Urban Students Research Articles

Leveraging Information Technologies for Organisational Learning and Knowledge Management: Enhancing Access and Educational Outcomes for Rural Students

PurposeThis study investigates the role of information technologies in enhancing organisational learning and knowledge management in South African rural universities, with the goal of improving access and educational outcomes for rural students. The research focuses on how digital tools can create more equitable learning environments and address the unique challenges faced by rural institutions. Study design/methodology/approachA scoping review of literature from 2000 to 2024 was conducted, employing the Diffusion of Innovation theory and Social Pedagogy Justice framework to analyse the impact of digital platforms on organisational learning and knowledge management in rural universities. The study examines how these tools can help bridge the gap between rural and urban students and address the challenges of limited resources and digital divides. FindingsThe study finds that information technologies can significantly improve organisational learning processes and knowledge management in rural universities by providing tools that promote inclusion and participation. Digital technologies, when thoughtfully implemented, can help reduce educational disparities by enhancing access to resources and supporting collaboration between students in urban and rural areas. The research suggests that a strategic approach to technology adoption, tailored to the local context, is key to achieving more equitable educational outcomes. Originality/valueThis research provides valuable insights for policymakers and educational leaders on how to leverage information technologies to advance social justice in education. By focusing on rural universities in South Africa, the study highlights the importance of addressing infrastructural and resource challenges while using digital tools to foster inclusion and equity. The findings offer practical strategies for enhancing the effectiveness of digital platforms in improving educational outcomes for traditionally underserved communities.

Synchrony in Learning: Investigating the Connection between Student Adjustment and Academic Performance

Adjustment is an important part of human life because it gives people the power and strength to make positive changes in the world around them. The need for adjustment extends beyond the classroom to include classmates, instructors, curriculum, any other school activities and background setting of that place. Those who possess the ability to adapt to the ever-changing conditions in their surroundings have the potential to achieve harmonious living and maintain a contented and well-rounded existence. The present study comprised 191 secondary school students of Sirmaur district, Himachal Pradesh. The method used in the current research was a descriptive survey and stratified random sampling technique was utilized in order to organize and collect data on the basis of gender and locality. The Adjustment Inventory for school students, which was established by A.K.P. Sinha and R.P. Singh and incorporates 60 items evenly split between emotional, social, and educational adjustments, was deployed to measure the level of adjustment of the students. From the previous records, academic scores were taken as academic performance of the students. There is no significant difference of adjustment scores between male and female students of secondary school but highly significant difference (t value 4.376) between urban and rural students. girls are more well-adjusted result shows that rural students are more adjusted than urban students as maximum students of rural area are in good category highly negative correlation between adjustment problems and academic achievement scores of secondary school students.

School travel behaviors: How the pandemic impacted communities

The global pandemic in early 2020 significantly disrupted life for many families, and the trip to and from school was not immune to these disruptions. Parents and children alike made travel adjustments depending on their preferences with regard to personal health and safety, social distancing, and aversion to risk. Each school district and individual school also made decisions with regard to in-person or remote learning during this period of uncertainty.In this study, a research gap was filled by examining the effect of the pandemic on school transportation-related decisions for hundreds of families living in the United States. An online survey was developed and administered with the help of Qualtrics, an experience management company. Over 600 responses were gathered from across three Pacific Northwest states. In addition to collecting demographic data about the respondents, the survey asked about travel mode choices and characteristics of the trip to and from school. The collective results were then analyzed to determine which factors directly contributed to pandemic-related changes in travel behavior.The study concluded that parent education level, household income, and age of child were all statistically significant variables that affected behavioral change. Additionally, common travel assumptions associated with rural students, when compared with urban students, were confirmed. These factors included a greater reliance on a yellow school bus and lesser availability of critical infrastructure.

