym for Senior Secondary School

Science Subjects: These are subjects such as Biology, Chemistry and Physics

taught in the senior secondary school level which is combined and taught

in the junior school as integrated science.

11
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

For effective work to be carried out, this chapter focuses on the following

(1) The meaning of Integrated Science

(2) Concept of academic performance

(3) Gender as a predictor of the academic performance of students in

science

(4) School location as a predictor of students’ performance in science

(5) Summary of literature review

The Meaning of Integrated Science

Integrated science provide a basic fundamental knowledge to students,

hence, it is referred to as the foundation of science and related fields. It requires

a great deal of time and attention in respect to teaching and learning. However,

Irevbu (1990) noted that integrated science teaching be said to cover all those

approaches to science teaching

(i) in which concepts and principles of science are presented in a way to

express the fundamental unity of scientific taught

12
 (ii) which emphasises the processes and methodology of the scientific

enterprises and

(iii) which embody a scientific study of the environmental and

technological requirement of our day-to-day life

He said, an integrated science approach to science teaching cuts across

subject boundaries, providing meaningful work of children. It is an approach

which by passing the child’s experience of the world in which he lives enables

him to acquire knowledge, understanding, skills, values and attitudes in such a

way that he can perceive relationship more easily than if he were to master

isolated skills or particular components of knowledge (Irevbu, 1990).

Umudhe (1998) opined that integrated science is a school science course

in which the conventional but artificial dividing lines between the basic science

sub-division of chemistry, biology, physics etc are removed while unifying

principles are accentuated. According to him, in Nigeria integrated science is

aimed at training students to be able to;

(1) Develop the motivation and ability to work and think in an independent

fashion.

(2) Devise skills for solving problems.

13
 (3) Apply previous knowledge to novel situations.

(4) Relate his experience to each subject area to other areas and relate it to

live in his society (Umudhe, 1998).

Furthermore, integrated science can be defined as a course of study,

which presents science disciplines in its entire ramification in a unit while so as

to appreciate the interdependence of all science disciplines. Such knowledge is

relevant for every human being as a tool for successful interaction with the

environment.

Concept of Academic Performance

Academic achievement or performance, according to Wikipedia (2012) is

the outcome of education — the extent to which a student, teacher or institution

has achieved their educational goals. On the other hand, academic achievement

as seen by), is referred to as the index of general mental abilities “which are

responses to test of different kinds.” In societies where standardized test of

different kinds abound, the academic achievement status of the students is

determined by the individual’s response to such standardized achievement test.

The level of response given to such standardized achievement tests can help to

determine the individual’s achievement level.

14
 Academic achievement is a cognitive ability unlike skills which is a

psychomotor ability. Achievement is an activity that has to do with knowledge

of facts, understanding of facts, application of facts, analysis of information, and

synthesis of information and evaluation of issues (Gronlund, 2005). Usually, the

tool used in measuring the above listed cognitive tasks is test. Tests are either

standardized or teacher made. Standardized tests are tests that have been treated

statistically with the view of removing all sources of bias .The test contains

items that have been developed and selected to meet up with the ability of the

group taking the test.

Standardized tests, unlike teachers made tests cover all aspects of the

subjects matter content, hence the scores from the standardized test can be seen

as representing the intellectual achievement status of the individual, (Gronlund,

2005). The Junior Secondary School Certificate Examination, as conducted in

Delta State for JSS 3 students is an example of a standardized test; hence, it can

be used to estimate the level of students’ performance in business studies, which

this study tries to find out.

Academic achievement, according to Ward, Stoker, and Murray-Ward

(2006) is commonly measured by examinations or continuous assessment but

15
there is no general agreement on how it is best tested or which aspects are most

important — procedural knowledge such as skills or declarative knowledge such

as facts.

Academic achievement can be affected by a host of factors. In general, the

various studies which attempt to explain academic failure do so beginning with

the three elements that intervene in education: parents (family causal factors),

school (academic causal factors), and students (personal causal factors) (Diaz,

2005). The focus of this study is on the school and personal causal factors.

Gender as a Predictor of Academic Performance of Students in Science

Studies directed at gender issues in science and technology is well

documented. These studies have revealed misconceptions and stereotyped

attitudes as being the major factor contributing to the poor performance of

students especially female students. The literature continues to show that gender

inequality in achievement, attitude and interest in science, remains a contentious

issue (Atwater, 2004; Jones & Young, 1995) and requires solution to enable an

equitable basis for effective curriculum and instruction in these subjects to be

developed.

16
 Not only do fewer women enter science and engineering fields, but there

is increasing data suggesting that the science experience they have while

growing up are distinctly different from those of their male counterparts

(Becker, 2002; Sikes, 2000).

According to Becker (2002) gender stereotype has led to the negative to

the poor performance of integrated science. Hence, Curran (2000) revealed that

there is significant relationship between gender and the academic performance

of students in science subjects.

Curran (2000) observed that because girls perform poorly in science,

teachers and parents tend to stream them into non-science and non-technical

subjects and careers with the result that girls fail to acquire knowledge and skills

that are important even for work that women normally do in health care, food

cropping, environmental management and energy conservation. Studies have

documented the gender differences in involvement with the science content

areas. Women who enter science fields tend to enter the biological sciences and

males tend to enter the physical sciences and engineering. The above situation,

according to Atwater (2004) affects the academic performance of female

students who study science subjects in high school and at the tertiary level.

17
 Many females regard the physical sciences as masculine and find the

biological sciences more “girl friendly” (Fox, 1991; Hoyenga and Hoyenga,

1999; Kahle and Lakes, 2003). It is on this note that Easlea (1986) suggests that

the practice of physics is associated with a masculine ability to manipulate and

control inanimate matter rather than a feminine ability to empathize,

communicate and care. Consequently, based on this female students tend to

perform poorly in science subjects at the senior secondary school level. Hence

Kakle and Lakes (2003) reported that gender is a predictor of the academic

performance of students in science at high school level.

Studies conducted by Taiwo and Molobe (1994) indicated that both

teachers and students identified the hard-core science subjects with the boys,

hence, boys have perform better in science subjects than female students. They

felt that these subjects are irrelevant to girls’ future occupation.

However there are other studies that suggest that there is no significant

difference in performance of students in mathematics among male and female

students (Mohd et al, 2011; Köğce et al, 2009; Nicolaidou & Philippou, 2003).

