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Understanding the Impact of Educational Disparities on Academic Performance: A Comparative

Study of High School Students in Private and Public Schools in Kuwait

Word Count: 5489

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Literature Review

Recently, many countries have worried about the ongoing debate of educational

disparities. Unequal access to opportunities and resources affects how students view the

educational resources they have, especially in Kuwait. It can harm students' health, academic

performance, and future chances. Understanding the impacts and consequences of these

disparities is crucial to solving this growing schooling issue. Several studies have been done to

identify the differences in educational aspects between private and public schools in different

countries. Choy(1997) did a thorough study of public and private schools in the US in 1997 and

found big differences in funds, student population, teacher traits, school climate, and the subjects

offered. This study showed how complicated educational disparities are and how they affect

students' academic performance. Additionally in Nepal, Kunwar's (2021) research connects and

builds on Choy's (1997) research by further exploring and identifying other reasons behind the

differences in performance, analyzing resources, teacher motivation, and key aspects influencing

these outcomes. The study reveals that private schools outperform public ones due to factors like

better-qualified teachers, adequate resources, effective management, and incentive systems,

highlighting the existing academic disparities and emphasizing the significance of addressing

these issues for equitable education. The idea that private schools do better than public ones by

default was refuted by another study by Lubienski & Lubienski (2014), they contradicted the

whole idea that private schools outperform public schools and believes that its the opposite, in

the book they explain how private might have better outcomes but thats just because of the

financial support they given and not because they are better institutions but because their
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students largely come from more privileged backgrounds that offer greater educational support.

Lubienski & Lubienski (2014), prove their points by offering powerful evidence to undercut this

belief, showing that public schools in fact outperform private ones. Moreover In Frenette &

Chan's (2015) two studies examining high school academic outcomes in Canada, both

researchers revealed that “private high school students scored significantly higher than public

high school students in reading, mathematics, and science assessments at age 15, and achieved

higher levels of educational attainment by age 23.” These parallel studies showcased consistent

results indicating the superior test scores and educational attainment of students in private

schools. However, Frenette & Chan (2015) contest the prevailing notion that these differences

predominantly stem from in-school factors. Rather, they contend that peer pressure and

socioeconomic factors are the main causes of this inequality. Their combined research finds that

there is a difference in academic achievement between private and public schools, but it also

highlights that factors other than those associated with the school have a greater impact, reducing

the effect of educational disparities in school resources on students' academic performance.

The disparities that exist between public and private educational institutions are

becoming a crucial topic of study and have a significant impact on academic achievement. The

wide range of resources that are available is one important aspect that highlights these

differences. Many studies have shown how private schools frequently benefit from better

funding, smaller class sizes, resources, all of which are correlated with students' higher academic

outcomes (Hoxby & Leigh, 2004; Kunwar, 2021). Notably, the results of Hoxby & Leigh's

(2004) study highlight the ongoing tendency in private schools to keep class numbers lower,

which promotes higher levels of student involvement and better learning outcomes. This is
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consistent with findings by Dills & Mulholland (2010) and Frenette & Chan (2015), who

highlighted the significant impact of class size distribution in private and public schools. Though

private schools appear to have an advantage in some areas, Choy (1997) offers alternative

viewpoints, indicating that public schools may have more highly qualified and experienced

teachers as well as more technologically sophisticated libraries and media centres. Moreover, the

differences go beyond the distribution of resources to include opportunities and the backgrounds

of teachers. Dills & Mulholland (2010) elaborate on how private schools frequently provide

more extracurricular activities and better disciplinary settings, implying that these establishments

serve distinct demographics. Furthermore, research on the quality of instruction highlights the

critical connection between teacher credentials and student academic achievement, as

demonstrated by studies like Bonney et al. (2015) and Lubienski & Lubienski (2014). This is in

line with Kunwar's (2021) analysis of the academic performance discrepancy in Nepal, which he

linked to differences in teacher preparation and resource availability. Some of these claims are

refuted by counterarguments made by Choy (1997) who contend that public schools may have

more state-of-the-art infrastructure and instructors who are better qualified and supported. To

sum up, there are a variety of factors that contribute to the differences between public and private

educational institutions. Several studies highlight the advantages that private institutions have.

But the juxtaposition of counterarguments presents opposing points of view, necessitating a more

thorough and nuanced analysis when taking these differences in educational inequalities into

account. These results highlight the complexity of the educational system and highlight the need

for a thorough investigation of educational disparities in order to fully understand the effects they

have on students' academic performance and overall educational outcomes. However, little to no
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research has been conducted on how educational disparities from teaching quality and teachers

background, resources, opportunities, and the class size and amount of students affects high

school students academic performance, focusing on survey questions and focus group

discussions with 13-to-18-year-olds in Kuwait specifically. This research addresses an essential

question: To what extent do resource disparities, including class size, opportunities, resources,

and teachers' backgrounds, within the educational sector impact the academic performance of

teenage students in private and public schools in Kuwait? Youth perspectives on educational

disparities and how its affecting their academic level in different school systems in Kuwait is

crucial in addressing this issue. When trying to investigate and understand the cause of such an

issue it’s important to remember that students are both potential witnesses and victims of

educational disparities in schools. Several studies such as Frenette & Chan (2015), Lubienski &

