{"id":11736,"date":"2025-04-04T04:19:15","date_gmt":"2025-04-04T03:19:15","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=11736"},"modified":"2025-04-04T05:01:43","modified_gmt":"2025-04-04T04:01:43","slug":"impact-of-transportation-infrastructure-on-access-to-technical-education-and-academic-performance-in-rural-areas-of-nigeria-a-case-study-of-rimi-local-government-area-katsina-state","status":"publish","type":"page","link":"https:\/\/icertpublication.com\/index.php\/shodh-sari-2\/shodh-sari-vol-04-issue-02\/impact-of-transportation-infrastructure-on-access-to-technical-education-and-academic-performance-in-rural-areas-of-nigeria-a-case-study-of-rimi-local-government-area-katsina-state\/","title":{"rendered":"Impact of Transportation Infrastructure on Access to Technical Education and Academic Performance in Rural Areas of Nigeria: A Case Study of Rimi Local Government Area, Katsina State"},"content":{"rendered":"\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

Impact of Transportation Infrastructure on Access to Technical Education and Academic Performance in Rural Areas of Nigeria: A Case Study of Rimi Local Government Area, Katsina State<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Muhammad, Abubakar Ibrahim<\/span>1<\/span><\/span>, and Sawaba, Adamu Yusuf<\/span>2<\/span><\/span><\/p>

1<\/span><\/span>Department of Metalwork Technology, School of Secondary Education (Technical)<\/span><\/p>

2<\/span><\/span>Federal College of Education (Technical) Bichi, Nigeria<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Abstract<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

This study investigates the impact of transportation infrastructure on access to technical education and academic performance in rural areas of Nigeria, with a particular focus on Rimi Local Government Area (LGA) in Katsina State. The research design used was a mixed-methods approach was used to gather both quantitative and qualitative data. A total of 60 teachers and 200 students from various schools within Rimi LGA participated in the study. Data collected from teachers and students reveal that inadequate transportation infrastructure negatively affects students’ attendance, punctuality, and academic performance. Interventions such as government provision of transportation facilities, community involvement, and flexible school schedules are recommended to improve educational outcomes. The study highlights the critical need for infrastructure development to support academic success in rural areas.<\/span><\/p>

Keywords:<\/span> Infrastructure, Transportation, LGA, Technical Education, Academic Performance<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Impact statement<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

This study, “Impact of Transportation Infrastructure on Access to Technical Education and Academic Performance in Rural Areas of Nigeria: A Case Study of Rimi Local Government Area, Katsina State,” provides a critical analysis of how transportation infrastructure influences educational access and student performance in rural Nigeria. The findings highlight the systemic challenges caused by inadequate transportation, such as absenteeism, tardiness, and reduced academic engagement, particularly for students in technical education programs.<\/span><\/p>

The research contributes significantly to policy discussions on rural education, offering data-driven insights that can inform government interventions and community-led solutions. By identifying the relationship between transportation infrastructure and educational outcomes, the study provides evidence-based recommendations, including improved government funding, community participation in transportation support, and flexible school scheduling.<\/span><\/p>

Furthermore, the study has implications for broader socio-economic development by emphasizing the role of education in poverty reduction and workforce preparedness. Its integration of the Social Exclusion Theory and Human Capital Theory underscores the urgency of addressing transportation barriers to ensure equitable access to education. <\/span>Policymakers, educators, and development agencies can leverage this research to implement targeted interventions that enhance student attendance, academic performance, and technical skills acquisition. By bridging the gap between transportation infrastructure and education, this study contributes to sustainable development goals and the long-term improvement of technical education in Nigeria’s rural areas.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
About The Authors<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Abubakar Ibrahim Muhammad<\/b><\/span> is a dynamic, qualified and knowledgeable technical educator who is attuned to the need of his students, with almost 30 years\u2019 experience in education sector. Excellent curriculum interpreter, implementer and very good team working skills. A PhD holder in Technical and Vocational Education and Training (TVET) from Universiti Teknologi Malaysia; Working with Federal College of Education (Technical) Bichi from 2008 to Date as a Principal Lecturer. Has attended and presented papers at national and international conferences, workshops and seminars. Likewise, has many publications in local and international reputable journals. Also participating in community and voluntary work. He is a registered member of professional associations. Dr. Muhammad has made significant contributions to the field of TVET, particularly concerning the integration of entrepreneurial competencies into technical college programs.<\/span><\/p>\n

Sha\u2019aibu Yahaya<\/span> was held from Rimi Local Government of Katsina State, Nigeria. He obtained his Nigeria Certificate in Education (Technical) Federal College of Education (Technical) Bichi. Later he bagged first degree in Metalwork Technology Education from Abubakar Tafawa Balewa University Bauchi in 2023. Currently he is teaching Government Junior Secondary School Rimi. <\/span><\/p>\n

 <\/span><\/p>\n

Dr Adamu Yusuf Sawaba<\/span> is affiliated with the School of Secondary Education (Technical) at the Federal College of Education (Technical) in Bichi, Kano State, Nigeria. His research interests encompass instructional strategies in technology education and the integration of ICT in teaching.<\/span><\/p>\n

Educational Background and Research Focus<\/span><\/p>\n

Sawaba has collaborated on studies comparing instructional strategies in technology education. For instance, he co-authored a study analyzing the effects of group\/activity learning versus lecture\/tutorial methods on students’ achievement in quantitative techniques. Additionally, his work includes research on ICT innovational skills and teacher competitiveness in teaching basic technology in secondary schools in Kano State, Nigeria.<\/span><\/p>\n

Professional Collaborations <\/span>Throughout his academic career, Sawaba has collaborated with various researchers. These collaborations have contributed to advancements in technology education and the effective integration of ICT in teaching methodologies.<\/span><\/p>\n