And there are some other studies which suggest that gender do not predict

performance in mathematics (Grootenber & Lowrie, 2002). Hence it can be said

18
that students’ gender as predictor to science performance are very subjective and

varies among students. Several studies had been conducted to find out the

relationship between gender towards science and academic achievement of the

students. Most of these studies showed that there is a positive correlation

between gender and academic achievement of students in science subjects

(Mohd et al, 2011; Bramlett & Herron, 2009; Papanastasiou, 2000).

The issue of gender as it affects, influence or determines academic

achievement has shown more controversial reports than any one factor which

determines the level of academic performance of secondary school students.

Increasing evidence suggest that there is no gender differences between the

academic achievement of students ,other evidence suggests that males out

perform their female counterparts in certain tasks while on the other hand female

students are known to perform out rightly better than their male counterparts in

certain tasks. Hence, gender can be said to be a predictor of the academic

performance of students especially in the sciences, How far these are true is still

subject to intensive research by education.

Still on the factors that affect performance biologically, there is growing

evidence which suggests that biological factors too may play an important role

19
in differences between the academic achievements of the sexes. This does not in

any way imply that difference between males and females are predetermined or

un-modifiable. Rather, it simply indicates that there may be biological factors

that tend to predispose males and females towards somewhat different pattern of

cognitive functioning in some situations (Gray, 1981). In support of this view

Gur and Orbits (2002) asserted that differences exist among boys and girls in

cerebral activity when handling spatial problems, by boys demonstrating

superior performance than girls. This idea was disputed by many researchers

including Balogun (1994) and Ibiloye (1998) but upheld that these biological

factors are casual factors since they are theoretical framework.

Continuing further, Gur and Orbit upheld that spatial abilities are said to

result from inmate differences in the nature or degree to which males and

females use to the “right and left hemisphere” of the brain for spatial

reasoning .The two writers contended that spatial abilities are related to the

development of the right hemisphere of the brain and males are known to use the

right hemisphere more than the girls, while girls use the left more than males.

For this reason, according to the writers, male performed better in empirical

subjects like mathematics, science and technological endeavours while females

20
are said to perform better in verbal and arts subjects. Hence, they posited that

gender is a predictor of academic performance in science related subjects.

Harden (1991) reported that why girls seem to have a low preference for

science, they exhibit a relatively higher performance for social or vocational

studies which contributes to their poor performance. In support of this view

Harding (1981) and Ormerod (1981), stated that the lack of women in scientific

professions can be traced back to the secondary school, where girls first appear

to avoid choosing physical science subjects ,as well as to the primary and home

and continues through ages 13 and 17 and is paralleled by an increasing negative

view of science, science classes and science careers.

Tamir, (2007) in his research work on sex differences in performance of

students in science and science related subjects, have indicated that boys have

more positive attitude towards science, achieve better and have a higher

preference for physics and chemistry.

Barak (2006), opined that intelligence is independent of sex since certain

intelligence tests have been constructed so as to eliminate sex differences. The

results from tests show that in academic work as a whole, girls tended to excel at

the primary school level under the American settings.

21
 Hadden (2002) investigated the performance of primary and secondary,

Scottish students to science. His data revealed poor performance of girls towards

science. While Scottish girls see science as a male discipline, the boys possess

performed better in science and have positive expectations of science.

School Location as a Predictor to the Academic Performance of Students in

Science Subjects

One has only to consider something as simple as the height of wheat to

realize that a particular genetic strain of wheat will yield different ranges of

height in different environments.

A determination of the height in one environment will tell one nothing

about the height in a substantially different environment .The implication of the

above statement is that, other factors, apart from gender differences, should be

investigated when considering the differential levels of achievements in learning

as related to students. Much understanding of environmental variables is

eminent in explaining the achievement level/ status of students. There is no

doubting the fact that good learning takes place if good and enabling

environment is put in place. It is widely assumed (as this study finds out) by

22
many that students in urban located schools perform better in academics than

their rural counterparts.

Based on the above, the review examined the differences which exist

between the two school environments (urban and rural). Atkinson (2003)

upholds that environmental influence and conditions determine how an

individual’s intellectual potential is or will be developed. Atkinson believed that

an enriched environment raises the individual’s intelligent quotient and an

adaptive environment lowers it.

The above view is supported by Dave (2006) when he stated in his study

that performance increases with the environmental setting of students and such

students may develop hatreds for certain subjects thereby affecting their

performance ,they further argued that students will perform better and develop

love for a subject “if good and stimulating environments are present.” In a

situation where schools have limited learning environment/facilities for learning,

it is drastically going to affect the performance of students .Where good

environment abounds, it will encourage students to learn harder and hence

improve their academic performance.

23
 Akpochafo (2001) in carrying out research on the academic implications

on urban and rural environments noted that in urban areas, the favourable

condition provides an atmosphere that is conducive to educational activities .He

contended that the large presence of illiterates’ workforce makes it easy for

urban dwellers to take advantage of educational innovations and remedial

opportunities. Continuing further, he maintained that in urban environments,

there are comparatively a good supply of qualified teachers, resource persons

and experts who can make learning easier and more fascinating. Teachers and

students in urban located schools have access to workshops, lectures, seminars

and so on, unlike the rural teachers and students who are not exposed to these

programmes.

Cheers (1990) stressing on rural disadvantage in Australia maintained that

apart from low level of illiteracy in rural areas ,the absence of basic social

amenities prevent qualified teachers from taking up appointment in rural schools

and the few who do are not encouraged due to the environment of the school and

the community as a whole. Jensen and Seltzer (2000), stressing further believed

that most schools in rural settlements have little or no apparatus and few books

to consult to enhance learning. Thus, Jensen and Seltzer (2000), concluded that

24
school location is a good predictor of the academic of the performance of

students in science subjects. It is widely believed that those who learn in urban

located schools are advantaged to learn faster and easier than those who learn in

rural schools .Since there are chances of informal learning for the urban students

as they interact easily and quicker with the world.

In confirmation of the above, Jones (1989) and Anastasi (1979) examined

some studies in the United States of America on the effect of school location on

cognitive achievement and came up with the conclusion that urban students

perform better than rural students in terms of intelligence. Dunn, Krisnisky,

Murray and Quinn (1985) on their part concluded that urban students had higher

mean scores than rural students. Thus, Dunn, Krisnisky, Murray and Quinn

(1985) pointed out the school location predicts the academic performance of

students

Cheers (1990) and HREOC (2000) stressing on geographical location,

noted that non metropolitan areas (rural areas) are more likely to have lower

educational outcomes in terms of academic performance and retention rates than

students from metropolitan areas (urban areas) . Commenting further, they noted

that despite an adequate number of educational facilities in rural and remote

25
Australia, school children from these areas remain disadvantaged by other

factors. These factors according to them include costs, levels of family income,

socio-economic status and so on. Most of the reviews above seem to have

centred on trends found in developed countries, therefore, commenting on what

pertains in Nigeria shall be the next focus.