Lubienski (2014), Hoxby & Leigh (2004) and Kunwar (2021) have investigated such a topic but

in different countries with different schooling systems and rules of resources distributions, in

addition to testing how such factors affect middle schoolers and not high schoolers, some studies

did in fact include high school students. However, no research has observed how high school

student’s academic performance gets affected from different educational disparities between

different school systems in Kuwait. Most high school students in Kuwait have been victims of

educational disparities because of the type of school they attend. As a result, some high school

students in Kuwait may have performed unequally when it comes to academics since some

students had all the resources, opportunities, teaching quality, and a small well-engaged

classroom, and on the other hand other students may achieve poorly depending on the available

resources their school has offered.

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This study is significantly important as it shows the rising issue of educational disparities

and seeks to demonstrate the small number of schools that are making efforts to bridge the gap

between them. Additionally, this study opens the possibility for future research to investigate

other contributing factors and delve into different aspects of the issue. Furthermore, this study is

important because it specifically focuses on high school students, which has been lacking in

previous studies conducted in and out of Kuwait. Several studies, including Horowitz, J.B.;

Spector, L. (2005), Chingos and Peterson (2012), and Frenette & Chan (2015), argue that high

school students are of greater importance than other levels of education due to their

developmental stage and the need for extensive experiences and opportunities. Moreover, this

study aims to raise awareness among schools, educators, and the Kuwaiti ministries of education

about this issue and its impact on students and the future of the country, as discussed in the study

by Abdulrahman Obaid Ali Alshimmari (2019), which highlights the lack of organizational

development in Kuwaiti middle schools. Additionally Abdulrahman Obaid Ali Alshimmari

(2019) includes Former British Prime Minister Tony Blair's report on his vision for Kuwait by

2030 also recognized the inadequacy of Kuwait's education system in preparing the workforce

for future challenges. The report emphasized the need for strong and effective measures to

address administrative educational systems, as continued inaction will inevitably threaten

Kuwait's future, given the low levels of achievement by Kuwaiti students in international

competitions.

This study’s goal is to comprehensively identify the extent of these disparities,

understand their impact on academic performance among students in different schooling systems

in Kuwait, and propose strategic interventions that promote equity and equal access to quality
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education across both school systems. By addressing these discrepancies, the study seeks to

contribute to the creation of a more equitable educational landscape in Kuwait, ensuring that all

students, irrespective of their schooling context, have fair opportunities to excel academically

and achieve their full potential. The aim of this study will be reached by individually asking

students a few questions through a survey and later on creating a focus group discussion to

develop and build on ideas. Throughout my research, I will argue about how educational

disparities are increasing in schools and are now considered normal believing it doesn’t create

any difference or effect on students current and future career.

Hypotheses

Furthermore, several hypotheses have been done regarding this issue. The disparities in

educational aspects, including resources, opportunities, and teaching quality, within the

education of teenage students in private and public schools in Kuwait have a significant impact

on academic performance, with the expectation that greater disparities result in more pronounced

differences in student outcomes.

Method

The research's methodological framework is carefully tailored to investigate educational

disparities that affect students' academic performance. By employing a mixed-methods approach

that combines qualitative and quantitative methodologies, this study seeks to provide a thorough

understanding of the extent different educational disparities between different school systems in

Kuwait impact students' academic performance.

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The quantitative data acquired from the survey questionnaire was used as the main data

collection strategy using a sample of high school students from various Kuwaiti educational

systems including private mixed, private segregated, and public segregated schools. The survey

and interview questions were translated to both English and Arabic to ensure the largest number

of responses, since the majority of students in Kuwait aren’t native English speakers. A survey

questionnaire is the best fit in the mixed method design and the explanation-focused approach.

Survey research is a special method of obtaining data from a large sample size with the ability to

test multiple variables, according to Jones, Baxter, and Khanduja (2013) “Survey research is a

unique way of gathering information from a large cohort. Advantages of surveys include having

a large population and therefore a greater statistical power, the ability to gather large amounts of

information, and having the availability of validated models” (Jones, Baxter, Khanduja).

The sample population consists of 30 high school students from each school system in

Kuwait including private mixed, private segregated, and public segregated schools. By

employing this sampling strategy, a wide range of perspectives and experiences are incorporated,

thereby augmenting the comprehensiveness of the study's results. The selection of the sample

was justified by the literature review, which highlights the importance of understanding high

school students' experiences in various educational systems with regard to these current

educational disparities.

