Post-test results proved that rural group had improved much more in its mean score of post-test. Further analysis of improvement in post-test of both groups was conducted by using paired samples t-test. Paired samples t-test discovered that there was a statistically great difference in post-test score of rural group as t(19), p = 0.163, α = 0.05 (See Appendix B).
Paired samples t-test found that there was an immense difference in the pre-test and post-test marks of urban group as t(19) = -2.37, p = 0.01, α = 0.05 (See Appendix C).
It clearly proves the hypothesis that location has an effect on the learning of the students. So, it can be concluded that in terms of statistical significance, urban group had improved much more than the rural group. All this change was due to the change in location of school. Short stories for vocabulary enhancement proved to be effective for both rural and urban groups but there was a greatt difference in improvements of rural and urban learners. One possible reason was the past exposure of urban students to short stories in the form of rhymes having short stories in them that they used to have at the beginning level of school. For rural students, it was quite a new methodology due to which they couldn’t perform like urban students. It may also be concluded that we can have wonderful outputs from students by introducing short stories from the very beginning level at school.