How Distance to School and Study Hours after School Influence Students’ Performance in Mathematics and English: A Comparative Analysis

Abstract

Mathematics and English are essential subjects of the education system globally, as they provide skills for everyday human life. Mathematics and English are core subjects in the senior secondary education program in Botswana. The performance of students in Botswana in mathematics and English over the years has been poor. Most students travel long distances to school and have to return home every day. The distance to school and the hours after school for studying may contribute to the poor performance of students in these subjects. This quantitative study determined the influence of the distance to school and after school study hours on the performance of senior secondary students in mathematics and English in Botswana. Data were collected through a survey of a random sample of 168 students learning mathematics and English in senior secondary schools in Botswana. Findings of analyses of variance indicated that study hours after school and the distance to school have a significant influence on the performance of students in mathematics, whereas no influence was determined on student performance in English. Further, Post Hoc analysis determined that the long travelling distance and low number of hours of after school study had a sizeable adverse influence on student performance in mathematics. To improve student performance in mathematics, it was recommended that stakeholders should ensure that students stay closer to school and had better, more reliable transport. The former can be achieved by increasing the amount of hostel accommodation in schools.

Distance to School and Students’ Mathematics Achievement in Ethiope East Local Government Area of Delta State

“…Students who reported longer distances to schools tend to have lower academic performance in mathematics compared to their peers who reside closer to school. This finding corroborate with the findings of Gatechew (2018); Baliyan and Khama (2020); Thapa (2015); and Peteros, Ypil, Vera and Alcantara (2022) who determined that the distance to school has a significant effect on students' academic performance.…”

“…Parents are advised to prioritize proximity when selecting schools for their children, as longer travel distances have been associated with diminished academic achievement (Akhtar, 2012). Empirical evidence from studies conducted in various contexts, such as Botswana and the Philippines, corroborates the adverse impact of distance to school on students' performance in mathematics (Baliyan & Khama, 2020;Peteros et al, 2022). Similarly, research conducted in Nigeria's Ovia North-East Local Government Area reveals a significant relationship between school distance and academic achievement, particularly among male primary school students (Ebinum et al, 2017).…”

Factors Affecting the Achievement of Twelve-Year Basic Students in Mathematics and Science in Rwanda

“…In addition, students who find themselves in these situations tend to do homework assignments alone rather than in the companionship of their classmates. Baliyan and Khama (2020), in their research, also confirmed that the distance traveled by learners to school and back home affects their academic achievement. Table 1 also showed the absenteeism of students from school and was also found to greatly deter learners' progress and performance in school as 24.7% of students admitted to being absent from school at least once a week; 12.8% twice a week; 31.4% twice a month; and 12.8% thrice a month.…”

Parenting Styles and Learners’ Performance: Evidence from Junior Secondary Schools in Botswana

“…This situation has raised doubt in the education system; the public gets tempted to blame the teachers for it and on the other hand, teachers also accuse parents for not doing much to support their children at home (Mphale & Mhlauli, 2014). Several factors have influence on students' performance in Botswana such as gender of students, location of schools, lack of resources (Baliyan, Kagiso, Keregero, & Mabusa, 2021); distance to school and study hours after school (Baliyan & Khama, 2020) and; educational and income status of parents (Baliyan, Rao, & Baliyan, 2012;Kwarteng, Asiamah, Twumasi, Nkansah, Issaka, & Afetorgbor, 2022). The stakeholders of academic performance of students are the people involved in leading and directing them towards their development.…”