In-depth interviews were used to collect qualitative data for this study utilizing Oakley

(1998)'s framework. Qualitative interviews enable recording, investigating, testing, and

reinforcing practices and norms. This study used interviews because participants can provide

extensive information regarding single events, experiences, or sets of experiences (Demarrais,

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2003). This gives academics deep insights into participants' viewpoints and experiences on an

issue (Turner III, 2022). Interviews also allow individuals to recount their experiences without

peer pressure. The study examined six high school students to better understand their

experiences. Two students from private mixed, private segregated, and public segregated schools

participated. Emails and other social media platforms were utilized to inform participants of the

study's main goals, emphasize voluntary participation, and obtain informed consent. The

interview included four open-ended questions the researcher prepared and had an expert advisor

review to ensure they met study goals. Zoom was chosen for the interviews due to its

time-saving features, user-friendly UI, accessibility across platforms, ease of usage, and comfort

(Grey & Wylie, 2020). Participants consented to audio record their interviews for accurate data

analysis. Thematic analysis is the best way to analyze quantitative interviews because it allows

for in-depth exploration of common themes, patterns, and experiences that affect students'

academic performance, providing a complete understanding of the data. Additionally thematic

analysis was chosen as its it’s used to identify the connection between repeated themes in

samples of data (Thomas, 2008).

Prior to data collection, all participants provide their full informed consent, with a focus

on their voluntary participation in the research. The survey questionnaire is distributed to high

school students by their school administration via Google Forms. Only students in high school

were included in the sample. This is due to the fact that changing the target population would

make the procedure more valid as this is the area where researchers lack research about.

"Adequately designed population-based studies minimize the possibility of unintended adverse

consequences on study results"(Kukull & Ganguli, 2012). This clarifies how bias is designed to
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be minimized in population-based research. I targeted high school students, to ensure they were

not forced to take the survey but allowed to participate. With IRB approval and informed

consent, I emailed potential participants, and 6 respondents willingly and voluntarily to join the

in-depth interview discussion. By implementing ethical practices, I ensured their privacy and

confidentiality, minimized harm and risks, provided debriefing, and allowed withdrawal. These

participants' study results were useful for analysis and investigation. Through this process, I was

able to ensure their anonymity and obtain the IRB approval form.

A thorough examination of the research phenomena can be accomplished by combining

qualitative insights with quantitative survey data. As suggested by Creswell (2022), the

application of a mixed-methods approach yields a more thorough understanding of the complex

dynamics connecting educational gaps among Kuwait's various schooling systems.

Results and Discussion

The results section provides an in-depth understanding of students' perspectives on their

school experiences and determines the extent to which these disparities affect students' academic

performance. This helps to create a new understanding and close the gap in the literature. The

findings are derived from both qualitative and quantitative responses.

A total of 6 participants completed the qualitative interview. The qualitative interview

enabled a deeper exploration of personal experiences and perspectives, yielding a wealth of

qualitative information that supplements the quantitative results. However, using the stratified

sampling method, the quantitative survey collected responses from 90 participants, 30 of whom

came from each school system. This provided more detailed numerical data regarding the

relationship between different educational factors and students' academic performance, as well as
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insights into participants' knowledge, experiences, and opinions regarding educational disparities

in Kuwait's various schooling systems. Ultimately, this allowed for a clearer understanding of the

overall impact among a larger sample of participants.

Moreover, it is crucial to acknowledge the reciprocal benefits that these methods provide.

While the quantitative survey offered statistical significance and the ability to apply the results to

a larger population, the qualitative interviews offered in-depth insights and contextual

information on each individual response in the quantitative survey. Using a dual method makes

the analysis more thorough and rigorous, resulting in a more comprehensive knowledge of how

much these disparities impact students' academic performance.

Figure 1

Equality in Educational Access

Question School Type

Do you believe that Public Segregated Private Mixed School Private Segregated
there is unequal School School
access to educational
resources in your
school when
compared to other
schools

Strongly agree Strongly agree Strongly agree

40%(12) 13.33%(4) 40%(12)

Agree 40%(12) Agree 46.67%(14) Agree 33.34%(10)

Responses
Neutral 20%(6) Neutral 26.67%(8) Neutral 26.67%(8)

Disagree 0%(0) Disagree 13.33%(4) Disagree 0%(0)

Strongly Disagree Strongly Disagree Strongly Disagree

0%(0) 0%(0) 0%(0)
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In Figure 1, the data shows a significant trend among Kuwaiti students, with 40% of them

from Public Segregated Schools and 40% from Private Mixed Schools “Agreed“ or “Strongly

agreed” about the lack of equal access to educational opportunities. Private Segregated Schools

also expressed concerns, with 40% “Strongly agreed” and 33.34% “Agreed.” This highlights the

urgent need for addressing educational equality and access issues in Kuwait, as perceived by

students from diverse schooling backgrounds.

Figure 2

Perceptions of Teaching Quality

Question School Type

Rate the teaching Public Segregated Private Mixed School Private Segregated
quality at your school School School

Excellent 20%(6) Excellent 26.67%(8) Excellent 73.33%(22)

Good 40%(12) Good 26.67%(8) Good 13.33%(4)

Responses Fair 20%(6) Fair 20%(6) Fair 13.33%(4)

Poor 13.33%(4) Poor 13.33%(4) Poor 0%(0)

Very poor 6.67%(2) Very poor 13.33%(4) Very poor 0%(0)

The data in Figure 2 reveals varying perceptions of teaching quality in Kuwaiti schools.