Jegede and Okebukolo (1992) commenting on their study of nine year old

Nigerian children on “block design test” concluded that the poor performance of

children in the test was due to the poor and insufficient environmental

stimulation both in the home and at school with old and dilapidated buildings

and desks. They also noted that other variables such as educational background

and socio- economic status of parents may and can combine to have a positive or

negative influence on the academic achievement of the child.

Izuwah (1994), Ekakitie (1977), Ekaneru et-al (2003) in their separate

studies of pupils’ academic performance in the first school leaving certificate

examination between (1970 – 1977) found out that school location was a good

predictor of academic performance of students. In the study they found out that

urban students performed by far better than their rural counterparts. Supporting

the above findings, Ogunniyi (1988) in his study on the adaptation Western

26
Science to traditional African Culture discovered that urban counterparts despite

the natural position/provision of physical geography surrounding the rural

setting as an added advantage performed better.

In contrast to the above views, is the findings of Inomiesa (1985) on the

use of standardized instruments for the continuous assessment of pupil

achievement in upper primary science. In this study, Inomiesa found out that

students in rural areas performed better than their urban counterparts. In line

with the above result of Inomiesa, is the finding of Herzog and Pitman (1995)

who studied the influence of gender and school location on student’s

achievements. They recorded no significant gender and school location

interaction in the students’ achievement across all levels but that females and

rural students appear to be in disadvantaged group.

27
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the method and procedures the researcher used in

the study it is presented under the following sub-headings;

1. Design of the study

2. Population of the study

3. Sample and sampling techniques

4. Research instrument

5. Method of data collection

6. Method of data analysis

Research Design

This study which seeks to correlate the academic performance of students

in integrated science with their performance in science subjects at the senior

secondary school falls under the descriptive survey research design. The survey

research is a systematic description of facts, qualities or characteristics of a

given population or area of interest on (individuals, a group of persons,

institutions, and materials or a class of events) in order to describe, compare,

contrast, classify, analyse and interpret the existing situation or to test

28
hypotheses or answer questions concerning the current status of the phenomena

of interest.

This design is aimed at discovering the difference and interactions among

sociological, psychological and educational variables in a social structure. In this

design the independent variables cannot be directly manipulated by the

researcher.

Population

The target population for this study consist of all students who sat for

integrated science at the junior secondary school certificate examination in

integrated science in 2010/2011 academic session who are now in SS II in

Warri-South Local Government Area of Delta State.

Sample and Sampling Techniques

A sample of one hundred respondents was selected randomly from four

secondary schools. The sample consists of both male and female students as

well as students from both rural and urban schools.

In this instance, for the selection of schools, the schools were divided into

two strata based on urban and rural location. Based on this, two schools were

selected through the simple random technique using the balloting system. In this

29
case, the names of schools were written on pieces of paper a neutral person was

asked to choose from the folded paper one at a time without replacement. The

selected schools formed part of the sample of schools for the study. The sample

sampling procedure was carried in the selection of the 100 students used as

sample for the study.

Research Instrument

The research instrument for this study was the results of students instead

of the questionnaire or interview method. The research instrument (document)

for this study is the result of the students in their JSSCE for integrated science

and the promotion result of students in science subjects such as biology,

chemistry and physics.

Method of Data Collection

In collecting data for this research, the researcher visited the various

schools that were used as sample personally and collected the JSSCE results for

2010/2011 in integrated science and the promotion result in biology, chemistry

and physics for the students involved.

30
Method of Data Analysis

All analyses between the sexes and between locations were done using the

correlation coefficient, r, of the relationship between students’ performance in

JSSCE results in integrated science and promotion results in science subjects in

SS I in various school were calculated

The computational formula for correlation coefficient, r, as defined or deduced

by Karl Pearson is

R1 = N∑XY - ∑X ∑Y
√ [N∑X2 – ∑∑(X)2] [N∑Y2 – ∑∑(Y)2]

where

N = Number of pairs

Xi = Marks in JSSCE results in integrated science

Yi = Marks in promotion results in science subjects

The method of analysis is chosen because the Pearson product moment

coefficient is sufficient to provide the direction and magnitude of the

relationship between the two variables (JSSCE results in integrated science and

promotion results in science subjects) for this study.

31
In order to test whether there is significant correlation between the two results, t-

test was used:

=
√N–2
1 – r2

The level of significance was set as 0.05 significant level (or 95% confidence

level) with degree of freedom = N- 2 and N is the number of students.

32
 CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

This chapter focuses on data analysis based on students’ results collected

from the different schools. It presents the analysis of data collected, and the

discussion of findings.

Presentation of Data

In testing the hypotheses for the study, the result of students for their JSS

III examination was correlated with their results in their promotion examination

for SS I science results with the use of the Pearson product moment coefficient

which is sufficient to provide the direction and magnitude of the relationship

between the two variables (JSS III results and SS I results). Furthermore, In

order to test whether there is significant correlation between JSS III results and

SS I science results in all the schools, t-test was used.

Hypothesis One

There is no significant relationship between the achievement of JSS III students

in integrated science and their achievement in SS I chemistry.

33
Table 4.1: Pearson r and the T-test Analysis of the relationship between

achievement of JSS III students in integrated science and their achievement

in SS I chemistry

Variable Mean Pearson t- t- Level of Remark

r test critical significance
Integrated 56.85 000088 9.89 1.98 0.05 Reject Ho
Science
Chemistry 57.21

From the analysis above, the computed r s 0.000088 while the t-calculated

is 9.89. at 98 degrees of freedom and a t-critical value of 1.98 at 0.05 level of

significance, The result shows that there is low positive correlation between the

achievement of JSS III students in integrated science and their achievement in

SS I chemistry. The analysis thus revealed that there is significant positive

relationship between the achievement of JSS III students in integrated science

and their achievement in SS I chemistry.

Hypothesis Two

There is no significant relationship between the achievement of JSS III students

in integrated science and their achievement in SS I biology.

34
Table 4.2 Pearson r and the T-test Analysis of the relationship between
achievement of JSS III students in integrated science and achievement in SS
I Biology
Variable Mean Pearson t- t- Level of Remark
r test critical significance
JSS Achievement 56.85 0.78 7.6 0.05 0.05 Reject
SS I Achievement Ho

From the analysis above, the computed r 0.78 while the t-calculated is

9.89. at 98 degrees of freedom and a t-critical value of 1.98 at 0.05 level of

significance, the result shows that there was low positive correlation between the

achievement of JSS III students in integrated science and their achievement in

SS I biology. The analysis thus revealed that there is significant positive

relationship between the achievement of JSS III students in integrated science

and their achievement in SS I biology.

