Students In Rural Areas Research Articles

Music Education Inequality: A Case Study in Zhejiang

Abstract: This article describes the inequality distribution of music education resources in Zhejiang Province, such as the difference in music classroom facilities and music teaching equipment, and makes a statistical analysis of the data. Zhejiang Province has a high level of economic development compare with other Chinese provinces and the music facilities in the urban areas are great. Compared with rural schools, students in the urban area have more music learning opportunities and resources. However, for students in rural areas, the venues and conditions for music activities are limited, and it is difficult to meet the needs of students' music education requirements, so their level of music training is relatively low. Based on the differences between urban and rural schools in Jiaxing and Haining cities in Zhejiang Province, the essay describes that there are certain differences between urban and rural schools. Urban schools have more perfect facilities and equipment, and they can invest a lot of money in education, while rural schools are relatively backward in facilities and lack of educational resources.

Implication of makerspace layout design in rural primary schools of Lianyungang, Jiangsu Province, China

ABSTRACT Makerspaces originated from students’ interests and utilised digital tools through project-based learning, advocating creation, encouraging sharing, and cultivating students’ interdisciplinary problem-solving, teamwork, and innovation skills. Makerspaces aligned with China's educational reforms to support different teaching and learning (TnL) activities. This study examines the impact of different spatial layouts, furniture, and technology arrangements in makerspaces on TnL activities in rural primary schools in Lianyungang, Jiangsu Province, China. By analysing four TnL activities, which are Presentations, Discussions, Individual Learning, and Team-Teaching, this research seeks to improve educational performances in remote areas. Using quantitative data and AnyLogic agent-based simulations, this study assesses the effectiveness of different makerspace models in three case study schools in rural area Lianyungang. The findings reveal that the effectiveness of makerspace models varies significantly in improving student engagement and performance, particularly in Presentation and Team-Teaching activities. Results suggest that different makerspace models can vary significantly in their effectiveness in improving student engagement and performance, especially in Presentation and Team-Teaching activities. The study offers insights on how to structure these spaces for twenty-first-century learning and highlights adaptable makerspaces that meet the evolving needs of both students and teachers. This research findings are crucial for optimising the makerspaces design and adjusting educational practices in the context of Chinese educational reform. The results also have far-reaching implications in informing educational management and policymaking, providing practical solutions for designing makerspaces that address the needs of teachers and students in rural areas. This research provides valuable recommendations for improving rural education by implementing makerspace.

Relationship between perceived value, attitudes, and academic motivation in distance learning among nursing students in rural areas

BackgroundNursing students manifest a distinct level of intellect and comprehension, impacting their attitudes and perceived significance of distance learning in education. This study examined the attitudes, perceived value, and academic motivation surrounding distance learning among Jordanian nursing students, offering insights crucial to optimizing their educational journey.MethodsA descriptive cross-sectional design was used. A convenience sample of 298 undergraduate Jordanian nursing students was recruited from two public universities in rural cities in south Jordan. Data were collected via self-reported instruments (June 2022 to August 2022). A Pearson correlation and independent t-test were used to examine the relationship between variables.ResultsThe mean age of students was 20.9 years (SD = 1.16), and most students have a low perceived value of distance learning (n = 181, 60.7%). Most students (n = 179, 60.1%) have negative attitudes toward distance learning, and only 39.9% reflected positive attitudes. More than half of the participants (n = 166, 55.7%) reflected less academic motivation toward distance learning. Positive significant relationships were found between students’ perceived value of distance learning and their attitudes and academic motivation toward distance learning; low perceived value of distance learning was related significantly with low attitudes (r = 0.844, p < 0.01) and less academic motivation toward it (r = 0.721, p < 0.01).ConclusionNursing students’ perceived value, attitudes, and academic motivation toward DL in rural regions is inadequate. Educators must provide valuable visions to expand the quality of health education in rural universities and improve health care.