In public segregated schools, the majority rated teaching quality as "Good" with 40%, followed

by "Fair" 20%, and "Excellent" 20%. However, a significant percentage also rated it as "Poor"

13.33% or "Very Poor" 6.67%. In private mixed schools, students rated teaching quality

relatively evenly, with a slightly higher percentage rating it as "Excellent" 26.67%. In private

segregated schools, the majority rated it as "Excellent" 73.33%, with a significant percentage

rating it as "Good" 13.33%. There were no ratings of “Poor” 0% or “Very Poor” 0%, suggesting
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that students in private segregated schools generally have positive perceptions of teaching

quality. The data suggests that it is crucial for schools to address these issues and continuously

improve teaching quality for the benefit of all students.

Figure 3

The Impact of Teacher Qualifications on Students' Performance

Question School Type

Does the educational Public Segregated Private Mixed School Private Segregated
background School School
(qualifications) of
teachers have a
significant impact on
student learning
outcomes

Yes 80%(24) Yes 66.66%(20) Yes 86.67%(26)

Responses No 0%(0) No 6.67%(2) No 0%(0)

Not sure 20%(6) Not sure 26.67%(8) Not sure 13.33%(4)

From the results in Figure 3, it is clear that students in all types of schools in Kuwait

believe that the educational background and qualifications of teachers have a significant impact

on student learning outcomes.

In public segregated schools, 80% of students strongly believe that “Yes” qualifications

of teachers have an impact on academic performance. In private mixed schools, 66.66% of

students believe that “Yes” teacher qualifications have an impact. In private segregated schools,

the highest percentage of students (86.67%) believe that “Yes” teacher qualifications have a

significant impact on academic performance. These results explain that private segregated and
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public segregated students value teacher qualifications and backgrounds the most and believe

that it has a huge impact on their performance.

Overall this shows the importance of providing programs for teachers to improve and

provide all students with a high quality education, as this concerns many students in different

schooling systems indicating its importance.

Figure 4

Extracurricular Impact

Question School Type

Do extracurricular Public Segregated Private Mixed School Private Segregated

activities (national School School
and international
competitions)
improve academic
performance and
future college career

Positive 66.66%(20) Positive 66.66%(20) Positive 86.67%(26)

Responses Negative 0%(0) Negative 0%(0) Negative 0%(0)

No impact No impact No impact 13.33%(4)

33.34%(10) 33.34%(10)

These findings, which are based on Figure 4, indicate that most students in Kuwait's

various school systems think extracurricular activities—more especially, participation in national

and international competitions—have a good effect on their academic performance and college

prospects.

In private mixed and public segregated schools (66.66%) perceive extracurricular activities as

beneficial. In contrast, an even greater proportion of students (86.67%) in private segregated

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schools think that involvement in these kinds of activities enhances their academic performance

and prospects for attending college in the future.

It’s important to note that all students have a positive opinion on the value of extracurricular

activities. This highlights the importance of providing opportunities for students to participate in

a variety of extracurricular activities to support their academic growth and future career

aspirations.

Figure 5

Educational Resources Adequacy

Question School Type

Are the educational Public Segregated Private Mixed School Private Segregated
resources (books, School School
technology, labs, etc.)
available to you
adequate for learning

Yes, more than Yes, more than Yes, more than

enough 6.67%(2) enough 33.34%(10) enough 40%(12)

Responses Yes, sufficient Yes, sufficient Yes, sufficient

16.67%(5) 40%(12) 46.67%(14)

No, somewhat No, somewhat No, somewhat

inadequate inadequate 13.33%(4) inadequate 0%(0)
63.33%(19)

No, highly inadequate No, highly inadequate No, highly inadequate

13.33%(4) 13.33%(4) 0%(0)

Based on the results in Figure 5, it is evident that there is a significant disparity in the

availability of educational resources among the different types of schools in Kuwait.

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In public segregated schools, the majority of students (76.67%) believe that the resources

available to them are either “No somewhat inadequate” (63.33%) or “No highly inadequate”

(13.33%). This suggests that students in public segregated schools are struggling with access to

sufficient resources for their learning needs.

On the other hand, in private mixed and private segregated schools, a larger proportion of

students ((Private Mixed) 73.34% and (Private Segregated) 86.67% respectively) indicated that

the educational resources available to them are either “Yes more than enough” or “Yes

sufficient”. This signifies that students in private schools are generally more satisfied with the

resources provided to them.

The data indicates that there is a concerning disparity in the availability of resources

between public and private schools in Kuwait.

Figure 6

The Impact of Resource availability on Students' Performance

Question School Type

To what extent does Public Segregated Private Mixed School Private Segregated
the availability of School School
resources impact your
academic
performance

Significantly Significantly Significantly

46.67%(14) 66.66%(20) 66.66%(20)

Moderately Moderately Moderately

Responses 53.33%(16) 33.34%(10) 33.34%(10)

Slightly 0%(0) Slightly 0%(0) Slightly 0%(0)

Not at all 0%(0) Not at all 0%(0) Not at all 0%(0)

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The results in Figure 6 show that regardless of what type of school students attend they

all believe that the availability of resources has a significant impact on their academic

performance.

In public segregated schools, 46.67% of students believe that resources have a

“Significant” impact, while in private mixed schools and private segregated schools, 66.66% of

students in each type of school feel the same way.