THE EFFECT OF PARENTS’ ROLE AND SCHOOL CLIMATE ON ACADEMIC STRESS OF MADRASAH ALIYAH’S STUDENTS IN RURAL AND URBAN AREA

Adolescence is a period of transition from childhood to adulthood and is characterized by a storm-and-stress period influenced by conflict and mood swings, making adolescents vulnerable to stress. One form of stress commonly experienced by adolescents is academic stress. This study aims to analyze the effect of adolescent characteristics, family characteristics, parents' roles, and school climate on the academic stress of Madrasah Aliyah students in rural and urban areas. This research was conducted in five schools representing each sub-district: MA Mathlaul Anwar Barengkok, MA Mathlaul Anwar Cidokom, MA Al-Mukhlisin Ciseeng, MAN 1 Kota Bogor, and MAN 2 Kota Bogor. This study involved 180 students (86 rural and 94 urban students) selected using a purposive sampling. Data analysis included correlation tests, regression tests, and independent t-tests. The study showed that adolescent girls had higher academic stress than boys. The dimensions of support and pressure significantly positively affected academic stress. However, the frequency and school climate dimensions were not found to influence academic stress in this study. Keywords: academic stress, parent’s role, pressure, school climate, support

Determinant of Rural and Urban Student Performance in Ghana

Despite the large number of remedial students entering tertiary institutions in Ghana, very little empirical research has examined the impact of geographical and socio-economic variables on student performance. This study uses microdata on 360 urban and rural remedial students to examine the differences in educational outcomes between those attending remedial schools in rural areas and those enrolled in urban remedial schools. The study further analyzes the determinants of educational outcomes, with a focus on the relevance of geographical location. The descriptive analysis shows that the academic outcomes of urban remedial students are generally better than those of rural students. In contrast, the results from the student’s t-test indicate a statistically significant difference in the performance of urban and rural remedial students. The determinants of these performances include age, gender, number of papers written, parental education, and, most importantly, the location of the remedial student. From a policy perspective, the findings of this paper support actions aimed at improving educational conditions in rural areas.

Adapting the English Language Teaching Curriculum to Overcome Resource Limitations in Rural Areas

This research explores the adaptation of the English Language Teaching (ELT) curriculum to address the significant resource limitations faced in rural areas, specifically in Sorong, West Papua, Indonesia. The study aims to investigate how teachers creatively modify lesson plans, instructional methods, and assessment strategies in environments lacking essential resources, such as teaching materials, technological tools, and professional development opportunities and the impact on the students’ outcomes. Using a qualitative multi-case study approach, data were gathered through semi-structured interviews, classroom observations, and document analysis over a two-month period. The findings reveal that teachers employed various strategies to cope with resource constraints, such as simplifying lesson content, utilizing locally available materials, and incorporating peer collaboration in the classroom. These adaptations resulted in enhanced student participation and improvements in oral communication skills. However, significant challenges were observed in fostering literacy, particularly reading and writing skills, due to the scarcity of instructional resources and limited teacher training. Moreover, while short-term engagement and speaking proficiency increased, the long-term impacts on overall English proficiency remained limited. The study underscores the need for comprehensive professional development for rural teachers and better access to teaching materials to fully bridge the educational gap between urban and rural students. Ultimately, these findings offer valuable insights for future curriculum development aimed at improving language education in resource-limited settings.

A Study of Academic Achievement Between Rural and Urban Within High, Average and Low Achievers Students

The objective of the study is to find out the differences between rural and urban within high, average and low achievers students. The present study reveals that there is no significant difference between rural and urban students within high and average achievers. But there is a significant difference between rural and urban students within low achievers.

Factors Promoting Physical Activity and Physical Development in Early Childhood

This research explored factors promoting physical activity and development in early childhood in urban and rural areas. A sample of 488 urban and 387 rural students was selected through random sampling. Data was collected and analyzed using descriptive statistics and the chi-square test. The findings revealed that urban schools have more environmental factors promoting physical activity than rural schools. Urban students had better physical development scores than those in rural areas. The study also found that school location correlates with students' physical development in the form of good hygiene habits, consuming nutritious food and clean water, regular exercise, good body coordination, and good hand-eye coordination.

Meta-analysis: Correlation between academic stress and sleep quality in urban living

Purpose: Sleep quality is essential because it is associated with quality of life. It plays a vital role in good health and well-being throughout life. This study aims to see whether there is a correlation between academic stress and sleep quality among urban students. Method: This research uses a meta-analysis research method. This meta-analysis research uses 15 article of literature (2012-2024). Result: Based on the results of the meta-analysis, it can be seen that there was an effect size correlation between academic stress and sleep quality, which was classified into a medium effect size (r=0.454, p=<0.001, 95% CI=-0.288 – 0.619). Conclusion: So it can be concluded that there is a significant relationship between academic stress and sleep quality. This research highlights the importance of managing time to minimize academic stress affecting sleep patterns.

