State’s rural students outdo urban peers in Maths, Science

Bengaluru (DHNS): Karnataka’s rural students do better than their urban peers in English, Mathematics, Science and Social Science subjects in class 10 in relation to their respective national average, says the first-ever National Achievement Survey.

The finding dispels the prevailing notion that schoolchildren in villages lag behind their peers in towns and cities in key subjects.


In case of English, rural students scored 259 against the national average of 244. Urban students, too, scored 259 but fell short of the national average of 263. In Mathematics, rural students scored 267, well above the national average of 247. Urban students could get just 255, just a point above the national average of 256.

In Science, rural children got 268, far above the national average of 247 while urban students scored 261, just four points above the national average of 257.

In Social Science, rural students surpassed the national average of 247 by 21 points (268). Urban students, too, surpassed their national average score of 257, but only by three points (260).

The opposite was true in states like Haryana, Meghalaya, Nagaland and Jammu and Kashmir. That means, urban students did better than their rural peers. The difference was particularly stark in the English language subject, the report notes.

The survey was conducted by the National Council of Educational Research and Training (NCERT) to find out the achievement levels of students in the above subjects, besides ascertaining the difference in learning levels with regard to area, gender, social group, board and management of schools.

Overall, Karnataka students (both urban and rural) had higher achievement levels than the national mean score of 250 in all the subjects — English (259), Mathematics (260), Science (266) and Social Science (266).

V P Niranjan Aradhya, fellow, Centre for Child and the Law, National Law School of India University, said: “From my experience, I have noticed that rural students have better commitment and conviction to their studies than urban students. There are also less distractions for them. Most of them are not so well-to-do, which actually motivates them to study more and stand on their own feet.”

According to Aradhya, a rigorous process of selecting teachers in government schools and better infrastructure in rural high schools could also explain the difference in the learning levels of urban and rural children.

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