Exploring the Causes of Disparity in Mathematics Performance between Rural and Urban Secondary School Students in Kigali City, Rwanda

Munana Reuben¹ and Vedaste Mutarutinya²
¹African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS),
College of Education, University of Rwanda; ²School of Education, College of Education, University of Rwanda
Email: munanareuben74@gmail.com

Abstract: Persistent disparities in mathematics performance between rural and urban secondary school students remain a significant challenge to achieving equitable education in Rwanda. This study examined the factors contributing to these disparities in Kigali City, focusing on socioeconomic status and family background, access to educational resources, and community-family engagement. The study was conducted using the mixed methods research design under the pragmatism paradigm. The total number of Senior Five pupils from rural and urban public secondary schools was 223, sampled using stratified random sampling. Data was collected using structured questionnaires and analyzed using descriptive statistics and multiple linear regression analysis using Stata MP 16.1 software. The mean score obtained by urban students was 73.04%, while for rural pupils, it was 64.93%. Multiple linear regression analysis identified socioeconomic status and family background as the strongest predictor of mathematics achievement (β = 1.28, p < 0.001), followed by access to educational resources (β = 0.91, p < 0.001). These findings emphasize the significance of family socio-economic situation and provision of educational resources in accounting for the differential performance of the students in mathematics. The research concludes that any effort to reduce disparities between rural and urban areas must be made through the implementation of special programs to foster equality in education. The Ministry of Education together with other stakeholders should facilitate equal access to educational resources.