The Design of Teaching and Learning Platform to Support Exchange Learning for Elementary and Middle Schools in Korea

The education sector needs to improve education quality after the post-pandemic and subsequent decline in educational attainment. Additionally, there has been a heightened reliance on private education, coupled with the projected inflection point of 2070, when the global population will decline. Various solutions have been developed and implemented to support changing educational environments and teaching methods. However, despite these efforts, the problem of a widening educational gap between urban and rural students persists. This is due to difficulties accessing educational resources caused by long distances between schools, and there is an increasing demand for practical measures to make education more inclusive. In this case study, we analyzed the building and operation of a teaching-learning platform. We interviewed stakeholders to prepare a preemptive response to social issues that education will face in the future. Through this, we derived considerations for an exchange learning-based teaching-learning platform (that supports teachers' exchange learning lesson designs) and proposed a design plan platform. The results of this study are expected to minimize the learning gap between urban and rural areas, support the development of educational programs that consider students' interests, and adjust the educational difficulty to a suitable level for each student. It is also believed to help develop and utilize an AI-based, learner-customized learning platform.

Prevalence and risk factors of myopia among children and adolescents in Hangzhou.

To analyze the prevalence and influencing factors of myopia among children and adolescents in Hangzhou city, and provide ideas for the formulation of myopia prevention and control measures. A cross-sectional school-based study using stratified cluster random sampling method was used to select 31,880 students from 113 schools in Hangzhou city. Myopia screening and questionnaires on the influencing factors of poor visual acuity were carried out. Univariate and multivariate logistic regression were used to screen possible risk factors of myopia. The overall prevalence of myopia was found to be 55.3% (17,630/31,880), with the myopia rates observed among students in kindergarten, primary school, junior high school, and senior high school, at 5.8%, 34.9%, 74.2%, and 85.0%, respectively. As the academic year progresses, there has been an observable increase in the prevalence of myopia (χ2 = 8676.748, P<0.001), low myopia (χ2 = 5444.040, P<0.001) and high myopia (χ2 = 2171.073, P<0.001) among students, with the difference between the three groups being statistically significant. The myopia prevalence in girls is higher than that in boys (χ2 = 119.917, P<0.001); the prevalence of myopia in urban students is higher than that in suburban students (χ2 = 4.603, P = 0.032). The time spent on homework after school, the correctness of reading and writing postures, the duration of exposure to electronic screens, and the use of lighting in an appropriate manner all have an impact on the development of myopia (all P<0.05). The overall prevalence of myopia and high myopia in schools in eastern China, is notably high. The prevalence of myopia and high myopia increases with grade or age. Myopia is associated with increased age, parental myopia, extended periods of homework after school, poor reading and writing posture, prolonged exposure to electronic screens and inappropriate lighting. In light of the findings of the present survey, it is recommended that a comprehensive prevention and control intervention model for myopia in children and adolescents based on society-hospital-school-family-individual students with a view to preventing and controlling myopia.

COVID-19 online learning challenges: Kazakhstan secondary schools case study

BackgroundThe COVID-19 pandemic necessitated a rapid transition to online learning (OL) globally, posing significant challenges for educational systems. This study investigates the experiences of secondary school students in Kazakhstan, highlighting the adaptation processes, educational outcomes, and challenges faced during this shift.MethodsData were collected through an online survey administered to 3,670 secondary school students across Kazakhstan, selected through convenience sampling. The survey comprised 21 questions using a combination of Likert-type scales and multiple-choice questions to capture students’ demographic details, satisfaction levels, perceived difficulties, and academic performance changes during OL. Data validation was ensured by cross-referencing responses, descriptive statistics, T-tests, ANOVA, correlation analysis, and regression were employed to analyze the data and identify factors influencing students’ attitudes toward OL and the associated challenges.ResultsThe results revealed that satisfaction with OL was positively correlated with satisfaction with education in general and negatively correlated with the level of difficulty in OL (p &amp;lt; 0.001). Rural students, while more satisfied with learning overall (p &amp;lt; 0.001), were less satisfied with OL compared to their urban peers, and also reported greater challenges (p &amp;lt; 0.05). A significant portion of respondents (44.2%) disagreed that OL was an effective learning method, and 43.7% expressed a need for face-to-face interaction with teachers, especially female and rural students (p &amp;lt; 0.001). Most students (40.8%) reported worse learning outcomes with OL, particularly urban students (p &amp;lt; 0.001), and 32.0% noted a decrease in motivation. Regression analysis identified older students and those who experienced greater difficulty with OL as less likely to prefer it, while those who showed improvement in academic performance and motivation were more favorable toward OL. These findings highlight the complexity of educational preferences and the disparities between urban and rural students during the pandemic.ConclusionWhile the findings may be applicable to other countries with similar educational systems, cultural, economic, and technological differences should be considered when generalizing the results. The insights gained from this study will be valuable for policymakers, educators, and academic institutions to improve the resilience and effectiveness of educational practices in the face of such challenges.

