Educational Achievement of Students between Passive and Active Commuting Modes to School

Abstract

Commuting modes and socioeconomic inequalities shape students’ educational achievement, necessitating an analysis of their combined effects on educational achievements of students. This study investigates the relationship between commuting modes to school and the educational achievement of students in Pokhara Metropolitan City, Nepal. Data was collected from 918 students of grade VIII across 12 community schools. Students’ educational achievement was measured using multiple choice questions developed based on the Curriculum Development Center’s model questions and the questions prepared by the National Student Achievement Assessment (NASA). Independent sample t-test, and one-way ANOVA were employed to examine the differences in educational achievement of the students by commuting modes to school and associated socio-economic factors. The results reveal the significant variation in educational achievement by commuting mode. The passive commuters achieve better than those who are active commuters. Moreover, it also shows that the primary socio-economic factors, including ethnicity, parental education, and household income, cause critical disparities within each commuting group. The results suggest that enhancing educational achievement requires not only promoting safe and efficient commuting but also addressing the underlying socio-economic inequities that influence both commuting and learning in resource-constrained settings. The study also has important implications for educational planning and urban transport policy, indicating the need for integrated strategies that address mobility, equity and learning opportunities among students.