An analysis of the learning performance gap between urban and rural areas in sub-Saharan Africa

Abstract

The learning gap between urban and rural areas is a persistent problem in many sub-Saharan African countries. Previous studies have found that the urban-rural learning gap is attributed to the fact that student characteristics and school resources are different in urban and rural areas. Our study updates this finding by using the latest dataset and further examines the changes in the attributed sources over time. Using 15 educational systems in sub-Saharan Africa, we examined 4 potential sources of the gap: student, family, teacher, and school characteristics. Our results reveal that the urban-rural learning gap in recent years is attributed mostly to differences in school and family characteristics. We also found that the attribution remains the same over time from 2004 to 2011 and that the attribution to family characteristics’ differences became slightly greater than the one to school characteristics’ differences.

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“…Different studies confirm that secondary school students in Africa perform poorly in geography (Anlimachie, 2019;Eze, 2021;Mwesiga, 2017;Opoku, et al, 2020;Yahaya, et al, 2021). By comparing rural and urban schools, some studies found that students from rural schools perform better compared with their counterparts from urban schools (Nidup, 2022;Oyeromi, et al, 2018;) and this contradicted by others revealing that urban schools perform better than rural schools (Opoku-Asare & Siaw, 2015; Sumida & Kawata, 2021;Vishwajeet & Girish, 2018).…”