Sustainable Development Goals for Developing Malaysia Madani: The Impact of Gender and Residential Area on Student Leadership, Citizenship and Democratisation in Islamic Universities

Introduction: The impact of gender and residential area on student leadership, citizenship, and democratization in Malaysian Islamic universities is a key but underexplored area within the Sustainable Development Goals for advancing the Malaysia Madani agenda. Objective: This study aims to assess how gender and residential area influence student interactions in leadership, citizenship, and democratization activities in Islamic universities. Theoretical Framework: The framework suggests that student gender and residential area may affect their involvement in leadership and civic engagement, exploring the relationship between these factors and student participation. Method: Data was collected from 593 randomly selected students across three Islamic universities using questionnaires. Analysis was conducted using SPSS version 26, with T-tests comparing groups by gender and residential area. Results: No significant gender differences were found in leadership and citizenship, though females rated slightly lower in democratization. Urban students outperformed rural students in democratization, with no major differences in leadership or citizenship by residential area. Implications: These findings can inform policies that promote equitable and inclusive educational experiences in Malaysian Islamic universities. Originality/Value: This study uniquely examines the influence of gender and residential area on student leadership, citizenship, and democratization in Islamic universities, filling a research gap and offering insights for shaping inclusive educational policies.

Hierarchies of Elitism among Urban and Rural Palestinian Students in Israel

This research investigates Palestinian students residing in both urban and rural areas who are enrolled in an elite high school located in a mixed Arab-Jewish city in northern Israel. We investigate how these divergent backgrounds influence their experiences and perceptions of their elite identities and how elite identities within national minority sub-groups (urban and rural) impact the formation and perpetuation of intra-group hierarchies. We find that elite identities are influenced by geographic positionality, that hierarchies exist within the same minority elite and that these factors shape both personal and collective identities.

Comparison of Volleyball Skills of Rural and Urban Students in Bardiya

This study aims to compare the volleyball skills of rural and urban secondary school students in Bardiya district. A descriptive research method was employed, and respondents were selected using a random sampling technique. The AAHPER volleyball skill test, a standardized assessment tool, was utilized, comprising four specific skills: volleying, serving, passing, and setting. To analyze the data, various statistical techniques were applied as required. Each test item was compared separately between the rural and urban groups. The findings indicated that the mean scores of rural school students were higher for all four skills. A Z-test was conducted to determine the significance of the differences, revealing significant differences in each skill item. The study concluded that rural secondary school students in Bardiya district possess better volleyball skills compared to their urban counterparts. This conclusion is based on the higher mean scores and significant differences observed in the AAHPER volleyball skill test items. These findings suggest that rural students may have more opportunities or better conditions for developing their volleyball skills compared to urban students in this region. The findings of this study may be helpful to the coaches and selectors of players of volleyball game to find new players who possess potentiality to be good player of the game.

Boosting Career Success: Innovative Behavioral Measures for Guiding Saudi Secondary School Graduates

This study developed and validated a comprehensive behavioral measure for career guidance among secondary school graduates in Saudi Arabia, aiming to integrate soft skills, personality traits, attitudes, and cognitive factors to fill gaps in existing career guidance frameworks. Using a cross-sectional design, data were collected from 814 secondary school students (M_age = 16.47) from diverse urban (n = 407) and rural (n = 407) settings in Saudi Arabia. Multigroup latent profile analyses (LPA) were employed to identify distinct career decision-making profiles among students. The study explored whether urban and rural students exhibited different patterns of engagement in career guidance behaviors. Three distinct engagement profiles were identified: high, moderate, and low engagement, consistent across both settings. High engagement profiles were characterized by high self-efficacy, proactive career exploration, and low anxiety, linked to better career decision outcomes and greater satisfaction with career guidance. Variance analysis using the Games-Howell post hoc test was conducted to compare the profiles based on key behavioral measures such as self-efficacy, career exploration behavior, and anxiety. To further understand the contextual factors influencing these profiles, a multinomial regression analysis examined the impact of teacher support and resilience on career guidance engagement levels. Results indicated that higher levels of teacher support and resilience significantly predicted membership in high engagement profiles. These findings highlight the importance of incorporating behavioral components into career guidance programs, particularly those tailored to address the specific needs of urban and rural students in Saudi Arabia, ultimately supporting the broader educational and workforce development goals of Vision 2030.

