Measuring Teacher Effectiveness And Student Learning Perceptions Across Rural Vs. Urban Schools In Southern Kerala

Abstract

This study examines teacher effectiveness and student learning perceptions in rural and urban schools of Southern Kerala. The objectives were to assess teacher effectiveness, compare it across school locations, explore students’ perceptions of their learning experiences, and examine the relationship between teacher effectiveness and student perceptions. A sample of 90 students from 9th and 10th grades, equally distributed between rural and urban schools, was surveyed using structured questionnaires. Data were analyzed using independent samples t-tests, chi-square tests, and correlation analysis. Findings revealed that urban teachers scored higher in effectiveness than rural teachers, and students taught by highly effective teachers reported more positive learning experiences. A strong positive correlation was found between teacher effectiveness and student learning perceptions in both contexts. Chi-square analysis showed an uneven distribution of teacher effectiveness between rural and urban schools. The study highlights the importance of enhancing teacher quality, providing targeted support in rural schools, and fostering strategies to improve student engagement and learning outcomes.