Institutional Affiliation <\/span>The Federal College of Education (Technical) Bichi, where Sawaba serves, is committed to providing quality technical and vocational education. The institution’s mission is to equip students with practical skills and knowledge, preparing them for the demands of the modern workforce.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
References\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

\u00a0<\/p>

  1. Ahmed, H. S. (2023). <\/span>Factors that affect students\u2019 academic achievement in the facility of social science at the faculty of social science, university of Bosaso: Open normal of social science<\/span>, <\/span>11<\/span>(2).<\/span><\/p><\/li>

  2. Becker, G. S. (1964). *Human capital: A theoretical and empirical analysis with special \u00a0reference to education*. University of Chicago Press.<\/span><\/p><\/li>

  3. Creswell, J. W. (2014). Research Design: Qualitative, quantitative, and mixed methods approaches (VK & J. Young (Eds.) (4th ed.). Sage Publications.<\/span><\/p><\/li>

  4. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. In (4th ed.). SAGE. Sage Publications. <\/span>https:\/\/doi.org\/10.1017\/CBO9781107415324.004<\/span><\/a><\/p><\/li>

  5. Chidingozi, E., & Eke, O. E. (2025b). Effect of Visual Auditory Kinesthetic (VAK) on senior secondary students achievement in English language grammar in Abia State Nigeria. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>04<\/span>(01), 77\u201394. https:\/\/doi.org\/10.59231\/sari7780<\/span><\/p><\/li>

  6. Hamza, S., Muhammad, A. I., & Jogana, M. A. (2023). Exploring transversal green skills required of technology graduates for environmental sustainability. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>02<\/span>(3), 35\u201345. <\/span>https:\/\/doi.org\/10.59231\/edumania\/8979<\/span><\/a><\/p><\/li>

  7. Hine, J., & Mitchell, F. (2003). Transport and social exclusion: A survey of the transport needs of socially excluded groups. <\/span>Transport Policy<\/span>, <\/span>10<\/span>(4), 285\u2013297.<\/span><\/p><\/li>

  8. Kaiser, B. (2022). <\/span>Rural transportation infrastructure in low and middle income countries<\/span>.<\/span><\/p><\/li>

  9. Levinson, D. M., Zhao, J., & Wang, L. (2003). Transportation infrastructure and economic growth. <\/span>Urban Studies<\/span>. <\/span>mdpi.com<\/span>, <\/span>40<\/span>(10), 2137\u20132153.<\/span><\/p><\/li>

  10. Muhammad, A. I., Kamin, Y. B., & Wahid, N. H. A. (2019). Challenge of integrating entrepreneurial competencies into technical college programs. <\/span>International Journal of Engineering and Advanced Technology<\/span>, <\/span>8<\/span>(5C), 379\u2013383. <\/span>https:\/\/doi.org\/10.35940\/ijeat.E1054.0585C19<\/span><\/a><\/p><\/li>

  11. Muhammad, A. I., & Sawaba, A. Y. (2020). Assessment of skills acquisition of metalwork technology students of Nigeria Certificate in Education. <\/span>WJERT<\/span>, <\/span>6<\/span>(1), 145\u2013155. <\/span>http:\/\/www.wjert.org<\/span><\/a><\/p><\/li>

  12. Kaur, J., & Bhatia, R. (2025). A comparative analysis of emotional intelligence and academic achievement of senior secondary students. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>04<\/span>(01), 03\u201322. https:\/\/doi.org\/10.59231\/sari7774<\/span><\/p><\/li>

  13. Rogers, T., & Feller, A. (2018). Reducing student absences at scale by targeting parents\u2019 misbeliefs. <\/span>Nature Human Behaviour<\/span>, <\/span>2<\/span>(5), 335\u2013342. <\/span>https:\/\/doi.org\/10.1038\/s41562-018-0328-1<\/span><\/a><\/p><\/li>

  14. Sattin, B. (2022) <\/span>Students transportation in choice rich district: Implementation challenges and responses. Education finance and policy direct.mit.edu<\/span>.<\/span><\/p><\/li>

  15. Sen, A. (2000). *Social exclusion: Concept, application, and scrutiny*. Asian Development Bank.<\/span><\/p><\/li>

  16. Vickery, B. (2011). Transport and education: The importance of improving access for disadvantaged communities. <\/span>Journal of Education and Transportation<\/span>, <\/span>34<\/span>(2), 22\u201335.<\/span><\/p><\/li>

  17. Wang, W. (2019) lack of adequate transportation to the school to the school: optimal parking supply in bi-modal transportation network considering transit scale economics.<\/span><\/p><\/li>

  18. Kumar, S., & Simran. (2024). Equity in K-12 STEAM education. <\/span>Eduphoria<\/span>, <\/span>02<\/span>(03), 49\u201355. https:\/\/doi.org\/10.59231\/eduphoria\/230412<\/span><\/p><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

    \n\t\t\t\t\t\t
    \n\t\t\t\t\t
    \n\t\t\t
    \n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

    Impact of Transportation Infrastructure on Access to Technical Education and Academic Performance in Rural Areas of Nigeria: A Case Study of Rimi Local Government Area, Katsina State Muhammad, Abubakar Ibrahim1, and Sawaba, Adamu Yusuf2 1Department of Metalwork Technology, School of Secondary Education (Technical) 2Federal College of Education (Technical) Bichi, Nigeria Abstract This study investigates the […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":11637,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-11736","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/11736","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/comments?post=11736"}],"version-history":[{"count":7,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/11736\/revisions"}],"predecessor-version":[{"id":11780,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/11736\/revisions\/11780"}],"up":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/11637"}],"wp:attachment":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/media?parent=11736"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}