AN ASSESSMENT OF URBAN AND RURAL DISPARITY IN CREATIVITY INTELLIGENCE AND ACADEMIC PERFORMANCE AMONG PRIMARY SCHOOL PUPILS IN EDO STATE
- Project Research
- 1-5 Chapters
- Quantitative
- T-test
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
Background of the study
Because various nations have varied views of what “rural” implies, there is no generally recognized definition for a rural region (Adedeji & Olaniyan, 2011). Kashaa (2012) simply characterizes rural regions as impoverished, citing a lack of government development initiatives such as drinkable water, power, decent roads, and school facilities as examples. Rural cultures may exist in cities, however there are distinctions between rural and urban regions since big rural towns that are close to metropolitan centers typically have more in common with the city than distant and isolated little towns. Poverty is concentrated in rural regions of Sub-Saharan Africa, where 75 percent of the impoverished live. Despite the fact that rural areas can provide family-oriented settings, lower crime rates, fresh air, and an improved quality of life, many teachers reject rural postings due to concerns about housing, classroom facilities, healthcare, school resources, and opportunities for professional development (Acheampong & Lewin as cited in Mulkeen, 2005), as well as language barriers. In Ghana, rural schools lack good infrastructure and facilities, have low enrollment, less qualified teachers, and fewer textbooks and other teaching and learning materials, whereas urban schools are generally overstaffed with qualified teachers, are over-enrolled, better funded and monitored, and have better infrastructure and adequate resources to work with (Anamuah-Mensah, 2002; The President, 2002). The performance gap between urban and rural schools is a serious issue now since previous efforts to address it have mainly been urban-biased (UNICEF, 1990, as cited in Siaw, 2009). Several variables influence academic achievement. Some instructors' attitudes about their jobs, as shown by their poor attendance, tardiness to school, passing of unpleasant remarks about students' performance that may harm their ego, and bad teaching techniques, have a direct impact on students' academic achievement (Adesemowo, 2005). Cultural background, psychological issues, curriculum changes, and assignment of topics to instructors without regard for their areas of expertise, according to Mzokwana (2008), are all factors that impede students' learning and influence their performance. School climate, curriculum change, teaching methods, availability of teaching aids, assessment methods, learners' discipline, school culture, overcrowding in classes, motivation, and students' background are also factors that require attention to ensure academic success among learners, according to Alton-Lee (2001, as cited in Dorleku, 2013). School climate or culture is the school's heart and soul, the essence of the school that attracts instructors and students to love it and want to be a part of it (Weber, 2000, as cited in Dorleku, 2013). The kind of school that a student attends has a significant impact on his or her academic performance. The efficacy of teaching is influenced by the culture of the school. In this regard, Wheeler and Richey (2005) argue that schools that establish learning environments that are safe and supportive for both students and instructors will achieve excellent teaching and learning results. Collegial schools set learning objectives for its students and foster a good atmosphere that encourages them to succeed academically.
According to Gray, Griffin, and Nasta (2005), children arrive at school with a variety of traits, including cultural origins, which may help or hinder academic success. Students' academic performance is also influenced by their linguistic skills (Rickford & Wolfram, 2009). If the language they learn at school differs from the language spoken at home, they are more likely to fail. If the pupils do not speak the same language or do not comprehend the medium of teaching, the issue is exacerbated. As a result, student performance in school may be hampered by language and communication patterns.
Rhiani (2006) opened the path for creativity research by delving into the idea of creativity and identifying the "Four Ps" (4Ps) framework, which consists of four distinct strands of creativity: person, press, process, and product. A effective creative intervention should include the 4Ps, as well as giving kids choices, creating a supportive atmosphere, allowing them to show initiative, and involving them in decision-making. It is critical that teaching includes all elements of the comprehensive 4Ps framework and has a balance of structure and flexibility in order to encourage more creativity in education. Furthermore, learning must be an interactive process, with more artistically oriented instructors modeling their own behaviors and processes to influence students' own creative thinking.
Statement of the problem
Because educational achievement is dependent on highly complex processes like as planning, labor division, and problem solving, general nonverbal intelligence may be inferred to be a significant predictor of academic success. Furthermore, Gottfredson's study explains how various IQ levels interact with different learning abilities. People with lower general intelligence, up to and including the IQ threshold of 95, need specific instructions as well as ongoing supervision in their learning. Individuals with an IQ of above 110, on the other hand, can learn more independently, are more self-directed, assimilate more abstract knowledge, and draw conclusions from it. However, great academic achievement cannot be obtained without appropriate application of intelligence, thus the difference in intelligence between rural and urban primary school students does not indicate who has more intelligence based on creativity. As a result, access has been gained to the Urban and Rural Disparity in Creativity Intelligence and Academic Performance among Edo State Primary School Pupils.
Objective of the study
The primary objective of the study is as follows
- To examine the disparity between pupils from the rural and urban and their academic performance in creativity intelligence.
- To compare and contrast the creative intelligence of primary school pupils in rural and urban and their academic performance
- To find out the reason for the disparity between the creative intelligence of primary school pupils in rural and urban
- To find out how to bridge the disparity gap between the pupils in rural and urban
Research Questions
The following questions have been prepared for the study:
- Is there disparity between pupils from the rural and urban and their academic performance in creativity intelligence?
- Is there a comparism between the creative intelligence of primary school pupils in rural and urban and their academic performance?
- What are the reasons for the disparity between the creative intelligence of primary school pupils in rural and urban?
- What are the ways to bridge the disparity gap between the pupils in rural and urban?
1.5 Research Hypothesis
H0: There is no disparity between pupils from the rural and urban and their academic performance in creativity intelligence.
H1: There is a disparity between pupils from the rural and urban and their academic performance in creativity intelligence.
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