English Language Literacy Skills and Academic Achievement of Urban and Rural Secondary Schools: The Case of High and Low Achievers
The main objective of the study was to investigate the relationship between English language literacy skills and academic achievement between urban and rural secondary schools. The study employed a descriptive design. The subjects of the study were 139 students (73 urban and 66 rural) selected from...
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| Veröffentlicht in: | Education research international 2022-07, Vol.2022, p.1-8 |
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| creator | Bachore, Mebratu Mulatu |
| description | The main objective of the study was to investigate the relationship between English language literacy skills and academic achievement between urban and rural secondary schools. The study employed a descriptive design. The subjects of the study were 139 students (73 urban and 66 rural) selected from seven secondary schools in Hawassa University Technology Village local district through a stratified random sampling technique. The data were collected by administering a literacy skill test that contains reading and writing skill items. Then, a t-test was computed to compare the mean differences between rural and urban secondary school high and low achievers’ English language literacy skill performances. And the p-value was computed to determine the level of significance of the obtained mean difference. The findings disclosed that there was a statistically significant mean difference between urban secondary school high achievers in the test scores of English language literacy (0.003, which is |
| doi_str_mv | 10.1155/2022/2315426 |
| format | Article |
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The study employed a descriptive design. The subjects of the study were 139 students (73 urban and 66 rural) selected from seven secondary schools in Hawassa University Technology Village local district through a stratified random sampling technique. The data were collected by administering a literacy skill test that contains reading and writing skill items. Then, a t-test was computed to compare the mean differences between rural and urban secondary school high and low achievers’ English language literacy skill performances. And the p-value was computed to determine the level of significance of the obtained mean difference. The findings disclosed that there was a statistically significant mean difference between urban secondary school high achievers in the test scores of English language literacy (0.003, which is < 0.05) in which urban high achievers outperform. Likewise, regarding the subcomponents of English literacy skills, a statistically significant mean difference (0.006, which is < 0.05) was obtained between urban and rural high achievers, which favored the urban ones. On the other hand, the study also confirmed that there was no statistically significant difference between the urban and rural low achievers in their language literacy skill mean scores.</description><identifier>ISSN: 2090-4002</identifier><identifier>EISSN: 2090-4010</identifier><identifier>DOI: 10.1155/2022/2315426</identifier><language>eng</language><publisher>New York: Hindawi</publisher><subject>Academic achievement ; Education ; English language ; Language instruction ; Language Skills ; Language tests ; Learning ; Literacy ; Phonics ; Reading comprehension ; Reading Skills ; Reading tests ; Rural schools ; Rural urban differences ; Secondary school students ; Skills ; Student writing ; Teachers ; Urban schools ; Writing tests</subject><ispartof>Education research international, 2022-07, Vol.2022, p.1-8</ispartof><rights>Copyright © 2022 Mebratu Mulatu Bachore.</rights><rights>Copyright © 2022 Mebratu Mulatu Bachore. This is an open access article distributed under the Creative Commons Attribution License (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 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The study employed a descriptive design. The subjects of the study were 139 students (73 urban and 66 rural) selected from seven secondary schools in Hawassa University Technology Village local district through a stratified random sampling technique. The data were collected by administering a literacy skill test that contains reading and writing skill items. Then, a t-test was computed to compare the mean differences between rural and urban secondary school high and low achievers’ English language literacy skill performances. And the p-value was computed to determine the level of significance of the obtained mean difference. The findings disclosed that there was a statistically significant mean difference between urban secondary school high achievers in the test scores of English language literacy (0.003, which is < 0.05) in which urban high achievers outperform. Likewise, regarding the subcomponents of English literacy skills, a statistically significant mean difference (0.006, which is < 0.05) was obtained between urban and rural high achievers, which favored the urban ones. 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Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bachore, Mebratu Mulatu</au><au>Wang, Yu-Min</au><au>Yu-Min Wang</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>English Language Literacy Skills and Academic Achievement of Urban and Rural Secondary Schools: The Case of High and Low Achievers</atitle><jtitle>Education research international</jtitle><date>2022-07-22</date><risdate>2022</risdate><volume>2022</volume><spage>1</spage><epage>8</epage><pages>1-8</pages><issn>2090-4002</issn><eissn>2090-4010</eissn><abstract>The main objective of the study was to investigate the relationship between English language literacy skills and academic achievement between urban and rural secondary schools. The study employed a descriptive design. The subjects of the study were 139 students (73 urban and 66 rural) selected from seven secondary schools in Hawassa University Technology Village local district through a stratified random sampling technique. The data were collected by administering a literacy skill test that contains reading and writing skill items. Then, a t-test was computed to compare the mean differences between rural and urban secondary school high and low achievers’ English language literacy skill performances. And the p-value was computed to determine the level of significance of the obtained mean difference. The findings disclosed that there was a statistically significant mean difference between urban secondary school high achievers in the test scores of English language literacy (0.003, which is < 0.05) in which urban high achievers outperform. 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| subjects | Academic achievement Education English language Language instruction Language Skills Language tests Learning Literacy Phonics Reading comprehension Reading Skills Reading tests Rural schools Rural urban differences Secondary school students Skills Student writing Teachers Urban schools Writing tests |
| title | English Language Literacy Skills and Academic Achievement of Urban and Rural Secondary Schools: The Case of High and Low Achievers |
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