Effects of School Proximity on Students’ Performance in Mathematics

Emerson D Peteros,Gerly A Alcantara,Dennis B Plando,Margie D Fulgencio,Larry B Peconcillo Jr,John V De Vera,Shiela C Ypil

doi:10.4236/jss.2022.101028

Abstract

This research investigated the school proximity and the Grade 7 students’ academic performance in Math of a mountain barrio public national high school in Pinamungajan, Cebu, Philippines. There were 171 respondents who were identified using simple random sampling. They answered a survey questionnaire describing their proximity to the school while their Fourth Quarter Grades were used to assess their academic performance in Math. Data gathered were treated using descriptive and inferential statistics. Results revealed that most of the students are very far from school which they have to walk to reach school. Most of their houses are not accessible to the road. They had a very satisfactory performance in Math. Moreover, there was a significant relationship between the students’ distance to school and their academic performance in Math. However, no significant relationships between the student’s mode of transportation, house accessibility to the road, and their academic performance in Math were found. Thus, it is recommended that school administrators and teachers design programs that would address students’ challenges in attending school relative to their house to school distance while the government provides infrastructures that would address concerns on long-distance travel of the students.

Highlights

One of the United Nations Educational, Scientific and Cultural Organization (UNESCO) Seventeen Goals ensures that by 2030 every learner obtains the information and skills necessary to promote ecological development, as well as among others through education for bearable development and ecological routines, human rights, sexual role fairness, advancement of a culture of peace and non-violence, world citizenship and appreciation of cultural variety of culture’s impact to viable development (UNESCO, 2015)
There were 171 respondents who were identified using simple random sampling. They answered a survey questionnaire describing their proximity to the school while their Fourth Quarter Grades were used to assess their academic performance in Math
Primary schools in the Philippines are located in the nearby community. This is contrary to secondary schools wherein such schools are built only in more populated mountain barrios

Summary

Introduction

One of the United Nations Educational, Scientific and Cultural Organization (UNESCO) Seventeen Goals ensures that by 2030 every learner obtains the information and skills necessary to promote ecological development, as well as among others through education for bearable development and ecological routines, human rights, sexual role fairness, advancement of a culture of peace and non-violence, world citizenship and appreciation of cultural variety of culture’s impact to viable development (UNESCO, 2015). Students from different places must be given access to equitable education (Parveen & Awan, 2019) Relative to these goals, Philippines had established public schools in different far flung areas even with less transportation and communication technology to make education accessible to students living in these areas in order to address the basic right of children to education (Human Rights Watch, 2016). Philippines stay behind in terms of road connectivity, exposure to risky drinking water, adeptness of train services, and electrification rate. This shows that there is still wide range of areas that are not yet developed (Dayrit et al, 2018). Problems encountered by the people and schools located in these areas are not addressed by the government because of other government priorities (Organisation for Economic Co-operation and Development [OECD], 2012)

Methods

Results

Conclusion