Factors Influencing Student Engagement in Urban and Rural Secondary Schools: A Mixed-Methods Study

Abstract

Student engagement is a critical determinant of academic achievement and holistic development. This study examines the factors influencing student engagement in secondary schools across urban and rural contexts in Tanzania, focusing on disparities and improvement strategies. Employing a mixed-methods design, data were collected from 12 schools in Dar es Salaam, Morogoro, and Dodoma, involving 360 students, 48 teachers, and 24 parents. Quantitative surveys measured behavioral, emotional, and cognitive engagement, while interviews and observations provided contextual insights. Findings indicate that teacher quality, learning environment, socio-economic background, access to resources, and parental involvement significantly shape engagement. Urban schools demonstrated higher emotional and cognitive engagement, largely due to better infrastructure, qualified teachers, and richer extracurricular opportunities. Recommendations include targeted policy interventions, enhanced teacher training, equity-based resource allocation, and stronger school–community partnerships. The study aligns with Sustainable Development Goal 4, offering actionable guidance for bridging the urban–rural engagement gap in Tanzanian secondary education.