Hypothesis Three

There is no significant relationship between the achievement of JSS III students

in integrated science and their achievement in SS I physics.

Table 4.1: Pearson r and the T-test Analysis of the relationship between
achievement of JSS III students in integrated science and achievement in SS
I physics
Variable Mean Pearson t- t- Level of Remark
r test critical significance
JSS Achievement 56.85 0.68 7.9 1.98 0.05 Reject Ho
SS I Achievement 57.36

35
 The analysis above indicates a high positive correlation between

integrated science achievement and achievement in SS I physics, this is because

the computed r 0.68 is high. The analysis further shows that there is significant

relationship between integrated science achievement and physics achievement.

This is because the t-calculated is 7.9 is greater than the t-critical value of 1.98

with 98 degrees of freedom at 0.05 level of significance. It therefore implies that

there is significant positive relationship between the achievements of JSS III

students in integrated science and their achievement in SS I physics.

Hypothesis Four

There is no significant relationship between the achievement of male JSS III

students achievement in integrated science and their achievement in SS I

chemistry.

Table 4.4: Pearson r and the T-test Analysis of the relationship between
achievement of JSS III males students in integrated science and
achievement in SS I chemistry
Variable Pearson t-test t- Level of Remark
r critical significance
JSS Achievement 0.88 14.59 2.01 0.05 Reject
SS I Achievement Ho

36
 The analysis above indicates a high positive correlation between male

students achievement in integrated science and achievement in SS I physics, this

is because the computed r 0.88 while the t-calculated is 14.59. at 48 degrees of

freedom and a t-critical value of 2.08 at 0.05 level of significance. With the t-

calculated greater than the t-critical, it therefore implies that there is significant

relationship between the achievement of male JSS III students achievement in

integrated science and their achievement in SS I chemistry.

Hypothesis Five

There is no significant relationship between the achievement of female JSS III

students achievement in integrated science and their achievement in SS I

chemistry.

Table 4.5: Pearson r and the T-test Analysis of the relationship between
achievement of JSS III female students in integrated science and their
achievement in SS I chemistry
Variable Pearson t- t- Level of Remark
r test critical significance
Integrated 0.22 7.1 2.01 0.05 Reject
Science Ho
Chemistry

The analysis above shows a low positive correlation between female

students’ achievement in integrated science and chemistry while the t-calculated

is 7.01 at 48 degrees of freedom and a t-critical value of 2.01 at 0.05 level of

37
significance the result shows that there was low positive correlation between the

achievement of JSS III students in integrated science and their achievement in

SS I chemistry. The analysis thus revealed that there is significant positive

relationship between the achievement of female JSS III students in integrated

science and their achievement in SS I chemistry.

Hypothesis Six

There is no significant relationship between the achievement of urban JSS III

students achievement in integrated science and their achievement in SS I

biology.

Table 4.4: Pearson r and the T-test Analysis of the relationship between
achievement of JSS III urban students in integrated science and
achievement in SS I biology
Variable Pearson t- t- Level of Remark
r test critical significance
JSS Achievement 0.061 7.01 2.01 0.05 Reject
SS I Achievement Ho

The analysis above indicates a negative correlation between urban

students’ achievement in integrated science and achievement in SS I biology.

The analysis also revealed that the t-calculated which is 7.01 at 48 degrees of

freedom is higher a t-critical value of 2.01 at 0.05 level of significance. With the

t-calculated greater than the t-critical, it therefore implies that there is significant

38
relationship between the achievement of urban JSS III students achievement in

integrated science and their achievement in SS I biology

Hypothesis Seven

There is no significant relationship between the achievement of rural JSS III

rural students’ achievement in integrated science and their achievement in SS I

Biology.

Table 4.5: Pearson r and the T-test Analysis of the relationship between
achievement of JSS III rural students in integrated science and their
achievement in SS I chemistry
Variable Pearson t- t- Level of Remark
r test critical significance
Integrated 0.22 7.1 2.01 0.05 Reject
Science Ho
Chemistry

The analysis above indicates a low positive correlation between rural students’

achievement in integrated science and achievement in SS I biology. The analysis also

revealed that the t-calculated which is 6.9 at 48 degrees of freedom is higher a t-critical

value of 2.01 at 0.05 level of significance.

With the t-calculated greater than the t-critical, it therefore implies that there is

significant relationship between the achievement of rural JSS III students achievement

in integrated science and their achievement in SS I biology

39
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

This study which aimed at JSS II students integrated science achievement

as a correlate of achievement in SS I science subjects in secondary school in

Warri South Local Government Area fall under the survey research design. The

effects of independent variables such as gender and school location were

studied. Based on the statement of problem, seven research questions and seven

hypotheses were stated respectively.

The research instrument for this study was the results of students. The

stratified random and simple random sampling techniques were adopted in the

selection of sample for the study. Based on this 100 students were used as

sample for the study.

In testing the hypotheses for the study, the result of students for their JSS

III examination was correlated with their results in their promotion examination

for SS I science results with the use of the Pearson product moment coefficient

40
which is sufficient to provide the direction and magnitude of the relationship

between the two variables (JSS III results and SS I results). Furthermore, In

order to test whether there is significant correlation between JSS III results and

SS I science results in all the schools, t-test was used.

Based on the analysis, it was revealed that there was significant positive

relationship between the achievement of JSS III students in integrated science

and their achievement in SS I chemistry; that there was significant positive

relationship between the achievement of JSS III students in integrated science

and their achievement in SS I biology; that there was significant positive

relationship between the achievements of JSS III students in integrated science

and their achievement in SS I physics and as well as a significant relationship

between the achievement of male JSS III students achievement in integrated

science and their achievement in SS I chemistry. Furthermore, the finding

revealed that there was significant positive relationship between the achievement

of female JSS III students in integrated science and their achievement in SS I

chemistry; that there was significant relationship between the achievement of

urban JSS III students achievement in integrated science and their achievement

in SS I biology and finally, there was significant relationship between the

41
achievement of rural JSS III students achievement in integrated science and their

achievement in SS I biology.

