Comparative Analysis of Science Literacy Across Urban and Rural Schools

Thesis Abstract

This study investigates disparities in science literacy between urban and rural secondary schools, addressing concerns that curricular access, teacher qualifications, and resource allocation contribute to divergent scientific understanding and engagement among students. The aim is to compare levels of science literacy and identify determinants that explain urban–rural gaps, with objectives to (i) measure and compare science literacy competence across contexts, (ii) examine the influence of instructional practices, teacher qualifications, and school resources on literacy outcomes, (iii) assess attitudes toward science and intended STEM pursuit, and (iv) propose context-specific recommendations to enhance science education equity. A cross-sectional survey design complemented by a concurrent mixed-methods approach will be employed. The population comprises all senior secondary science students in a nationally representative sample of 40 urban and 40 rural schools, with a target sample size of 2,400 students (1,200 urban, 1,200 rural) selected through stratified random sampling to ensure proportional representation by grade level and school size. Data collection instruments include a validated Science Literacy Scale capturing conceptual understanding, procedural skills, and epistemic awareness; a School Resources Inventory documenting laboratory facilities, instructional materials, and teacher turnover; a Teacher Qualification and Pedagogy Questionnaire; and a Student Attitudes toward Science Survey. Instrument validity will be established through expert review and pilot testing (n=180), with reliability assessed via Cronbach’s alpha and composite reliability analyses. Data will be analyzed using a hierarchical linear modeling (HLM) framework to account for student-level outcomes nested within schools, supplemented by multivariate analysis of variance (MANOVA) to examine group differences on literacy dimensions. Mediation analyses will test whether instructional practices and resource availability mediate urban–rural differences, while regression analyses will identify key predictors of science literacy. The study anticipates finding statistically significant gaps in science literacy favoring urban students, with effect sizes indicating meaningful practical differences. It is expected that higher-quality instructional practices (conceptual emphasis, inquiry-based activities) and better-resourced laboratories will partially mediate this gap, though rural schools with targeted professional development and community partnerships may exhibit improved literacy outcomes. The study’s contribution to knowledge lies in providing robust, context-specific evidence on the mechanisms underlying urban–rural disparities in science literacy and in informing policy and practice for achieving educational equity in science. By integrating a comprehensive resource and pedagogy assessment with student outcomes, the research will illuminate how school context interacts with instructional quality to shape science literacy, offering theoretical and empirical insights applicable across comparable national settings. The main conclusion will articulate the extent to which urban–rural differences persist after accounting for resources and pedagogy, and the recommendations will emphasize scalable interventions targeted professional development for science teachers, strategic investments in laboratory infrastructure, enhanced curriculum alignment with inquiry-based learning, and community-linked science outreach programs to foster interest and attainment in science among rural learners.