Influence of School Location on Academic Achievement of Students Taught History Using Multi-Media Package

This study investigated whether school location significantly influences the academic achievement of students taught history using multimedia packages. The quasi-experimental design involved 90 senior secondary school students drawn from both urban (n = 47) and rural (n = 43) schools in Abuja Municipal Area Council, Nigeria. Pre-test and post-test achievement scores were collected and analyzed using mean and standard deviation and independent samples t-test. Results indicated that while both groups showed improvement in academic achievement after exposure to multimedia instruction, the difference in mean gain scores between urban (M = 4.43) and rural (M = 5.03) students was not statistically significant (t =.773, df = 88, p =.382,>α = 0.05). This finding suggests that multimedia packages serve as an instructional equalizer, bridging the gap between rural and urban learners in history education. The study recommends the adoption of multimedia packages across both rural and urban schools to foster quality education.