The Impact of New Media Technology Applications on Educational Equity in Rural Areas

Educational disparities between rural and urban areas have long been a significant concern, driven by factors such as limited access to educational resources, insufficient infrastructure, and a lack of qualified teachers in rural regions. In response to these challenges, new media technologies (NMT)—ranging from digital learning platforms to artificial intelligence(AI)-driven educational environments—have emerged as promising tools to bridge the educational gap. This research explores the impact of these NMT applications on educational equity in rural areas, emphasizing both the opportunities they create and the challenges they introduce. These technologies have the potential to revolutionize traditional educational methods by providing innovative approaches to knowledge transfer and expanding access to a broader range of educational resources. However, the digital divide—a disparity in access to technology and digital literacy—remains a significant obstacle. Students in rural areas often face challenges such as limited digital literacy, insufficient access to technological equipment, and unreliable Internet connections, all of which exacerbate educational inequalities. This research advocates for targeted investments in Internet infrastructure and comprehensive digital training programs to mitigate these challenges and promote educational equity. By delving into the complexities of integrating NMT into rural education, this study aims to offer valuable insights for policymakers and educators in their efforts to develop inclusive strategies that ensure equitable access to quality education for all students, regardless of their geographic location. The ultimate objective is to create an education system that empowers students in rural and disadvantaged communities to reach their full academic potential.

What if … there were no special schools?

AbstractInclusive education is a human right that involves restructuring the school system and closing special schools. However, there is uncertainty about whether all or only some students in an inclusive system should attend regular primary schools and whether all or only some special schools should be closed. This question is usually only discussed in terms of the best possible care and education and the challenge of transportation to school and travel distances is neglected. This article attempts to take both into account. The federal state of Bavaria in Germany does not yet have a fully developed inclusive school system. Using school statistics data for the entire Bavarian primary school population in 2020 (N &gt; 445,000) and geographical data, we simulate deterministically what the Bavarian primary school system could look like with various underlying inclusion models. We analyse the resulting student numbers, support rates of primary schools and school travel distances of former special school students in an urban-rural comparison in four different simulated inclusion models. The results show that all models are potentially feasible. The student numbers at each primary school resulting from the closure of special schools would in most cases not change significantly, whereas the support rate (i.e., the percentage of students with SEN per primary school) would. Schooling close to home favours students in rural areas in particular and significantly reduces their journeys to school by up to 30 km, while for students in urban areas, all inclusive models would be possible. The pedagogical and systemic consequences of the simulated inclusion models are discussed.

Environmental Literacy among Primary Level Students in Bangladesh: A Comparative Study between Urban and Rural Areas

Environmental literacy (EL) is considered a key skill for primary students who will be responsible for solving the environmental problems that affect Bangladesh and other countries. This study explored the EL of primary students in urban and rural areas of Bangladesh, using the five EL components: knowledge, skill, awareness, attitude, ability to evaluate, and participation, declared in 1977 Tbilisi conference on environment education. A qualitative approach was used, and data were collected through surveys, focus group discussions, and student interviews. Thematic and descriptive analysis was performed on the findings. The results indicated that urban students had higher EL scores than rural students in all components. The study also suggested the implications of the findings for curriculum developers, policymakers, environmental NGOs, local project planners, and future research. Teacher’s World: Journal of Education and Res arch, 50(1): 21-42

Investigating Students' Problem Solving Achievements, the Modeling Steps reached and Modeler Types in the Process of Mathematical Modeling Activities

The aim of this study is to identify the effect of mathematical modeling activities applied as action plans on the development of students' achievement in solving algebraic verbal problems, as well as to investigate the mathematical modeling competencies they use during these mathematical modeling activities and the modeling steps they reach. Moreover, the types of mathematical modelers that the students demonstrated during this application process were examined in the study. The study was conducted as an action research with a total of 15 7th grade students in rural areas. It was aimed to reveal the mathematical modeling competencies that students achieved during mathematical modeling activities through observations, researcher and student diaries, as well as interviews conducted with students. Content analysis was implemented to analyze the data. During the study, the mathematical modeling competencies demonstrated by the students in each mathematical modeling activity and the mathematical modeling steps they reached were identified. As a result of the study, it was confirmed that students' mathematical modeling competencies were related to competencies such as general mathematical knowledge or verbal comprehension, and it was also revealed that students' mathematical knowledge competence could be examined in more detail. It was also observed that students could achieve competencies through group work and it was found that students' success in solving the verbal algebraic problems generally improved based on their mathematical modeling competencies.

