Student perception and academic achievement in rural upper secondary education

Abstract

The present study analyzes the relationship between students’ perception of the educational environment and academic performance in rural upper secondary education in Loreto County, Orellana Province, Ecuador. Through a mixed-methods approach, quantitative data (structured surveys) and qualitative data (semi-structured interviews and field observations) were collected between October 2024 and March 2025. The sample consisted of 236 students from six rural parishes, representing ethnic diversity and vulnerable socioeconomic backgrounds. The results show a significant positive correlation between favorable perceptions of the school environment and higher academic performance. The most predictive dimensions were perceived teacher quality, classroom climate, and student self-efficacy. Structural barriers such as poor school infrastructure, curricular disconnection from local realities, limited family engagement, and subtle forms of ethnic discrimination negatively impacted academic outcomes. Student narratives reflect strong youth agency, exemplified in expressions such as “we study just like that, even with rain” and “with effort and no laziness,” revealing a deep commitment to learning despite material hardships. This ethic of effort represents a crucial opportunity for educational policy and context-sensitive curricular design. The study concludes that incorporating student perception as a variable of analysis enables a more critical, contextualized, and human understanding of rural education systems. Accordingly, it recommends the design of public policies with territorial and intercultural approaches, reformulation of curricula based on epistemologies of the South, and the promotion of teacher training programs that recognize cultural and territorial diversity as essential educational components.