SOCIOECONOMIC AND EDUCATIONAL DISPARITIES IN ENGLISH LANGUAGE ACHIEVEMENT: A COMPARATIVE STUDY OF RURAL AND URBAN HIGH SCHOOL STUDENTS

Abstract

Proficiency in the English language is a fundamental skill that students are expected to acquire in school. However, it has been suggested that learning gaps among students may be linked to factors such as their socioeconomic status, peer influence, and limited access to resources. In response to a growing trend of failing students, this study was conducted to investigate and identify the factors influencing students’ performance in English. Data for the study was collected from two types of communities: rural and urban. A descriptive research method was employed to achieve the study’s objectives.The results revealed that urban students have greater access to learning resources compared to those in rural areas. Additionally, the data indicated that both teachers and peers play a significant role in shaping students’ performance in English, regardless of location. Furthermore, the findings showed that female students in both rural and urban settings tend to outperform their male counterparts, with the highest academic achievers being concentrated in urban areas. Based on these findings, the researchers concluded that male students generally perform worse in English, teachers should maintain fairness toward all students, and rural schools should be provided with more English-related resources.

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