Conclusion

Based on the results of the item the tested hypotheses, the conclusions for

the study are itemized as follows:

(1) There is correlation between the achievement of JSS III students in

integrated science and their achievement in SS I chemistry

(2) Correlation exist between the achievement of JSS III students in integrated

science and their achievement in SS I biology

(3) Achievement in SS I physics was significant predicted by achievements of

JSS III students in integrated science

(4) Relationship exist between the achievement of male JSS III students

achievement in integrated science and achievement in SS I chemistry

(5) Relationship exist between the achievement of female JSS III students

achievement in integrated science and achievement in SS I chemistry

(6) Biology achievement in SS I is significantly predicted by the achievement

of urban JSS III students in integrated science

42
(7) Significant relationship exists between the achievement of rural JSS III

students in integrated science and achievement in SS I biology.

Recommendations

The following recommendations have been made looking at the findings

of the study.

(1) It is recommended that financial assistance policies and programmes to

schools should be instituted to assist students through the provision of

school learning and supporting materials. This can be carried out by

instituting free education programmes, provision of free learning facilities

to students and schools.

(2) Parents, through the Parent-Teacher Association, should be encouraged

to involve themselves in the training of the child. This can be done through

the cross-checking of their children’s notebooks after school, supporting

them in their home work or assignments.

(3) The teaching of integrated science in junior secondary schools should be

improved through the provision of instructional facilities, as this will help

43
 to improve the future performance of students in science related subjects at

the senior secondary school level and further.

Suggestions for Study

The following suggestions have been made for this study.

It is suggested that since this study focused on integrated science, other

researchers should conduct the same study using other science subjects.

It is suggested this study should be replicated by other researchers

Other researchers should conduct a similar study using other local government

in the state so that generalized conclusions can be made.

44
 REFERENCES

Adeyegbe S. O.; and Olamous; D. A. (1977). Pattern of Enrolment and

achievement on WAEC Examinations in Science, Mathematics and
Technology subjects for the period 1980-1985 paper presented at the
commonwealth Regional workshop on Gender stereotyping in science,
Technology Mathematics education Accra, Ghana.

Afuwape MO, Olatoye RA (2004). Students’ Integrated Science Achievement as

a Predictor of later Achievement in Biology, Chemistry, and Physics. J.
Sci. Teachers Assoc. Nig. (JSTAN), 39 (1,2): 11-16.

Akpochafo (2001). “Effects of expository discovery and discussion methods on

academic achievement in Junior Secondary Schools.

Anastasi, A. (1979). Psychological Testing, (4th Ed.) New York: Macmillan

Publishers.

Atkinson E. A. (2003). The Analysis of Personal Taxation and Social Security:

National Institute of Economic Review. 106: 63 – 74.

Avwata Adiotomre (2000) Implication for Women Education (An Article from
FAWE).

Balogun, T. A. (1994). “Gender issues in the teaching of science, technology

and mathematics” in perspective in Women Science and Technology in
Nigeria (Ed). Sella Yemisi Erinosho. Sam Bookman Educational, Nigeria.

Barak, H. M. (1986) Sex Linked Trait Indexes Among Baby Boomers and Pre-
Boomers: A Research. Note: Advances in Consumer Research 14. Ed.
Richard Lutz. Provo. UT: Association for Consumer Research, 204 – 209.

Cheers, B. (1990). Rural Disadvantage in Australia. Australian Social Work, 43

(1), 5 – 13.

Curran, L (1980). Science education: Did she drop out or was she pushed In L.
Birke (Ed), Alice through the microscope. London: Virago. (pp.22-41)
45
Dunn, H., Krisnisky, D., Murray, C. & Quinn, J (2005). Light up their lives: A
review of research on the effects of lighting on children’s achievement
and behaviour Reading Teacher 38 (9):863-69.

Easleg B. (1986). The Masculine Image of Science with special Reference to

Physics: How much Does Gender Really Matter? Perspectives on Gender
and Science. Ed. J Harding. Philadelphia: Falmer 132 – 158.

Fox, L. (1991). The problem of women and Mathematics Ford Foundation, New
York.

Gronlund, N. E. (2005). Measurement and Evaluation in Teaching, (5th Edition).

New York: Macmillan Publishing Company.

Hadden, R. (2002). Primary School Pupils Attitude to Science: The year of

Formation European on Journal of Science Education 4:

Harding, J. (1991). Sex Differences in Science Examinations. In Kelly, A Ed the

Missing Half; Girls and Science Education. Manchester University Press,
P. 192 – 204.

Hoyengg K. B. and Hoyengg K. J. (1999). The Questions of sex Difference

Brown and company, Boston Pp. 235 – 261.

Ibitoye, S. J. (1998). Gender Differences and Achievement in Secondary

agricultural Science in Kwara State. The Nigerian Teacher Today Vol. 6
(1) March.

Inomiesa, E. A. (1986). The Development, Validation and use of Standardized

Instrument for the Continuous Assessment of Pupil Achievement in
Upper Primary Science. Unpublished Ph. D Thesis. Department of
Education, University of Nigeria, Nsukka.

Jegede O. J. and Okebukola P. A. O. (1992). Difference in science /cultural

environment perceptions associated with gender in science class rooms.
Journal of Research in Teaching 129(7), 637-647.

46
Jensen, B. & Seltzer, A (2000). Neigbour and family effects in educational
progress. The Australian Economic Review, 33 (1) 17 – 31.

Jones, J., & Young, D. (1995). Perceptions and relevance of mathematics and
science: An Australian study. Research in Science Education, 25(1), 3-18.

Jones M.G and Wheatley, J. (1989) Gender Influence in Classroom Displays and
Student Teacher Behaviour Science Education 73 (5) 525 – 545.

Kahle, J. B. & Lakes, M. K. (2003). The myth of equality in science classrooms,

Journal of Research in Science Teaching 20: 131 – 140.

Kahle, J. B. & Lakes, M. K. (2003). The Myth of equality in science classrooms.

Journal of Research in Science Teaching, 20(2), 131-140.

Köğce, D., Yıldız, C., Aydın, M. & Altındağ, R., (2009). Examining Elementary
School Students‟ Attitudes towards Mathematics in Terms of Some
Variables, Procedia Social and Behavioral Sciences, 1(1), 291-295.

Ormerod, M. B. (1981). Factors differentially affecting the science subjects

preferences, choices and attitudes of girls and boys.

Papanastasiou, C. (2000). Effects of attitudes and beliefs on mathematics

achievement. Studies in Educational Evaluation, 26, 27-42.

Taiwo, A. A., & Molobe, E. N. (1994). Gender dimensions of the perceptions of

subject and career choices of students: A case of Botswana Senior
Secondary Schools. Southern Africa Journal of Mathematics and Science
Education, 1(1), 31-48.

