AN EMPIRICAL ANALYSIS OF STUDENTS’ PERCEPTIONS OF EDUCATION QUALITY IN RURAL AND URBAN SCHOOLS
DOI:
https://doi.org/10.47526/3107-3123.333Keywords:
rural, urban, education quality, student perceptions, empirical research, comparative analysis, JASP.Abstract
This article presents a comparative and quantitative investigation into the perceptions of university students who graduated from rural and urban schools regarding the quality of education they received during their secondary education. The primary aim of the study is to identify and systematically analyze the views of students educated in different settings concerning the learning process, pedagogical support, material and technical infrastructure, and access to digital resources.
Empirical data were collected through a survey of students from two Kazakhstani universities. The data were analyzed using JASP statistical software. Descriptive statistics, independent samples t-tests, and Pearson correlation analysis were employed to analyze the data.
The findings indicate that students from urban schools rated the quality of education, teachers’ professional competencies, technological facilities, and additional academic support significantly higher. In contrast, while students from rural schools expressed positive views regarding teacher-student interaction and moral education, they highlighted deficiencies in infrastructure and modern educational requirements. The Pearson correlation analysis revealed the structural relationships among key variables and identified the main factors influencing perceived education quality. These findings contribute to understanding the structural nature of educational inequality between rural and urban schools and offer a foundation for future educational reforms. The article stands out for its comprehensive exploration of educational disparities and its data-driven scientific insights.
The empirical findings provide a basis for developing evidence-based practical recommendations aimed at improving educational quality and reducing disparities between rural and urban schools.
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