1 discussion issues on the disparities in achievement of students (rural urban, cultural influences etc).

1. SME 3023 TRENDS AND ISSUES
Title : Discussion issues on the disparities in
achievement of students (rural- urban, cultural
influences etc).
Group Members:-
1)Paul Vosko Anak Ranged (D20121059016)
2)Nor Azila Binti Razak (D20112052105)
3)Dg Norhayati Binti Mahamad (D20112052103)

2. WHAT IS URBAN?
 An urban area is
characterized by higher
population density and vast
human features in
comparison to the areas
surrounding it. Urban areas
may be cities, towns or
conurbations, but the term is
not commonly extended to
rural settlements such as
villages and hamlets.

3. EXAMPLE OF URBAN
SK Puncak Alam, Selangor
SMK Bandar Puchong

4. WHAT IS RURAL
 The nature of the term 'rural' varies from place to place. It often
refers to areas in the country concerned which are less densely
populated. There are different types of rural areas, depending on
how accessible they are from urban areas.

5. EXAMPLE OF RURAL
Sk Darau, Kota
Kinabalu, Sabah
Sk Serian, Sarawak

6. RURAL-URBAN DIFFERENCES IN
STUDENT ACHIEVEMENT?
1. A comparison of the performance on standardized achievement
tests of students from small, usually rural, schools with those form
larger, often urban, institutions has not produced definitive results.
2. In research completed in the state of New York, Monk and Haller
(1986) found that students from smaller (often rural) schools
achieved as well as students from larger schools.
3. Pupil-Teacher Ratio (PTR)
4. Moreover, in one New Mexico study, which looked at factors
affecting performance of selected high school students, those
attending schools in rural areas performed as well as those in
urban locales (Ward and Murray, 1985).
NEXT

7. WHO SHOULD RESPONSIBLE BETWEEN RURAL
AND URBAN ACHIEVEMENT GAPS?
 https://www.youtube.com/watch?v=9b-yi03-bcA

8. PUPIL-TEACHER RATIO (PTR)
Figure 3: 1997 Pupil Teacher Ratios by location and school ownership
Source: Education Statistics Report, Government of Botswana, 1997
BACK

9. EFFECTS DO PARENTS AND COMMUNITY HAVE ON
THE ATTAINMENT OF RURAL STUDENTS?
 One of the negative aspects found in most
accounts is that rural communities possess are
much more limited view of existing occupational
roles for rural youth, who then understandably
restrict themselves when going on the job market
and on to higher education (Downey, 1980).
 Smaller communities do tend to generate more
community support for the school, with the
school becoming a center for community activity.

10. STUDENT ACHIEVEMENT IN RURAL SCHOOLS
 Student achievement is greatly affected by the area in which a student lives.
Reasons for the variations in achievement are geographic location,
resources, availability of technology, and quality of teachers.
 The small size of rural schools helps to assuage and combat poverty.
 In rural areas where both the schools and students have access to high
quality instruction, safe atmosphere, and communal support, achievement
tends to be better than in states where the students do not have access to
these crucial resources (Lee & McIntire, 2000). Currently, a national rural
versus non-rural mathematics achievement gap does not exist
(www.nea.org).

11. STUDENT ACHIEVEMENT IN RURAL SCHOOLS
 The majority of students that attend urban schools are from
minority families who live below the poverty line. Most often they
are from single-parent families where the parent is usually holding
more then one job to support the family and so little attention is
given to the child.
 Many urban students are less concerned with learning and
achieving a positive self-image then they are about obtaining food
or safety. This has a large and lasting affect on their student
achievement.
 In spite of the overwhelming lack of student achievement in urban
schools, there are still a significant amount of students that despite
the circumstances overcome the obstacles and manage to succeed.

12. Ethnicity
Characteristics of
Students
Family Socioeconomic
Status
Family Structure

13. Ethnicity
With respect to the effect of ethnicity, we follow Lim and
Saleh (2002),
non-Malay natives and immigrants will have significantly
higher scores in educational performance than Malay
Natives.
For eg, immigrants whose native language is not
English; the research demonstrates that quality bilingual
programs can close academic achievement gaps
between language minority and majority children
Research in U.S. (Rosenthal et al. 1983; Fernandez and
Nielsen 1986; Portes and Schauffler 1994; Schmid 2001)
emphasized differences in medium and instruction and
language ability as a primary determinant of the gaps in
educational performance

14. Family Structure
With respect to the effect of family composition and
structure, we follow McLanahan and Sandefur (1994)’s
Students from single-parent and stepparent families
have significantly lower scores in educational
performance than those from two-parent families
For eg, Students who have a disruptive and
unstable home life can have it much more difficult
on the school front when it comes to higher
achievement.

15. Family Socioeconomic
Status (SES)
With respect to the effect of parent’s education, we follow
Sewell and Shah(1968) and Muller (1995)’s
Parental education is positively related to educational
performance achievement.
Teachman 1987; Ho and Willms 1996,
Certain types of parent involvement, such as parental
discussions with the children about school-related
topics, such as the importance of getting an
education, benefit students because these students
show higher rates of homework completion and
academic achievement in the middle and high school
Years.

16. VIDEO
 http://www.youtube.com/watch?v=9b-yi03-bcA