Additionally, a significant portion also feel that resources have a “Moderate” impact on

their academic performance. This suggests that students in these schools recognize the

importance of resources in their academic success, even if they do not believe it has a significant

impact.

All things considered, these findings indicate that students in Kuwait attach great

significance to resource accessibility and think it has a big influence on their academic

performance.

Figure 7

The Impact of Smaller Class Sizes on Academic Performance

Question School Type

Do you believe a Public Segregated Private Mixed School Private Segregated

class with a smaller School School
number of students
positively impact
academic
performance

Yes 93.33%(28) Yes 86.67%(26) Yes 93.33%(28)

Responses No 6.67%(2) No 13.33%(4) No 6.67%(2)

Not sure 0%(0) Not sure 0%(0) Not sure 0%(0)

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The data presented in Figure 7 from the survey indicates that a significant proportion of

students attending private segregated schools, private mixed schools, and public segregated

schools think that having fewer people in a class has a good effect on academic achievement. All

school types had large percentages of students who agreed with this statement: 93.33% of

students from private and public segregated schools and 86.67% of students from private mixed

schools expressed this opinion.

These findings imply that Kuwaiti students are aware of the advantages of reduced class

sizes for improved academic achievement. It's likely that students believe lower class sizes

provide more opportunities for individualized instruction from professors, greater involvement

and engagement, and a more comfortable learning atmosphere.

According to the survey's overall findings, students in Kuwait—regardless of the kind of

school they attend—think that their academic performance is positively impacted by having

fewer students in the class.

Figure 8

Number of Students per Class

Question School Type

How many students Public Segregated Private Mixed School Private Segregated
are in your class School School

15-20 (0) 0% 15-20 (8) 26.67% 15-20 (22) 73.33%

21-25 (14) 46.67% 21-25 (4) 13.33% 21-25 (4) 13.33%

Responses
26-30 (14) 46.67% 26-30 (14) 46.67% 26-30 (4) 13.33%

30-40 6.67%(2) 30-40 (4) 13.33% 30-40 (0) 0%

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Figure 8's data demonstrate that, in public segregated schools, most students attend

classes of between 21 and 25 students (46.67%) and between 26 and 30 students (46.67%). Class

sizes in private mixed schools are distributed more evenly, with most of them lying between 21

and 30. Class sizes in private segregated schools are the smallest; 73.33% of them are in the

range of 15-20.

According to these findings, Kuwaiti schools of all types have class sizes that are on the

bigger side, this may indicate that Kuwaiti schools are having trouble keeping an appropriate

student-teacher ratio and controlling class numbers.

Bigger class sizes can limit individualized attention and support for students, potentially

reducing their engagement and knowledge. Teachers may struggle to adapt lessons to individual

needs, leading to a decline in participation and comprehension.

Figure 9

Academic Progress Check

Question School Type

What's your current Public Segregated Private Mixed School Private Segregated
grade School School

Above 4.0 / 100 (0) Above 4.0 / 100 (4) Above 4.0 / 100 (22)
0% 13.33% 73.33%

4.0 / 99-100 (0) 0% 4.0 / 99-100 (0) 0% 4.0 / 99-100 (0) 0%

3.5-3.9 / 98-90 (22) 3.5-3.9 / 98-90 (14) 3.5-3.9 / 98-90 (8)

73.33% 46.67% 26.67%

Responses 3.0-3.4 / 89-80 (4) 3.0-3.4 / 89-80 (12) 3.0-3.4 / 89-80 (0)
13.33% 40% 0%
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2.5-2.9 / 79-76 (4) 2.5-2.9 / 79-76 (0) 2.5-2.9 / 79-76 (0)

13.33% 0% 0%

Below 2.5 / 75 (0) Below 2.5 / 75 (0) Below 2.5 / 75 (0)

0% 0% 0%

Figure 9's data demonstrate that kids in public, segregated schools receive the lowest

marks; 73.33% of them fall between 3.5 and 3.9, or 98% and 90% of the sample. With a greater

percentage of pupils (46.67%) scoring in the range of 3.5-3.9/ 98%-90% and 40% scoring

3.0-3.4/ 89%-80%, private mixed schools had a more evenly distributed grade distribution.

Conversely, the best grades are seen in private segregated schools, where 73.33% of children

receive scores higher than 4.0/ 100%.

The study reveals that school type significantly impacts students' academic performance,

with public segregated schools facing the most challenges. Large class sizes limit student

engagement, while private schools have higher success rates. Inequality in resources,

opportunities, and teaching quality also contributes to these disparities. Addressing these issues

can improve academic performance across all types of schools in Kuwait.

Table 1

The thematic connection explores the impact of teaching quality and teachers’

educational background and qualifications on students’ academic performance

Question: How do you think the quality of teaching impacts your academic journey?

Student Summary of the Students’ Related Themes

Response (Appendix 1)

Student A: Private Mixed “Yes, a teacher's way of Importance of Teaching

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Student B: Private Mixed delivering information is Quality

crucial in our learning
experience and academic Teacher Style and Abilities
performance. It doesn't really
matter what her background
of education is, but the most
important thing is how she
delivers the information."

