The effect of rural-urban disparities on STEM education access in Pankshin LGA, Plateau State
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Background of the Study
Rural-urban disparities in educational access remain a critical issue in many regions, with significant implications for STEM education. In Pankshin LGA, Plateau State, the contrast between rural and urban settings manifests in the availability of resources, quality of instruction, and overall educational opportunities. STEM education, which equips students with essential skills for modern economies, is particularly vulnerable to these disparities. Urban areas typically benefit from better infrastructure, access to technology, and a wider array of educational programs, whereas rural areas often suffer from limited resources and outdated teaching methods (Ibrahim, 2023).
In Pankshin LGA, rural communities face multiple challenges that hinder their access to quality STEM education. These include inadequate funding, a shortage of qualified teachers, and insufficient infrastructure such as laboratories and computer facilities. Urban centers, on the other hand, are more likely to benefit from government investments and private initiatives aimed at enhancing STEM education. This divergence not only affects academic performance but also limits career opportunities for students from rural areas, exacerbating the cycle of poverty and underdevelopment (Nwankwo, 2024).
The gap in STEM education access between rural and urban areas is a multifaceted problem that involves socio-economic, cultural, and infrastructural dimensions. This study seeks to explore the extent to which rural-urban disparities influence the accessibility and quality of STEM education in Pankshin LGA. It will examine the role of government policies, community initiatives, and resource allocation in mitigating these disparities. The integration of technology and innovative teaching practices in urban settings stands in stark contrast to the challenges faced by rural schools, which often struggle to keep pace with rapidly evolving educational demands (Okafor, 2025).
Understanding these disparities is essential for developing targeted interventions that promote equitable access to STEM education. By identifying the factors that contribute to the urban–rural divide, this research aims to provide evidence-based recommendations for policy reform and resource distribution. The study is poised to offer critical insights into how educational inequities can be addressed to ensure that all students in Pankshin LGA have the opportunity to thrive in a technology-driven world.
Statement of the Problem
In Pankshin LGA, the persistent rural-urban disparities pose significant challenges to the equitable delivery of STEM education. While urban schools benefit from better infrastructure, access to modern technology, and qualified teachers, rural schools are often disadvantaged by inadequate resources and outdated educational practices. This imbalance results in marked differences in student performance and access to STEM-related opportunities. Rural students are often left behind in the race towards technological advancement due to a lack of necessary facilities and educational support (Yusuf, 2023).
This problem is further compounded by the insufficient implementation of policies aimed at bridging the gap between urban and rural educational systems. Although several government initiatives have been introduced to improve educational access, their impact on reducing the disparities in STEM education remains unclear. The challenges include logistical issues, limited funding, and a lack of tailored strategies that address the unique needs of rural communities. Consequently, the gap in STEM education access not only undermines the academic achievements of rural students but also restricts their future career opportunities, perpetuating a cycle of socio-economic disadvantage (Abubakar, 2024).
Without a clear understanding of the specific factors contributing to these disparities, efforts to formulate effective interventions remain fragmented. This study seeks to address this gap by investigating the impact of rural–urban disparities on STEM education access in Pankshin LGA. By examining both the infrastructural and socio-economic dimensions of the problem, the research aims to provide comprehensive insights that can inform policy and guide resource allocation to promote educational equity in the region (Chukwuma, 2025).
Objectives of the Study
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To examine the impact of rural–urban disparities on access to quality STEM education in Pankshin LGA.
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To identify key factors contributing to educational inequities between rural and urban areas.
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To propose strategies to mitigate the disparities and improve STEM education access for rural students.
Research Questions
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How do rural–urban disparities affect access to STEM education in Pankshin LGA?
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What are the main factors contributing to the educational divide between rural and urban areas?
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What interventions can effectively reduce the disparities in STEM education access?
Research Hypotheses
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Rural–urban disparities have a significant negative impact on access to quality STEM education.
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Socio-economic factors play a moderating role in the relationship between rural–urban location and STEM education access.
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Targeted interventions and policy reforms can significantly improve STEM education access in rural areas.
Significance of the Study
This study is significant as it sheds light on the profound impact of rural–urban disparities on STEM education access in Pankshin LGA. The research findings will be instrumental for policymakers and educators in designing targeted strategies to bridge the educational divide. By addressing infrastructural and socio-economic challenges, the study aims to promote equitable access to quality STEM education. The insights derived can lead to improved resource allocation and more inclusive educational policies, thereby enhancing opportunities for rural students to participate in and benefit from STEM education (Ifeanyi, 2023).
Scope and Limitations of the Study
The study is limited to investigating the effects of rural–urban disparities on STEM education access in Pankshin LGA, Plateau State, and does not extend to other regions or educational disciplines.
Definitions of Terms
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Rural–Urban Disparities: Differences in resources, infrastructure, and educational opportunities between rural and urban areas.
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STEM Education Access: The availability and quality of educational opportunities in science, technology, engineering, and mathematics.
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Educational Equity: The principle of fairness in education, ensuring all students have access to the same quality of learning opportunities.
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