Tamir P. (2007). Israeli High boys and girls achievement and attitudes Science
CASAT 4, Ann Arbor, Michigan.

Urevbu, A. O. (1990). Methodology of Science Teaching. Benin City: Tulad

Educational Publishers.

Umudhe, S. E. (1998). A Guide Book for Science Teachers in Nigeria. Warri:

Shout Research Publishers
47
 APPENDIX 1
S/N X (integrated Y X2 Y2 XY
Science) (Chemistry)
1 69 71 4761 5041 4899
2 72 70 5184 4900 5040
3 68 70 4624 4900 4760
4 68 66 4624 4356 4488
5 67 69 4489 4761 4623
6 71 69 5041 4761 4899
7 76 72 5776 5184 5472
8 65 60 4225 3600 3900
9 66 60 4356 3600 3960
10 56 62 3136 3844 3472
11 71 68 5041 4624 4828
12 70 68 4900 4624 4760
13 70 67 4900 4489 4690
14 66 71 4356 5041 4686
15 69 76 4761 5776 5244
16 69 68 4761 4624 4692
17 72 68 5184 4624 4896
18 60 67 3600 4489 4020
19 60 71 3600 5041 4260
20 62 76 3844 5776 4712
21 45 45 2025 2025 2025
22 47 49 2209 2401 2303
23 48 51 2304 2601 2448
24 54 55 2916 3025 2970
25 55 54 3025 2916 2970
26 54 50 2916 2500 2700
27 61 56 3721 3136 3416
28 58 60 3364 3600 3480
29 54 56 2916 3136 3024
30 51 57 2601 3249 2907
31 47 49 2209 2401 2303
32 48 51 2304 2601 2448
33 54 55 2916 3025 2970
34 51 57 2601 3249 2907
35 54 58 2916 3364 3132
36 53 45 2809 2025 2385
37 47 49 2209 2401 2303
38 48 51 2304 2601 2448
39 54 55 2916 3025 2970
40 55 54 3025 2916 2970
41 50 51 2500 2601 2550

48
42 51 57 2601 3249 2907
43 54 58 2916 3364 3132
44 53 45 2809 2025 2385
45 51 48 2601 2304 2448
46 47 49 2209 2401 2303
47 48 51 2304 2601 2448
48 54 55 2916 3025 2970
49 55 54 3025 2916 2970
50 50 51 2500 2601 2550
51 51 57 2601 3249 2907
52 54 58 2916 3364 3132
53 53 45 2809 2025 2385
54 51 48 2601 2304 2448
55 51 57 2601 3249 2907
56 54 58 2916 3364 3132
57 53 45 2809 2025 2385
58 51 48 2601 2304 2448
59 53 52 2809 2704 2756
60 45 45 2025 2025 2025
61 47 49 2209 2401 2303
62 48 51 2304 2601 2448
63 54 55 2916 3025 2970
64 55 54 3025 2916 2970
65 69 62 4761 3844 4278
66 72 68 5184 4624 4896
67 68 68 4624 4624 4624
68 68 67 4624 4489 4556
69 67 71 4489 5041 4757
70 71 76 5041 5776 5396
71 69 68 4761 4624 4692
72 72 68 5184 4624 4896
73 68 67 4624 4489 4556
74 68 71 4624 5041 4828
75 67 62 4489 3844 4154
76 48 51 2304 2601 2448
77 54 55 2916 3025 2970
78 55 54 3025 2916 2970
79 54 50 2916 2500 2700
80 47 49 2209 2401 2303
81 48 51 2304 2601 2448
82 54 55 2916 3025 2970
83 55 54 3025 2916 2970
84 50 51 2500 2601 2550
85 51 57 2601 3249 2907

49
 86 54 58 2916 3364 3132
87 53 45 2809 2025 2385
88 51 48 2601 2304 2448
89 53 52 2809 2704 2756
90 47 49 2209 2401 2303
91 54 50 2916 2500 2700
92 61 56 3721 3136 3416
93 58 60 3364 3600 3480
94 54 56 2916 3136 3024
95 51 57 2601 3249 2907
96 54 58 2916 3364 3132
97 53 45 2809 2025 2385
98 51 48 2601 2304 2448
99 53 52 2809 2704 2756
100 45 45 2025 2025 2025
N= 100 ∑X= 5685 ∑Y= 5721 ∑X2= 330035 ∑Y2= ∑XY=
334591 331425
R1 = N∑XY - ∑X ∑Y
√ [N∑X2 – ∑∑(X)2] [N∑Y2 – ∑∑(Y)2]

R1 = 100 x 331425 – 5685 x 5721

√ [100 x 330035– 5685 2] [100 x 334591– 57212]

R1 = 618615 .

√ 6842756 x 729259

R1 = 0.000088
t= √N–2
1 – r2
t= √ 100 – 2 = √ 100 – 2
1 – 0.0000882 0.999

√ 98.000
t = 9.89

50
S/N X (integrated Y X2 Y2 Xy
Science) (BIOLOGY)
1 69 51 4761 2601 3519
2 72 55 5184 3025 3960
3 68 54 4624 2916 3672
4 68 51 4624 2601 3468
5 67 57 4489 3249 3819
6 71 58 5041 3364 4118
7 76 45 5776 2025 3420
8 65 48 4225 2304 3120
9 66 52 4356 2704 3432
10 56 49 3136 2401 2744
11 71 50 5041 2500 3550
12 70 56 4900 3136 3920
13 70 60 4900 3600 4200
14 66 56 4356 3136 3696
15 69 57 4761 3249 3933
16 69 58 4761 3364 4002
17 72 45 5184 2025 3240
18 60 48 3600 2304 2880
19 60 52 3600 2704 3120
20 62 51 3844 2601 3162
21 45 51 2025 2601 2295
22 47 57 2209 3249 2679
23 48 58 2304 3364 2784
24 54 45 2916 2025 2430
25 55 48 3025 2304 2640
26 54 49 2916 2401 2646
27 61 51 3721 2601 3111
28 58 55 3364 3025 3190
29 54 54 2916 2916 2916
30 51 51 2601 2601 2601
31 47 68 2209 4624 3196
32 48 68 2304 4624 3264
33 54 67 2916 4489 3618
34 51 71 2601 5041 3621
35 54 62 2916 3844 3348
36 53 51 2809 2601 2703
37 47 55 2209 3025 2585
38 48 54 2304 2916 2592
39 54 50 2916 2500 2700
40 55 49 3025 2401 2695
41 50 51 2500 2601 2550
42 51 55 2601 3025 2805
43 54 54 2916 2916 2916
44 53 51 2809 2601 2703