"To Assess the Prevalence of Smartphone Addiction and Its Impact on Sleep Quality Among School Going Students of Rural and Urban Areas of Belagavi –A Cross Sectional Study"

"To Assess the Prevalence of Smartphone Addiction and Its Impact on Sleep Quality Among School Going Students of Rural and Urban Areas of Belagavi –A Cross Sectional Study"

Conditions for higher education study: the perspectives of prospective students from rural areas

ABSTRACT Background Access to higher education in rural areas has been a recurring theme of debates and government inquiries in many countries in recent decades. Previous research is relatively unequivocal regarding the importance of higher education for regional or national development, identifying the local presence of highly educated individuals in a municipality as crucial for its prosperity and development. Purpose This study aims to contribute to the development of scientific knowledge regarding linguistic discursive representations by rurally located prospective university students in Sweden, of the conditions for further study at university level. Method A total of 23 qualitative interviews and/or discussion groups were held with 34 prospective university students in three rural municipalities in Sweden. Data were collected and analysed to answer the research question: How do prospective university students in rural areas describe the conditions for further study at the university level? Findings Prospective university students created and reproduced a series of linguistic representations in two discursive categories: (1) proximity/distance to study; and (2) education offerings. In the first category, narratives related to the physical distance to study; commuting by public transport or private car; and moving to the home city of a higher education institution. In the second category, narratives focused around the importance of location; remote learning; and doubts about pursuing higher education and/or making the right choice. Conclusion Linguistic representations in both categories were tense, balancing depictions of conflict and consensus. This balancing act represents a linguistic means of creating and re-creating cohesion, involvement, integration, participation, unity, and normality in the discourse and can be interpreted as a form of social pedagogical recognition that is important for the individual’s success in the context that the narratives reflect.

Psychological Well-Being and Social Support Among Form Five Students in Rural Areas

Psychological Well-Being and Social Support Among Form Five Students in Rural Areas

The Use of a Multimedia-Enabled, Serialized Worked-Example Artifact in an Online Environment for Secondary Education

High school students in rural and semi-rural areas are disadvantaged because their schools struggle to attract and retain instructors who are qualified to teach career and technology courses that ready students for the knowledge economy. The effects of the pandemic moved much knowledge-economy work online by adopting study-from-home (SFH) models; however, educational institutions have been slow to validate corresponding study-from-home instructional models. In response, the current study developed study-from-home instruction using a multimedia-enabled, serialized worked-example artifact to teach financial accounting and modeling for high school students. The study featured grounded theories that inform the design of SFH instruction and online facilitation for a yearlong study. The instruction aimed to promote the far transfer of domain-specific, career-development knowledge regarding financial accounting and modeling. To do so, authors conducted a quasi-experiment with 50 students from five public high schools in rural and semi-rural East Texas. The result shows that socially situated SFH instruction whose design follows the principles of cognitive load theory, situated learning, and cognitive apprenticeship promoted mastery-of-learning outcomes over the course of an academic year. Our findings indicate a promising new direction in the design of remote instruction that delivers complex content to small-screen mobile devices for high school students.

BRIDGING THE GAP: EFFORTS TO MINIMIZE EDUCATION GAPS THROUGH INCLUSIVE EDUCATION IN RURAL AREAS

This study intends to explore the efforts to minimize the education gap between urban and rural areas through the implementation of inclusive education. This research uses qualitative methods with an oncoming literature study which is carried out to gain information from various literature sources that are relevant to the issue of inclusive education and educational disparity. The results show that inclusive education has the potential to address existing educational disparities between urban and rural areas. Inclusive education, by prioritizing the accessibility and participation of students with diverse backgrounds and needs, is an approach that promotes equity in education. Collaboration of various stakeholders such as the government, educational institutions, and local communities is important to support the implementation of inclusive education and overcome obstacles faced by students in rural areas. This research offers a foundation for policy recommendations and obvious actions to optimize the implementation of inclusive education as a concrete effort to bridge the education gap.

