A Study of Inequality in Schooling and Teacher-Student Ratios in Urban and Rural China
DOI:
https://doi.org/10.31674/ijrtbt.2025.v09i01.001Abstract
Introduction: This study investigates educational inequality between urban and rural schools in China, focusing on the impact of technology access and teacher-student ratios on educational outcomes. Data were collected from urban and rural schools, examining the availability of technological resources, teacher-student ratios, and student academic performance. Methods: The study employs confirmatory factor analysis and regression techniques to validate hypotheses and identify key trends. Results: The findings reveal that technology access and teacher-student ratios significantly affect educational outcomes. Urban schools demonstrate a substantial advantage in both areas, resulting in superior academic performance. In rural schools, resource scarcity, particularly in technology access and teacher-student ratios, constrains educational quality. Hypothesis testing highlights the statistically significant interactive effect of technology access and teacher-student ratios on educational outcomes in urban schools. In contrast, the impact of technology access in rural schools is weaker due to resource limitations, although it remains positive. Conclusion: The study concludes that addressing educational inequality requires a comprehensive approach, including enhancing technology access, optimising teacher-student ratios, and improving teacher quality in rural schools. These measures are critical to narrowing the urban-rural education gap and promoting equitable educational opportunities for all students.
Keywords:
Educational Inequality, Educational Outcomes, Technology Access, Teacher-Student Ratio, Urban-Rural GapDownloads
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