Student C: Private Segregated "The teacher is the main Importance of Teaching

source of support for the Quality
majority of students, so their
abilities greatly impact our Teacher Style and Abilities
understanding and academic with Strong Education
performance. While
educational background can
enhance knowledge to some
extent, the key factor remains
the teacher's efforts and
discipline in educating
students."

Student D: Private Segregated "For sure, teaching quality is Importance of Teaching

an important factor, but Quality
having resources available
such as online videos and Teacher Style and Abilities
practice materials may help
bridge the gap if the teacher is
unable to explain well. While
better education and
qualifications may help a
teacher understand how to
improve, it often depends on
the teacher and his/her
teaching style. For example,
the two current teachers who
are teaching me: one has a
master's degree and the other
has a bachelor's degree. In my
opinion, and the opinion of
other students, the teacher
with the bachelor's degree
knows how to deliver
information much more
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smoothly. Therefore, it all

comes down to the teacher
herself and her abilities."

Student E: Public Segregated “Teaching quality may be the Importance of Teaching

most important factor in our Quality
academic performance
because the teacher is our Teacher Style and Abilities
Student F: Public Segregated main source of information. It
is true that teachers with Arrogance with Higher
better education may have Education
more knowledge, but
sometimes teachers with
higher education might be
selfish and arrogant towards
students and may be careless
about whether students
understand or not.”

The responses from Table 1 show that students in both private mixed and private

segregated schools show a common belief that the quality of teaching has a significant impact on

their academic journey.

Student D from a private segregated school highlighted that the teacher's teaching style is

more important than their educational background, as evidenced by their experience with two

teachers with different levels of education, indicating that the teacher's abilities and teaching

style are paramount.

On the other hand, students from public segregated schools emphasized that the teacher

plays a vital role as the main source of information and support for students. However, they also

expressed concerns about teachers with higher education being arrogant or careless towards
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students, suggesting that a teacher's attitude and approach are equally important in determining

academic success.

Overall, the responses show a common theme across students from different school

systems in Kuwait - the importance of teaching quality in their academic journey.

Table 2

The thematic connection explores the impact of resources and its effect on students’

academic performance

Question: When considering resources like books, technology, or facilities, do you think these
resources help you achieve your academic goals?

Student Summary of the Students’ Related Themes

Response (Appendix 2)

Student A: Private Mixed ”Yes, using technology helps Importance of Resources in

students retain information in Enhancing Learning and
Student B: Private Mixed the long run and learn how to Academic Performance
apply it efficiently. For
example, when using books,
students increase their
investigative skills. When
using technology, students
enhance their critical thinking
abilities. And when using
worksheets, students are able
to practice and apply skills
effectively which, as a result,
improve students academic
performance.”

Student C: Private Segregated ”Surely, resources such as Importance of Resources in

science labs, libraries, and Enhancing Learning and
Student D: Private Segregated technology help us explore Academic Performance
every topic we learn and
ensure understanding through
various methods such as Resources Aren't the Main
physically applying, reading, Source for Learning
 24

or playing online games and

practices. These resources are
crucial for the majority of
students, but with the strong
teaching quality we have, our
main source is usually the
notes we write after our
teachers' explanations.
However, resources definitely
enhance our learning.”

Student E: Public Segregated ”Since we don't have many Importance of Resources in

available resources, and any Enhancing Learning and
additional resources are only Academic Performance
available online and require
Student F: Public Segregated payment, this hinders our Lack of Available Resources
ability to practice and
understand. Therefore, I
believe that improving the
resources in our school would
enhance our academic
performance.”

The responses from Table 2 indicate that students in the different school systems in

Kuwait highlight varying levels of access to resources and how they impact academic

performance.

In the private mixed school, students A and B emphasize the importance of technology,

books, and facilities in enhancing critical thinking skills, investigative skills, and academic

performance.

In the private segregated school, students C and D acknowledge the importance of

resources such as science labs, libraries, and technology in exploring topics and ensuring

understanding through various methods.

 25

In the public segregated school, students E and F express frustration over the lack of

available resources, they believe that improving the resources in their school would enhance their

academic performance.

Overall, the responses from the different school systems show a common recognition of

the importance of resources in supporting academic goals.

Table 3

The thematic connection explores the impact of a smaller number of students per class

and its effect on students’ academic performance

Question: What's your opinion on class sizes? Do you think smaller or larger classes affect
your learning experience? How so?

Student Summary of the Students’ Related Themes

Response (Appendix 3)

Student A: Private Mixed ”I believe that class size is Importance of a Smaller

one of the most important Number of Students per Class
Student B: Private Mixed factors. Resources, in Enhancing Learning and
opportunities, and teaching Academic Performance
quality could all be well, but
the uneven distribution of Benefits of a Smaller Number
students per class can disrupt of Students per Class Class
all of these well-built factors.
With a small number of
students, the teacher can
focus and engage well with
all students, ensuring that
everyone understands.
However, having a larger
number of students in a class
can create noise and a lack of
engagement and
communication.”

