IMPACT OF SCHOOL LOCATION ON STUDENTS’ ACADEMIC PERFORMANCE IN DAWAKIN KUDU LOCAL GOVERNMENT AREA, KANO STATE

Abstract

This study investigates the impact of school location on students’ academic performance in

Dawakin Kudu Local Government Area (LGA) of Kano State, Nigeria. School location is a key

determinant of access to quality education, influencing students’ exposure to learning resources,

teacher quality, and conducive learning environments. The research adopts a comparative survey

design, using questionnaires, school records, and direct observation to assess differences between

rural and urban schools. Findings from reviewed studies suggest that rural schools often face

infrastructural deficits, teacher shortages, and limited access to educational facilities, which

negatively affect academic performance. Conversely, students in urban schools benefit from

better resources but may be exposed to distractions such as noise and congestion. The paper

concludes that school location significantly influences student achievement and recommends

improved infrastructure, equitable teacher deployment, and community-based interventions to

bridge the gap between rural and urban schools.