Abstract
The study investigated students’ access to the science curriculum and their academic performance in the rural and urban areas. 360 upper sixth rural and urban public high school students offering Biology, Chemistry and Physics participated in the study. The causal comparative research design was used with a questionnaire, an observation check list and a focus group discussion guide as instruments. Descriptive and inferential statistics were used to analyse data. Findings revealed that the availability of curriculum content has a high significant influence on students’ performance and is greater in urban areas than in rural areas. Recommendations were made.
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