Student C: Private Segregated ”After changing schools from Importance of a Smaller

a public segregated to a Number of Students per Class
 26

Student D: Private Segregated private secondary school, I in Enhancing Learning and

noticed a difference in the Academic Performance
number of students per class.
I observed how my academic Benefits of a Smaller Number
performance, understanding, of Students per Class Class
and engagement in class
completely changed.
Therefore, I believe that
having fewer students in class
allows for better
comprehension and retention
of information, as well as the
ability to ask questions and
address any concerns.
Additionally, with fewer
students in the class, more
questions can be asked,
leading to a more conducive
learning environment.”

Student E: Public Segregated ”With the current number of Importance of a Smaller

students in our class, I believe Number of Students per Class
that I tend to lose focus a lot in Enhancing Learning and
due to the noise and Academic Performance
Student F: Public Segregated disturbances caused by other
students, as well as the Effect of Larger Number of
pressure that comes from Students per Class
interacting with different
students.”

The results show that all students, regardless of whether they attend a private mixed,

private segregated, or public segregated school, agree that smaller class sizes have a positive

impact on their learning experience. Student A and B from a private mixed school mention that

smaller class sizes allow for better teacher-student engagement and communication, while

Student C and D from a private segregated school state that smaller class sizes lead to improved
 27

academic performance, understanding, and engagement. Student E and F from a public

segregated school also express that a larger class size can lead to distractions and a lack of focus.

Overall, the responses highlight a common theme among students in Kuwait - that

smaller class sizes are beneficial for learning. Despite attending schools with different systems

(private mixed, private segregated, and public segregated), all students emphasize the importance

of fewer students in a class for better understanding, engagement, and improved academic

performance. This similarity in their responses suggests a consensus among students in Kuwait

on the importance of class size in shaping their learning experience.

Table 4

The thematic connection explores the impact of extracurriculars and opportunities in

improving students academic performance

Question: How important do you feel extracurricular activities or additional opportunities are
for your growth?

Student Summary of the Students’ Related Themes

Response (Appendix 4)

Student A: Private Mixed ”Extracurriculars are Importance of a

extremely important as they Extracurriculars in Enhancing
Student B: Private Mixed help students learn to manage Students’ Academic
their time. Additionally, Performance
extracurriculars create a lot of
opportunities for students to Benefits and Habits Gained
experience and communicate from Extracurriculars
with different people, and
build new connections.”

Student C: Private Segregated ”Extracurricular activities are Importance of a

significantly important for Extracurriculars in Enhancing
Student D: Private Segregated students, especially Students’ Academic
international competitions Performance
like Model United Nations,
 28

which allow students to learn Benefits and Habits Gained

how to research, investigate, from Extracurriculars
and present, enhancing their
public speaking and
communication skills.
Furthermore, these
competitions connect students
with peers worldwide,
creating future work
opportunities and new
friendships. In fact,
participating in these
activities helps students
become more self-reliant,
learn time management skills,
and meet deadlines.”

Student E: Public Segregated ”Since we have limited access Lack of Extracurriculars and
to national and international Opportunities
competitions, we don't tend to
have as much experience with
Student F: Public Segregated communicating and
presenting in front of new
people. However, we do have
some national competitions
such as math, spelling, and
writing competitions, which
certainly do help students, but
not as much.”

The responses from students in different school systems in Kuwait show a clear

consensus on the importance of extracurricular activities for academic growth. Students from

both private mixed and private segregated schools emphasize the value of extracurricular

activities in helping them learn time management, communication skills, and build connections

with peers. On the other hand, students from public segregated schools acknowledge the

limitations they face in accessing national and international competitions. They mention that
 29

while they do have some opportunities they do not have as much compared to students in private

schools.

Overall, the similarities in the responses suggest that students across different school

systems in Kuwait recognize the importance of extracurricular activities for their academic

growth. However, the differences in their experiences indicate disparities in access to resources

and opportunities, particularly in terms of participating in international competitions. This

highlights the need for more equitable access to extracurricular activities and opportunities for all

students in Kuwait, regardless of their school system.

Table 5

The thematic connection explores the area of improvement Kuwait needs to make to

ensure equality between all students

Question: What changes or improvements can Kuwait's Ministry of Education and your school
make to better support students learning needs and ensure equitable academic opportunities for
everyone?

Student Summary of the Students’ Related Themes

Response (Appendix 5)

Student A: Private Mixed ”Creating more national and Areas to Improve

international opportunities
Student B: Private Mixed and hiring good teachers,
additionally, allowing private
school students to go to the
parliament and present our
problems just like public
segregated schools do.”

Student C: Private Segregated ”Trying to balance the Areas to Improve

grading scale of public and
private schools and allow
 30

Student D: Private Segregated private school students to

raise their concerns in
parliament. Additionally,
creating more opportunities
for extracurricular activities,
such as mini-model United
Nations in schools, to prepare
students for actual MUN
conferences, building their
knowledge, experience, and
public speaking skills. These
activities will help us build a
strong resume and be better
prepared for university.”

Student E: Public Segregated ”Reducing the number of Areas to Improve

students per class, renovating
the school buildings, hiring
professional teachers who are
Student F: Public Segregated willing to put in the effort,
and allowing students to use
technology.”

