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This study aims to compare early literacy acquisition between children from urban and rural backgrounds in Tanzania and explore influencing factors.

November 15, 2022Education 3-13Open Access

The rural and urban divide in early literacy acquisition in Tanzania: the mediating roles of home and school contexts

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This study aims to compare early literacy acquisition between children from urban and rural backgrounds in Tanzania and explore influencing factors.
Mixed-method research design with 200 early grade children, 120 parents, and 20 teachers.
Data collection included the Early Grades Reading Assessment, interviews, questionnaires, and documentary analyses.
Concurrent mixed design facilitated comparative analysis between urban and rural literacy levels.
Urban children had higher literacy scores in most areas except reading comprehension.
Girls outperformed boys in both urban and rural settings, although rural boys were often older.
Limited home learning environments and inadequate school facilities hindered literacy acquisition across both contexts.

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Mixed-method research shows urban children outperform rural peers in literacy, indicating a need for educational reforms.

Ndijuye et al. (2022) studied this question.

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