51
45 51 57 2601 3249 2907
46 47 58 2209 3364 2726
47 48 45 2304 2025 2160
48 54 48 2916 2304 2592
49 55 52 3025 2704 2860
50 50 49 2500 2401 2450
51 51 50 2601 2500 2550
52 54 57 2916 3249 2808
53 53 58 2809 3364 3074
54 51 45 2601 2025 2295
55 51 48 2601 2304 2448
56 54 49 2916 2401 2646
57 53 51 2809 2601 2703
58 51 55 2601 3025 2805
59 53 54 2809 2916 2862
60 45 51 2025 2601 2295
61 47 58 2209 3364 2726
62 48 45 2304 2025 2160
63 54 48 2916 2304 2592
64 55 52 3025 2704 2860
65 69 49 4761 2401 3381
66 72 51 5184 2601 3672
67 68 57 4624 3249 3876
68 68 58 4624 3364 3944
69 67 45 4489 2025 3015
70 71 48 5041 2304 3408
71 69 51 4761 2601 3519
72 72 55 5184 3025 3960
73 68 54 4624 2916 3672
74 68 51 4624 2601 3468
75 67 57 4489 3249 3819
76 48 58 2304 3364 2784
77 54 45 2916 2025 2430
78 55 48 3025 2304 2640
79 54 52 2916 2704 2808
80 47 49 2209 2401 2303
81 48 50 2304 2500 2400
82 54 56 2916 3136 3024
83 55 60 3025 3600 3300
84 50 56 2500 3136 3000
85 51 57 2601 3249 2907
86 54 58 2916 3364 3132
87 53 45 2809 2025 2385
88 51 48 2601 2304 2448

52
 89 53 52 2809 2704 2756
90 47 51 2209 2601 2397
91 54 68 2916 4624 3672
92 61 68 3721 4624 4148
93 58 67 3364 4489 3886
94 54 71 2916 5041 3834
95 51 62 2601 3844 3162
96 54 51 2916 2601 2754
97 53 55 2809 3025 2915
98 51 54 2601 2916 2754
99 53 50 2809 2500 2650
100 45 45 2025 2025 2025
N= 100 ∑X= 5685 ∑Y= 5360 ∑X = 330035
2
∑Y2= 331077 304330

R1 = N∑XY - ∑X ∑Y
√ [N∑X2 – ∑∑(X)2] [N∑Y2 – ∑∑(Y)2]

R1 = 100 x 331425 – 5685 x 5360

√ [100 x 330035– 5685 2] [100 x 331077– 57212]

R1 = 618615 .

√ 6842756 x 377859

R1 = 0.78
t= √N–2
1 – r2
t= √ 100 – 2 = √ 100 – 2
1 – 0.782 0.999

√ 73.000
t = 7.9

53
FEMALE STUDENTS IN CHEMISTRY
S/N X (integrated Science) Y (Chemistry) X2 Y2 XY
1 71 68 5041 4624 4828
2 70 68 4900 4624 4760
3 70 67 4900 4489 4690
4 66 71 4356 5041 4686
5 69 76 4761 5776 5244
6 69 68 4761 4624 4692
7 72 68 5184 4624 4896
8 60 67 3600 4489 4020
9 60 71 3600 5041 4260
10 62 76 3844 5776 4712
11 47 49 2209 2401 2303
12 48 51 2304 2601 2448
13 54 55 2916 3025 2970
14 51 57 2601 3249 2907
15 54 58 2916 3364 3132
16 53 45 2809 2025 2385
17 47 49 2209 2401 2303
18 48 51 2304 2601 2448
19 54 55 2916 3025 2970
20 55 54 3025 2916 2970
21 47 49 2209 2401 2303
22 48 51 2304 2601 2448
23 54 55 2916 3025 2970
24 55 54 3025 2916 2970
25 50 51 2500 2601 2550
26 47 49 2209 2401 2303
27 48 51 2304 2601 2448
28 54 55 2916 3025 2970
29 55 54 3025 2916 2970
30 69 62 4761 3844 4278
31 72 68 5184 4624 4896
32 68 68 4624 4624 4624
33 68 67 4624 4489 4556
34 67 71 4489 5041 4757
35 71 76 5041 5776 5396
36 48 51 2304 2601 2448
37 54 55 2916 3025 2970
38 55 54 3025 2916 2970
39 50 51 2500 2601 2550
40 51 57 2601 3249 2907
41 54 58 2916 3364 3132
42 53 45 2809 2025 2385
43 51 48 2601 2304 2448
44 53 52 2809 2704 2756
45 47 49 2209 2401 2303
46 54 58 2916 3364 3132

54
 47 53 45 2809 2025 2385
48 51 48 2601 2304 2448
49 53 52 2809 2704 2756
50 45 45 2025 2025 2025
2825 2873 163137 169213 165678
R1 = N∑XY - ∑X ∑Y
√ [N∑X2 – ∑∑(X)2] [N∑Y2 – ∑∑(Y)2]

R1 = 50 x 165678– 2825x 2873

√ [50 x 163137– 28252] [50 x 169213– 28732]

R1 = 40625 .

√ 176225 x 206521

R1 = 0.22
t= √N–2
1 – r2
t= √ 50 – 2 = √ 48
1 – 0.222 0.9516

√ 50.44
t = 7.1

55
MALE STUDENTS IN CHEMISTRY
S/N X (integrated Y (Chemistry) X2 Y2 XY
Science)
1 69 71 4761 5041 4899
2 72 70 5184 4900 5040
3 68 70 4624 4900 4760
4 68 66 4624 4356 4488
5 67 69 4489 4761 4623
6 71 69 5041 4761 4899
7 76 72 5776 5184 5472
8 65 60 4225 3600 3900
9 66 60 4356 3600 3960
10 56 62 3136 3844 3472
11 45 45 2025 2025 2025
12 47 49 2209 2401 2303
13 48 51 2304 2601 2448
14 54 55 2916 3025 2970
15 55 54 3025 2916 2970
16 54 50 2916 2500 2700
17 61 56 3721 3136 3416
18 58 60 3364 3600 3480
19 54 56 2916 3136 3024
20 51 57 2601 3249 2907
21 50 51 2500 2601 2550
22 51 57 2601 3249 2907
23 54 58 2916 3364 3132
24 53 45 2809 2025 2385
25 51 48 2601 2304 2448
26 51 57 2601 3249 2907
27 54 58 2916 3364 3132
28 53 45 2809 2025 2385
29 51 48 2601 2304 2448
30 51 57 2601 3249 2907
31 54 58 2916 3364 3132
32 53 45 2809 2025 2385
33 51 48 2601 2304 2448
34 53 52 2809 2704 2756
35 45 45 2025 2025 2025
36 69 68 4761 4624 4692
37 72 68 5184 4624 4896
38 68 67 4624 4489 4556
39 68 71 4624 5041 4828
40 67 62 4489 3844 4154
41 48 51 2304 2601 2448
42 54 55 2916 3025 2970
43 55 54 3025 2916 2970
44 54 50 2916 2500 2700
45 47 49 2209 2401 2303
46 54 50 2916 2500 2700