Effects of Environmental Education Programs Using Traditional Ecological Knowledge on Ecological Literacy of Elementary School Students in Rural Areas

Effects of Environmental Education Programs Using Traditional Ecological Knowledge on Ecological Literacy of Elementary School Students in Rural Areas

PERSONALITY AMONG COLLEGE STUDENTS WITH SPECIAL REFERENCE TO URBAN AND RURAL AREA

Main Purpose of the research is to measure the Personality among college students so investigator selected two groups one is urban areas college students and other is rural areas college students, both groups have 200 students. In each group has 100 urban areas college students and other one groups has 100 rural areas college students. Data were collected from Banaskantha district. Scale was use for data collection is personal datasheet and personality scale developed by Y. Singh and H. M. Singh, (2011), 2x2 factorial design was used and data were analysis by ANOVA test. Result show, Area had significant impact on the Personality of college students, the personality of urban areas students is better than the rural areas students. Sex had significant impact on the Personality of college students, the personality of females is better than the males. The interaction between area and sex had no impact on the Personality of college students.

Influence of lecturer, family, and personal will on primary school students' perceptions in learning English

The study of students' perceptions of learning English is most interesting to researchers, especially in the context of lower-secondary school students. The purpose of the study was to understand the level of students' perception of learning English, to compare the level of students' perception of learning English between students studying in schools in provincial towns and rural areas, and to understand the main factors influencing students' perception of learning English. The study used a sample of 380 students studying at the lower-secondary level in two public schools in Banteay Meanchey province. Samples were selected using a multi-stage sampling method. This research is a quantitative study using the correlational approach. The data collection instrument is a questionnaire in the form of a five-level Likert scale. Data analysis used frequency analysis, percentage analysis, Pearson correlation analysis, and multiple regression analysis using SPSS v26 software. The results showed that students in public lower-secondary schools had a high level of positive perception of learning English. The comparison of the perception of learning English showed that the lower-secondary school students in the provincial town had a higher score in the perception of learning English than the students who studied at lower-secondary schools in rural areas. However, the students had the same high level of perception when learning English. The main factors influencing English language learning perception included students’ personal will, family factors, and teacher factors, with standardized coefficients of 0.298, 0.147, and 0.196, respectively. In conclusion, students have a high perception of learning English, whether students in rural or urban areas. Family factors, teacher factors, and students’ personal will be able to explain 29.60% of the variance in their perception of English learning. Learning English is very important for students studying at the lower-secondary level, and to promote students' perception of learning English, the school management team and parents should pay attention, as important as, to family factors, teacher factors, and students’ personal will.

EXPLORING THE ACADEMIC NEEDS OF RURAL UNIVERSITY STUDENTS IN PRE-INTERMEDIATE GRAMMAR COURSE

In order to assist lecturers in customising their teaching strategies and course materials for pre-intermediate grammar students living in rural locations, this study focuses on doing pre-lecture needs analysis. Using a quantitative method, 24 students enrolled in Universitas Sulawesi Barat's English Language Education programme for the academic year 2023–2024 were given closed-ended questions via a WhatsApp group. To find patterns in the gathered data, statistical analysis and purposeful sampling were applied. The results shed light on a variety of student characteristics, including age, mother tongue distribution, performance in the basic grammar course, ability to build simple English sentences, mastery of verb tense formulas, lexical proficiency, preferences for learning and assignments, and skill targets. The study draws attention to a variety of factors, including student skill objectives, favourite activities, assignment preferences, performance gaps, and vocabulary problems. Teachers and policymakers can improve the quality of English language instruction, particularly in grammar classes, and establish a supportive learning environment for students in Indonesia's rural areas by acknowledging and addressing the issues and preferences that have been identified. Furthermore, teachers around the world can use the needs analysis tool, the WhatsApp polling technique, and the pre-lecture activities as a source of inspiration and guidance to deliver engaging, balanced, and professional lectures that are customised to the needs of their students and meet graduate competency standards.

