{"title":"Education and income inequality in rural areas: A comparative study","authors":"Lili Yang, Qiaoqiao Kong","doi":"10.1007/s10639-024-13007-0","DOIUrl":null,"url":null,"abstract":"<p>In examining the nexus between education and income levels in rural areas amid contemporary challenges, this article reveals the critical role of education in addressing issues of accessibility and quality in these regions. Utilizing an experimental design with 116 participants in rural China, the study introduced a novel teaching approach to the experimental group, resulting in significant enhancements in educational competence compared to the control group. Statistical analyses, including ANCOVA and t-test, demonstrated a substantial increase in economic development in the experimental group, affirming a positive correlation between education and income levels in rural areas. The study’s practical significance lies in providing specific information and statistical support for an experimental educational program’s efficacy in rural settings, with over 80% of participants praising its quality. The findings underscore the potential of improving education as a key driver in mitigating socio-economic inequalities in rural communities. Future research could explore the long-term effects of such programs and compare their effectiveness across diverse population groups, while also considering additional factors like healthcare accessibility and infrastructure development.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"1 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-13007-0","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
In examining the nexus between education and income levels in rural areas amid contemporary challenges, this article reveals the critical role of education in addressing issues of accessibility and quality in these regions. Utilizing an experimental design with 116 participants in rural China, the study introduced a novel teaching approach to the experimental group, resulting in significant enhancements in educational competence compared to the control group. Statistical analyses, including ANCOVA and t-test, demonstrated a substantial increase in economic development in the experimental group, affirming a positive correlation between education and income levels in rural areas. The study’s practical significance lies in providing specific information and statistical support for an experimental educational program’s efficacy in rural settings, with over 80% of participants praising its quality. The findings underscore the potential of improving education as a key driver in mitigating socio-economic inequalities in rural communities. Future research could explore the long-term effects of such programs and compare their effectiveness across diverse population groups, while also considering additional factors like healthcare accessibility and infrastructure development.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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