The Health Cost of College Expectations: Adolescent Educational Expectations and Obesity

Although previous studies have identified the effect of social environment and individual behavior on adolescent obesity in the field of social science, much less is known about the association between adolescent educational expectations and obesity. This article draws on China Education Panel Survey (CEPS) 2013 to 2014 to examine the relationship between adolescent educational expectations and BMI/obesity. Results show that adolescents with college expectations have higher BMI and higher risk of obesity. Learning time partially mediates the relationship between adolescent college expectations and obesity. Additionally, the association between adolescent college expectations and BMI/obesity is stronger for males and urban students. The findings indicate that higher educational expectations may lead to health problems. School and family should perceive the health cost of high educational expectations to promote adolescent all-around development.

Storytelling Method of Instruction, School Location and Students’ Academic Achievement: Any Synergy?

Stakeholders in the education industry in Ekiti State have criticized the unsatisfactory performance of CRS students’ results in external examinations in rural schools. This study examined storytelling methods of teaching, school locations, and students’ academic achievement in Christian Religious Studies (CRS) in Senior Secondary Schools, Ekiti State, South West Nigeria. Research questions and hypotheses were developed for the study. The design adopted for the study was a quasi-experimental research of two groups, that is, one experimental group and one control group. The Senior Secondary School Two (SSS2) students of the Ekiti State public secondary schools formed the population. The schools (rural and urban) for the study were purposively selected from Ekiti South-West Local Government Area of Ekiti State. A total of 159 students participated as the sample for the study. One instrument, ‘Achievement in CRS’ (ATCRS) instrument was used for data collection. The research hypothesis was analyzed using analysis of Variance (ANOVA). Findings from the study revealed no significant difference in the academic achievement of urban and rural students with CRS utilizing storytelling and conventional lecture methods. The study concludes that storytelling is a location friendly teaching method. The recommendations are based on the finding that teachers of CRS in Ekiti State public secondary schools should adopt the storytelling method during the instructional process to enhance students’ academic achievement in both rural and urban schools.

The Impact of Urban and Rural Education Gap on Student Achievement Differences

With our country’s social development, the gap between urban and rural education has become increasingly obvious, especially the difference in student achievement. This study aims to explore the impact of the urban-rural education gap on student achievement. The study adopts a quantitative analysis method to collect and analyze the academic performance, learning resources, and social resources of urban and rural students. The results show that the unbalanced distribution of educational resources in urban and rural areas is the key factor leading to the gap in students’ achievement. For example, urban education resources are abundant while rural education resources are relatively scarce. At the same time, the difference in social environment and family economic status also have a significant impact on student achievement. The differences between urban and rural areas, particularly in terms of family economic conditions and their ability to invest in education, further widen the gap between urban and rural education. The results of this study can provide a reference for reducing the gap between urban and rural education and improving the academic performance of rural students. A fair education policy is essential to narrow the gap between urban and rural education resources distribution, so as to improve the equality of education in society.

Learning English in the ‘shadow’: Patterns and implications of English private tutoring in Vietnam

Private tutoring has grown in prominence on a global scale. While research in this area has increased in recent decades, there remains a lack of focus on English private tutoring. This gap is particularly evident in Vietnam, where research on English private tutoring has not kept pace with its growing popularity. This article sheds light on the prevalence of English private tutoring among students in public high schools in Vietnam. The study examines the rate, patterns of enrolment, the reasons for its popularity and the perceived effectiveness of English private tutoring. Based on questionnaire data collected from 583 urban, regional, and rural school students, the findings revealed an enrolment rate of over 75%, with notable disparities in enrolment patterns among students in different socio-economic areas. However, despite the prevalence of private tutoring, the research findings revealed a modest impact of such tutoring on student academic performance, evidenced by over 75% of the students reporting slight improvement in their communicative skills. Irrespective of academic achievement levels and backgrounds, private tutoring has been a widespread and normalised educational practice, reflecting the nature of social and educational competition. The study emphasises the need for more proactive measures to regulate the practice before it is well-engrained as part of the culture.