Rural and Urban Differences in Student Achievement in Science and Mathematics: A Multilevel Analysis

Young, Deidra J.

doi:10.1080/0924345980090403

Cited by 73 publications

(62 citation statements)

References 36 publications

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“…Lockheed and Zhao (1993) found, after keeping constant students' socioeconomic status (SES), age, and gender, significant differences in achievement among students attending different types of schools in the Philippines. Young (1998) found that the location of schools in Western Australia had a significant effect on the performance of students attending them. Students from rural areas performed less well than their counterparts in urban areas.…”

Section: Previous Research Conducted On Factors Related To Science Pementioning

confidence: 99%

The gap between advantaged and disadvantaged students in science achievement in South African secondary schools

Howie

Scherman

Venter

2008

Educational Research and Evaluation

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South Africa's education system is still deep in the throes of reform under its third Minister of Education since 1994. Poor communities, in particular those of rural Africans, bear the brunt of the past inequalities. The challenge was to explore the extent of the ''gap'' in students' scores by comparing the advantaged and disadvantaged communities in this context. The TIMSS-Repeat 1999 data were explored and 3 categories of students were ultimately identified: advantaged, semi-advantaged, and disadvantaged groups. Partial least squares analysis was applied to explore the science performance but very few factors were found that consistently predicted performance across and within these groups. However, one dominant factor emerged in these models and that was the students' performance in the locally developed English test that provided a measure of students' proficiency in English, the language in which more than 70% of the students wrote the science tests. Students who had a higher score on the English test also performed better in the science test, despite their backgrounds.

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Section: Previous Research Conducted On Factors Related To Science Pementioning

confidence: 99%

The gap between advantaged and disadvantaged students in science achievement in South African secondary schools

Howie

Scherman

Venter

2008

Educational Research and Evaluation

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“…Like many other areas in educational research, the studies investigating differences in academic achievement across rural and urban settings have yielded a rather inconsistent pattern of findings. While some studies have failed to find any statistically significant difference (Edington and Koehler, 1987;Haller et al, 1993) others have reported urban students having a significant advantage over rural students (Young, 1998). In other studies, however, students from rural schools were found better than their urban counterparts (Alspaugh and Harting, 1995).…”

Section: B Rural and Urbanmentioning

confidence: 96%

‘Keep an Eye on Your Son! He Is Reading Too Much These Days’: Understanding the Reading Attitudes in English of Rural and Urban Sindhi Students

Memon¹,

Umrani²,

Memon³

2016

TPLS

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“…Then, the effectiveness of this method must be determined. In addition, previous studies have shown that there is a gap between urban and rural students in mathematics learning (Lee & McIntire, 2000;Young, 1998;Ye, 2016). As teachers in rural areas, we also consider the effective ways to bridge the gap.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

The Effect of a Problem-oriented Teaching Method on University Mathematics Learning

Xing

2018

EURASIA J MATH SCI T

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In mathematics learning, it is important to solve problems. However, it is not easy for students to design and implement an effective problem-solving plan. Therefore, we propose a problem-oriented teaching method based on the existing literature. The purpose of this study is to investigate the influence of this problem-oriented teaching method on the learning effectiveness of students. Research subjects were part of two classes that were randomly selected from a public university in China; one was the experimental group that was subjected to the problem-oriented teaching method, and the other was the comparison group that was subjected to the traditional teaching method. In this study, at the beginning and end of the semester, the experimental and control groups were assessed. The results of the empirical analysis show that the problem-oriented teaching method was more effective at improving mathematics achievement and reducing the differences in scores between urban and rural students than traditional teaching methods. Suggestions and implications for teaching are also proposed for mathematics educators and mathematics education researchers: teachers should not only ask questions but also guide students to ask questions.

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Rural and Urban Differences in Student Achievement in Science and Mathematics: A Multilevel Analysis

Cited by 73 publications

References 36 publications

The gap between advantaged and disadvantaged students in science achievement in South African secondary schools

The gap between advantaged and disadvantaged students in science achievement in South African secondary schools

‘Keep an Eye on Your Son! He Is Reading Too Much These Days’: Understanding the Reading Attitudes in English of Rural and Urban Sindhi Students

The Effect of a Problem-oriented Teaching Method on University Mathematics Learning

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