A Comparative Study of Academic Achievement Among Government and Non-Government School Students in Urban and Rural Maharashtra

Abstract

Education is a crucial foundation for both individual empowerment and societal development. However, disparities in academic performance often arise due to variations in institutional structures, resources and geographical contexts. This study investigates and compares the academic achievement of secondary school students from government and non-government schools in Maharashtra, with a special focus on urban–rural disparities. A sample of 200 students from grade 9 and 10 was selected, balanced across school type, gender and geographic region. Data were collected using Educational Achievement Test Forms A and B and analyzed through mean scores, standard deviations and t-tests. The findings reveal that urban students outperform rural students significantly, highlighting the urban advantage in terms of resources and infrastructure. In urban settings, government school students performed better than their non-government peers, whereas in rural areas, non-government school students outperformed those in government schools. Gender-wise analysis shows that male students in government urban schools performed better than those in non-government schools, while differences among female students were minimal. The study concludes that institutional diversity, funding mechanisms and geographic disparities strongly shape academic achievement. The results emphasize the need for targeted rural interventions, equitable resource allocation and gender-sensitive educational strategies. By addressing these disparities, policymakers and educators can foster a more inclusive and balanced educational environment.