THE EFFECT OF SCHOOL LOCATION ON SCIENCE ACHIEVEMENT A REVISITATIONAL STUDY OF SOME SELECTED JUNIOR SECONDARY SCHOOLS by by N. lnyang and O. Jegede.

INTRODUCTION
For the majority of the countries of the developing world, the dichotomous residential division of rural and urban locations exert great consequences on access to, and effect of, several amenities, education and welfare programmes. A typical example of a developing country is Nigeria Where over 80 percent of the population reside in the rural areas. This has engendered a situation where it is commonly assumed that the inadequacy of facilities or their preferential and differential distribution result in rural areas being disadvantaged in several aspects of development, including education.
The situation appears more dismal and consequences very grave if, and as it appears Science and technological education are affected in a rapidly developing society where they are seen as potent instruments for national and individual development. Some evidence abound in the literature to suggest that the location of schools affects students‘ achievement. Several studies show that students in urban schools are academically superior to their rural counterparts. For example, Jones (I954) and Anastasi (1958) in separate studies carried out in the United States of America found that rural children attained lower scores than urban children in tests of intelligence. Vemon(1969) also found similar results with British children. Acherson (1967) has found that urban residents are almost always better educated than rural residents regardless of sex, age, maturity, race or parentage.