The responses from students across different school systems in Kuwait show several

common themes. One major suggestion from all groups is the need for hiring qualified,

extracurricular activities, lowering class sizes especially in public segregated schools, and

providing more resources.

Overall, the responses indicate that students share the same objectives, which are to raise

the standard of instruction, provide equal opportunities for all students to improve.

The survey's findings have shed important light on the study's original hypothesis, which

examined the relationship between educational variables and academic performance among

teenage students in Kuwait. It is evident that a sizable portion of respondents are aware of the
 31

existence of educational disparities and how they affect their academic success. The data

indicates that educational aspects like resources, class size, opportunities, and teaching quality do

have a significant influence on academic performance.

According to the analysis, a lot of high school students in Kuwait encounter these

disparities on a regular basis, pointing to a problem that needs to be addressed. The survey's

results demonstrate the considerable influence that educational gaps have on students' academic

performance, which in turn may have an impact on their opportunities and prospects going

forward.

Overall, this study's survey, interview, and analysis results offer a clearer picture of the

intricate interaction between educational variables and academic performance among high school

students in Kuwait. These results highlight how crucial it is to address educational inequities in

order to guarantee that every student has an equal chance to succeed in their academic endeavors.

Implications

The study's results showed big differences in responses from private and public schools

and show how vital it is. Educators and decision-makers must close the gaps. The findings imply

that it’s critical to make things fair for Public School students, we need improved policies. These

policies must be equitable for all students. These strategies will result in reduced class sizes.

They will receive enhanced instruction and engage in a greater number of activities.

Additionally, they will receive increased financial resources. The many responses show how

important schools are. They help students get knowledge and reach their goals.

These findings may also mean that. It depends on the school type and its demographics,

custom interventions are needed. They are needed to close specific performance gaps. All
 32

students should have equal access to counseling services, including clubs and other school

resources, which are often easier to get at private schools. All parties in the education system

must act together. They must do this to close the gap between private and public schools.

Limitation

This study points out some limitations that researchers should take into consideration.

One significant drawback is the limited number of participants in the qualitative interviews. Six

students are interviewed. Two are from each school type. The interviews are qualitative. They

aim to add depth, although the small sample limits variety. The varied range of opinions within

the target audience may not be fully represented by the thoughts and attitudes of these six

students, hence restricting the scope of the qualitative findings. The conclusions' applicability to

high school students in Kuwait in other educational systems is significantly impacted by the

limited sample size. Moreover, the limited sample size might make it more difficult to identify

small effects, which would reduce the results' overall significance. Furthermore, selection bias

may have been introduced due to the voluntary nature of participation, which could have skewed

the statistics in favor of particular school types. Due to the possibility that participants gave

socially acceptable answers rather than their true thoughts, social desirability bias makes it more

difficult to evaluate the results. Furthermore, despite our best attempts to translate the

participants' answers from Arabic to English accurately, there might have been meanings that

caused some details to be misinterpreted.

Future Directions

Future researchers should study demographics and economics. They should do this to

learn what other factors affect students' grades. For example, most public schools in Kuwait are
 33

in different areas. The areas have different economic levels. This affects availability and could

explain some of the varied survey responses. Also, to reduce bias, future research should use

methods. These methods should ensure anonymity for participants. For example, they could use

indirect questioning to elicit honest answers. Using these techniques improves the accuracy and

consistency of the gathered information. This will reduce the influence of prejudice on the result

analysis.

Further studies may explore alternative sampling techniques. These strategies can involve

using larger, more fair samples. They ensure fairness by representing the population. Researchers

can improve their sample's representativeness. They can do this by including a diverse group of

people. This enhances the extent and comprehensiveness of the analysis. They can accomplish

this by employing either quota or simple random sampling techniques. By using these methods,

we will better understand educational differences.

Conclusion

This study aimed to see how educational disparities affected high school students across

Kuwait's various school systems. The study obtained a good grasp of the students' views, this

was done by combining numbers and descriptions. The results found out about the students'

views, awareness, and feelings about these disparities. The results imply that the respondents

understood these disparities and acknowledged them, and they do see the impact of educational

disparities on academic performance. On the other hand, opinions on the magnitude of this

influence differed. Most people acknowledged the problem and agreed with it. However, some

people remained unsure or neutral. The results showed that high school students in Kuwait have

a complicated grasp of the subject. Qualitative data demonstrates the issues that certain students
 34

were worried about and it stressed the need to address these differences. However, data showed

that respondents agreed that there are educational gaps. This is true at many levels and in many

ways. The data highlights the range of experiences that result from these gaps. The results show

that educational disparities greatly affect high school students’ grades. This answers the research

question and proves the hypothesis right. It shows that educational disparities exist. The bigger

they are, the more they impact grades. The results meet the goal. They show the size and impact

of these disparities and how they impact the grades of high school students in Kuwait's different

school systems. This study adds to the talk about educational disparities. It shows the urgency of

acting quickly. This is so all students have equal chances to improve in school. Future

investigations may study the lasting consequences of these differences. They will look at how the

differences affect the futures and choices of students. They will consider socioeconomic and

demographic factors. This will help them understand this complex issue better.
 35

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