Interdisciplinarity in Smart Systems Applied to Rural School Transport in Brazil

Interdisciplinarity applied to rural transport in Brazil through expert systems is the focus of this paper. Rural school transport is a challenge, considering the size of Brazil, the great diversity of biomes and insufficient infrastructure. Collaboration between areas by interdisciplinarity articulates individual knowledge through the object and by transdisciplinarity requires developing new knowledge, based on an individual area, going beyond and extrapolating with different criteria. The "Transcolar Rural" intelligent transport system has been developed at the UFMG School of Engineering to plan and manage rural school transport by optimizing routes and costs. The system is used in 13 states in Brazil, 500 municipalities and manages the daily transport of more than 400 thousand students in rural areas. Reducing transportation costs allows resources to be reallocated to other educational activities. The project highlights Brazil's limited resources, recognized by the government, to meet the population's health, education and transport priorities. Transparent information helps managers make decisions and supervise citizens, allowing both parties to determine priorities for resource allocation. The Project demonstrates how interdisciplinarity is effective for complex problems. The project comprehensively addresses the challenges of transporting children in Brazil by integrating technology, exact sciences and applied social sciences.

A study on awareness and use of ICT among undergraduate students of rural areas in Smt Chinnamma Basappa Arts and Commerce Degree College Chincholi

A study on awareness and use of ICT among undergraduate students of rural areas in Smt Chinnamma Basappa Arts and Commerce Degree College Chincholi

Acceptance of Unified Communications and Collaboration Applications Among Students: A Case Study of University in Sumbawa Island Indonesia

Unified Communications and Collaboration (UCC) is a technology that combines conventional communication with computer technology to provide a more efficient communication platform. During the COVID-19 pandemic, UCC applications, such as Microsoft Team, Zoom Meeting, and Google Meet played major roles to support the teaching and learning process. However, the acceptance of UCC applications and their impacts on the future of teaching and learning process, especially for university students in rural areas, are concerned. Based on this, the current study aims to examine the factors that influence the acceptance of UCC applications at the University in Sumbawa Island, Indonesia using adapted theories of Unified Theory of Acceptance and Use of Technology model (UTAUT). In light, survey questionnaire was distributed online to 210 undergraduate students at the University in Sumbawa Island, Indonesia, to test seven factors, Facilitating Condition (FC), Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), Motivation (MO), Collaboration (CO), and Behavioural Intention (BI) which were analysed using SPSS software. The findings reveal that PE, EE, SI, FC, MO, CO, and BI are significant factors that influence the acceptance of UCC applications. This finding will be a sound reference to improve the use of UCC applications for teaching and learning as well as help universities strategies their future teaching and learning system.

The Effect of Technological Pedagogical Content Knowledge (TPACK) on Rural Area Students’ English Writing

This research was conducted to examine the impact of the Technological Pedagogical Content Knowledge (TPACK) and Direct Learning (DL) model on the learning outcomes of students in rural areas concerning English descriptive text composition. The models introduced a meaningful learning experience within conventional classroom settings, enabling students to connect prior knowledge with new information in creating innovative ideas. TPACK model played an essential role in the educational system, facilitating teachers in integrating technological, pedagogical, and content knowledge throughout the instructional process. Therefore, students became more engaged, active, and enthusiastic participants in their learning. An authentic experimental and control group design was carried out in two parallel classes at a senior high school. Meanwhile, ANOVA Factorial (2-way ANOVA) was used to analyze the data. The results showed that the learning outcomes of TPACK were significantly different from those of the DL group. Therefore, TPACK substantially affected the learning outcomes of students in writing English descriptive text. This research reported the valuable contribution of the model in equipping future teachers with the knowledge necessary to integrate content, learning theories, teaching models, methods, and technology into their instructional practices.