Comparing the Inequality of Music Education Resource Distribution Between Urban and Rural Areas and Its Long-term Impact on Students’ Learning Achievement

Abstract

Students receiving Western instrumental music education develop cognitive skills, creativity, and academic achievement. This study examines inequalities in resource availability for Western instrumental music education between urban and rural schools and their impact on student outcomes. A mixed-methods approach was used, combining quantitative surveys from 410 students measuring access to music resources, participation in programs, and academic performance, along with semi-structured interviews with 67 music teachers to explore instructional challenges and perceived effects on student motivation. Quantitative data were analyzed using SPSS for descriptive and inferential statistics, while qualitative data underwent thematic analysis in NVivo. Findings revealed significant disparities in music education resources. Urban schools had more instruments, structured programs, and highly qualified teachers, whereas rural schools faced limited access to instruments, fewer music programs, and a shortage of specialized instructors in Western music traditions. These disparities influence student motivation, proficiency, and long-term academic success. This study’s novelty lies in its comprehensive integration of qualitative and quantitative methods, offering a holistic understanding of educational inequalities in music. The findings highlight the need for targeted policy interventions to bridge the urban-rural gap and ensure equitable access to music education for all students.