URBAN-RURAL DISPARITIES IN SECONDARY STUDENTS’ MATHEMATICS ACHIEVEMENT: A COMPARATIVE STUDY

Abstract

A comparative analysis of the academic achievement in mathematics of secondary school students from urban and rural areas of District Sahiwal was undertaken. A stratified random sampling technique was utilized to select a total sample of 400 students. A 50-item multiple choice test based on the 9th-grade mathematics textbook was developed, with facility and discrimination indices calculated for quality assurance. Reliability analysis was also performed. The test was hand-scored on a one-mark-per-item basis and administered by the researcher in the presence of the respective mathematics teachers. Statistical analysis encompassed measures of central tendency and dispersion (arithmetic mean and standard deviation) and z-tests for comparative inference. Results demonstrated superior overall performance amongst the urban cohort compared to their rural counterparts. Across regions, female students outperformed male students. Rural male and female student achievement was analogous, while significant differences were observed between urban and rural females to benefit the former grouping. Urban females surpassed urban males. In rural schools, converse relationships are held. Recommendations centered on quality improvements in rural secondary schools via enhanced resourcing and staffing. Emphasis was placed on addressing shortages of science and mathematics teachers in rural areas, especially female secondary schools. Additional interventions should focus on evidence-based best practices for mathematics achievement gains in rural areas.