Mathematics achievement at rural and urban secondary schools: a trends analysis

The education gap between rural and urban areas hinders social and economic development. Urban students often have better academic performance, leading to more job opportunities and higher social status. This perpetuates social stratification as high-level skills are in demand. Recognizing and addressing these disparities is crucial to tackling social inequalities. Bridging these gaps will promote social and economic progress and empower communities in an ever-changing world. This study aimed to examine the relationship between mathematics achievement and various factors at the student and school levels among eighth-grade students in rural and urban areas of Malaysia. Using data from the Trends in International Mathematics and Science Study (TIMSS) collected from 1999 to 2015, separate multilevel analyses were conducted for students in rural and urban schools. The findings indicate that student-level factors play a significant role in mathematics achievement in both urban and rural schools, but school-level factors have a greater association with the achievement of urban schools. Additionally, compositional factors, such as students' socioeconomic background, have a greater relationship with mathematics achievement in urban schools compared to rural schools. The study highlights the need to address the achievement gap in mathematics between urban and rural students in Malaysia, with factors such as attitudes towards mathematics, educational aspiration, and parental education becoming more significant in recent years. Recommendations include investing in early childhood education, attracting high-quality teachers for rural schools, providing resources and technology access, and promoting self-concept in students through collaborative efforts.