THE IMPACT OF SCHOOL LOCATION AND TEACHER QUALITY ON STUDENTS' ACADEMIC PERFORMANCE IN SCIENCE SUBJECTS

Abstract

This study examined the impact of school location and teacher quality on the academic performance of secondary school students in science subjects. A descriptive survey research design, incorporating an ex post facto approach, was employed. The study sampled 80 science teachers and analyzed the West Africa Senior School Certificate Examination (WASSCE) results of 1,648 students using multistage sampling techniques. Two research instruments were used: the Location and Teacher Quality Questionnaire (LTQQT) and a Two-Year Examination Results Template. The LTQQT's face and content validity were assessed by experts in Science Education and Test, Measurement, and Evaluation, while its reliability was established through the test-retest method, yielding a coefficient of 0.72. The second instrument comprised standardized results from the West African Examinations Council (WAEC). Data were analyzed using the t-test and Pearson Product-Moment Correlation, with hypotheses tested at a 0.05 significance level. Results indicated no significant relationship between school location and academic performance, whereas teacher quality showed a significant impact on student achievement. The study concludes that while location does not affect performance, teacher quality is crucial. It is recommended that schools be in conducive environments and teachers undergo continuous professional development to enhance instructional effectiveness in science education.