A Comprehensive Study and Development Strategies for the Academic Achievement of Rural Primary School Students: A Case Study of Q Primary School in Qingxi Village

Abstract

As educational reforms continue to deepen, challenges in rural education have become increasingly evident. This study examines the current status of academic achievement among students in rural primary schools, with the aim of identifying effective strategies to enhance their learning outcomes. Using Q Primary School in Qingxi Village as a case study, the research evaluates students' cognitive academic performance through a structured questionnaire survey. The results indicate an overall positive trend in students' academic achievement. Comparative analysis reveals that students in grades 4-6 perform better in cognitive academic tasks than those in grades 1-3, and that students taught by homeroom teachers with over ten years of teaching experience achieve higher academic outcomes. Based on these findings, the study proposes several developmental strategies, including strengthening teacher professional development, optimizing the distribution of educational resources, and promoting effective home-school collaboration. These measures aim to foster a more equitable and high-quality educational environment for rural primary school students, thereby supporting their holistic growth and long-term academic success.