Published Paper Details:

The results indicate that urban students exhibit significantly higher overall satisfaction with blended learning compared to their rural counterparts. Specifically, 34.3% of urban students report being "Very Satisfied" with the blended learning model, while only 20.0% of rural students share this sentiment. Urban students also perceive blended learning as more effective, with 37.1% rating it as "Highly Effective" compared to 22.9% of rural students. Furthermore, urban students display higher levels of engagement, with 40.0% describing themselves as "Highly Engaged," compared to just 17.1% of rural students. These disparities are largely attributed to the differences in technological infrastructure between the two settings. Urban schools benefit from widespread high-speed internet access and superior technological support, which facilitate a more seamless and effective blended learning experience. In contrast, rural schools often struggle with limited or no internet access and inadequate technological support, leading to lower satisfaction, effectiveness, and engagement among their students. The findings highlight the critical role of technological access in shaping students' blended learning experiences. To address these issues and improve educational outcomes, it is essential to enhance technological infrastructure and support in rural schools. By bridging the digital divide, educational institutions can ensure that all students, regardless of their geographical location, have equitable access to effective blended learning opportunities.