56
 47 61 56 3721 3136 3416
48 58 60 3364 3600 3480
49 54 56 2916 3136 3024
50 51 57 2601 3249 2907
50 2860 2848 166898 165378 165747

R1 = N∑XY - ∑X ∑Y
√ [N∑X2 – ∑∑(X)2] [N∑Y2 – ∑∑(Y)2]

R1 = 50 x 165747 – 2860x 2848

√ [50 x 166898– 28602] [50 x 165378– 28482]

R1 = 142070 .

√ 165300 x 157796

R1 = 0.88
t= √N–2
1 – r2
t= √ 50 – 2 = √ 48
1 – 0.882 0.2256

√ 212.77
t = 14.59

57
URBAN STUDENTS IN BIOLOGY
S/N X (integrated Y (BIOLOGY) X2 Y2
Science)
1 69 51 4761 2601 3519
2 72 55 5184 3025 3960
3 68 54 4624 2916 3672
4 68 51 4624 2601 3468
5 67 57 4489 3249 3819
6 71 58 5041 3364 4118
7 76 45 5776 2025 3420
8 65 48 4225 2304 3120
9 66 52 4356 2704 3432
10 56 49 3136 2401 2744
11 71 50 5041 2500 3550
12 70 56 4900 3136 3920
13 70 60 4900 3600 4200
14 66 56 4356 3136 3696
15 69 57 4761 3249 3933
16 69 58 4761 3364 4002
17 72 45 5184 2025 3240
18 60 48 3600 2304 2880
19 60 52 3600 2704 3120
20 62 51 3844 2601 3162
21 45 51 2025 2601 2295
22 47 57 2209 3249 2679
23 48 58 2304 3364 2784
24 54 45 2916 2025 2430
25 55 48 3025 2304 2640
26 54 49 2916 2401 2646
27 61 51 3721 2601 3111
28 58 55 3364 3025 3190
29 54 54 2916 2916 2916
30 51 51 2601 2601 2601
31 47 68 2209 4624 3196
32 48 68 2304 4624 3264
33 54 67 2916 4489 3618
34 51 71 2601 5041 3621
35 54 62 2916 3844 3348
36 53 51 2809 2601 2703
37 47 55 2209 3025 2585
38 48 54 2304 2916 2592
39 54 50 2916 2500 2700
40 55 49 3025 2401 2695
41 50 51 2500 2601 2550
42 51 55 2601 3025 2805
43 54 54 2916 2916 2916
44 53 51 2809 2601 2703
45 51 57 2601 3249 2907
46 47 58 2209 3364 2726
47 48 45 2304 2025 2160
48 54 48 2916 2304 2592
49 55 52 3025 2704 2860

58
 50 50 49 2500 2401 2450
50 2898 2687 171750 146151 155258

R1 = N∑XY - ∑X ∑Y
√ [N∑X2 – ∑∑(X)2] [N∑Y2 – ∑∑(Y)2]

R1 = 50 x 155258 – 2898x 2687

√ [50 x 171750– 28982] [50 x 146151– 26872]

R1 = -28026 .

√ 189096 x 87581

R1 = - 0.22
t= √N–2
1 – r2
t= √ 50 – 2 = √ 48
1 – 0. 222 0.9516

t = 7.10

59
RURAL STUDENTS IN BIOLOGY
S/N X (integrated Y (Biology) X2 Y2 XY
Science)
1 51 51 2601 2601 2601
2 54 57 2916 3249 3078
3 53 58 2809 3364 3074
4 51 45 2601 2025 2295
5 51 48 2601 2304 2448
6 54 49 2916 2401 2648
7 53 51 2809 2601 2703
8 51 55 2601 3025 2805
9 53 54 2809 2916 2862
10 45 51 2025 2601 2295
11 47 58 2209 3364 2726
12 48 45 2304 2025 2160
13 54 48 2916 2304 2592
14 55 52 3025 2704 2860
15 69 49 4761 2401 3381
16 72 51 5184 2601 3672
17 68 57 4624 3249 3876
18 68 58 4624 3364 3944
19 67 45 4489 2025 3015
20 71 48 5041 2304 3408
21 69 51 4761 2601 3519
22 72 55 5184 3025 3960
23 68 54 4624 2916 3672
24 68 51 4624 2601 3468
25 67 57 4489 3249 3819
26 48 58 2304 3364 2784
27 54 45 2916 2025 2430
28 55 48 3025 2304 2640
29 54 52 2916 2704 2808
30 47 49 2209 2401 2303
31 48 50 2304 2500 2400
32 54 56 2916 3136 3024
33 55 60 3025 3600 3300
34 50 56 2500 3136 2800
35 51 57 2601 3249 2907
36 54 58 2916 3364 3132
37 53 45 2809 2025 2385
38 51 48 2601 2304 2448
39 53 52 2809 2704 2756
40 47 51 2209 2601 2397
41 54 68 2916 4624 3672
42 61 68 3721 4624 4148
43 58 67 3364 4489 3886
44 54 71 2916 5041 3834
45 51 62 2601 3844 3162
46 54 51 2916 2601 2754
47 53 55 2809 3025 2915
48 51 54 2601 2916 2754
49 53 50 2809 2500 2650

60
 50 45 45 2025 2025 2025
N= 50 ∑X= 2787 ∑Y= 2674 ∑X2= 158285 ∑Y2= 144926 149195

R1 = N∑XY - ∑X ∑Y
√ [N∑X2 – ∑∑(X)2] [N∑Y2 – ∑∑(Y)2]

R1 = 50 x 149195– 2787x 2674

√ [50 x 158285– 27872] [50 x 144926– 26742]

R1 = 7212 .

√ 146881 x 96024

R1 = 0.061
t= √N–2
1 – r2
t= √ 50 – 2 = √ 48
1 – 0. 0612 0.996279

√ 48.18
t = 6.9

61