IMPACT OF SOCIO ECONOMIC STATUS ON EDUCATIONAL ATTAINMENT IN

UTTRAKHAND: A CASE STUDY OF SRINAGAR

A Project Submitted to

Department of Economics, H.N.B.Garhwal University

for the partial fulfillment of the Pre. Ph.D. Compulsory paper course work

Submitted By

PRASHANT KUMAR

Pre Ph.D. Scholar

HEMWATI NANDAN BHUGUNA GARHWAL UNIVERSITY,

SRINAGAR (GRHWAL), UTTRAKHAND-246 174

(A CENTRAL UNIVERSITY)

2011

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DECLARATION

I hereby declare that the study in the present project titled “Impact of Socio Economic

status on Educational Attainment in Uttrakhand: A Case Study of Srinagar” conducted

under the Department of Economics, Hemwati Nandan Bahuguna Garhwal University,

for the partial fulfillment of the Pre Ph.D course work is original. To the best of my

knowledge, no part of this work has been submitted anywhere for any degree or

publication.

Prashant Kumar

Date- Pre Ph.D. Scholar

Place.

11

CERTIFICATE

Department of Economics

Hemwati Nandan Bahuguna Garhwal University

Srinagar (Gharwal)

Uttarakhand

Date:-

This is to certify that Prashant Kumar, a Pre Ph.D. scholar in the department of

Economics has conducted a study titled “Impact of Socio Economic status on

Educational Attainment in Uttrakhand: A Case Study of Srinagar” as a partial fulfillment

of the pre Ph.D. compulsory paper course work. This is an original work done by him.

Head of the Department

ACKNOWLEDGEMENT

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I Prashant Kumar, a scholar of Pre Ph.D. Course 2011, Department of Economics, H.N.B.Garhwal

University, Srinagar (Garhwal); do here by want to express my thankfulness to the University

Head Prof. T.P.Pant and Head of Department Prof. R.R.Nautiyal for providing such a unique

learning opportunity.

I am indebted to Prof. Anjali Bhuguna and Prof. P.S.Rana for their support and motivation

throughout the course. I am also grateful to Prof. M.C.Sati and Assistant Prof. Prashant Kandari,

for their contribution in improving the quality of this study.

I am very grateful to my friends, class mates and everyone who is of any help in conducting this

project and extended their support and cooperation for its smooth completion.

I express my special thanks to my Parents, brother, sister Pratima, and my friend Suchismita for

their personal guidance and care.

Finally, I am very happy to express my thankfulness to my respondents and everyone who

provided precious help to conduct this study successfully.

PRASHANT KUMAR

Preface

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This study tries to find out the correlation between socio-economic status and the

educational attainment. It is an attempt to examine the impact of education, occupation

and earning of the parents on the educational attainment of the students. This study

revolves around the students of Uttrakhand Board senior secondary and secondary

classes in Sringar an urban hamlet of Pauri Garhwal district of Uttrakhand state. All three

school of Uttrakhand Board (G.I.C., G.G.I.C., Sarswati Vidya Mandir, Sirkot, Srinagar)

have been taken under consideration in the study. The report has been divided under

five chapters. Chapter one gives an introduction about the whole report. A short review

of related literature is discussed in second chapter. In the third chapter, the

methodological issues are discussed. Chapter four includes data analysis and

interpretation. Chapter four is divided into five headings according to the study

hypothesis. Chapter five concludes with the conclusion and suggestions from the study.

PRASHANT KUMAR

CONTENT

Acknowledgement iv

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Preface v

List of Tables vii

List of Figures ix

Chapter-1: Introduction 10-19

Chapter-2: Review of Literature 20-24

Chapter-3: Research Methodology 25-28

Chapter-4: Research Findings 29-65

4.1: Parent’s Level of Education and Educational Performance of the Student 30-37

4.2: Family Monthly Income and Educational Performance of the Student 38-47

4.3: Parent’s Occupation and Educational Performance of the Student 48-53

4.4: Economic Status of the Family and Stream Selection at Senior Secondary

Level 54-55

4.5: Comparative Study of Governmental and Nongovernmental Senior

Secondary Schools in Srinagar 56-65

Chapter-5: Conclusion and Recommendations 66-69

Bibliography 70-73

Appendices

(i) Interview Schedule 74-80

LIST OF TABLES

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Table-1.1: Demography of Srinagar, Uttrakhand.

Table-3.1: Sampling frame work.

Table- 4.1: Characteristics of respondents.

Table-4.1.1: Frequency of parents’ educational level of senior secondary class student.

Table-4.1.2: Parent’s education and performance of senior secondary class student.

Table-4.1.3: Frequency of parents’ educational level of secondary class student

Table-4.1.4: Parent’s education and performance of secondary Class student.

Table-4.2.1: Frequency of parent’s level of income of senior secondary class student.

Table-4.2.2: Family monthly income and performance of senior secondary class student.

Table-4.2.3: Constraint faced by family and performance of senior secondary class student.

Table-4.2.4: Tuition taken and performance of senior secondary class student.

Table 4.2:5: Frequency of parent's levels of income of secondary class student.

Table-4.2.6: Family monthly income and performance of secondary class student.

Table-4.2.7: Constraint faced by families and performance of secondary class student.

Table.4.2.8: Tuition taken and performance of secondary class student.

Table-4.3.1: Frequency of parents’ occupation of senior secondary class student.

Table-4.3.2: Parent’s occupation and performance of senior secondary class students.

Table-4.3.3: Frequency of parent’s occupation of secondary class student.

Table-4.3.4: Parent’s occupation and performance of secondary class students.

Table-4.4.1: Economic condition and stream selection by the senior secondary students.

Table-4.5.1: Showing the infrastructure of the schools

Table-4.5.2: Comparisons of senior secondary results among all three schools.

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Table-4.5.3: Comparisons of secondary results among all three schools

Table-4.5.4: student-teacher ratio Comparison

Table-4.5.5: Perceptions given by students against the quality provided by the schools.

Table-4.5.6: Staff compression among schools.

Table-4.5.7: Comparison of study facility among all schools

Table-4.5.8: Fee comparison among schools

Table-4.5.9: Comparison of other facilities given by the schools.

LIST OF FIGURES

Figure 4.1.1: Parent's education of senior secondary class student.

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Figure 4.1.2: Parent’s education and performance of senior secondary class student.

Figure 4.1.3: Parent’s education, personal care given and performance of senior secondary class

student.

Figure 4.1.4: Parent's education level of secondary class student.

Figure 4.1.5: Parent’s education and performance of secondary class student.

Figure 4.1.6: Parent’s education, personal care given and performance of secondary class

student.

Figure 4.2 Parent’s level of income of senior secondary class student

Figure 4.2.2: Student’s performance against family monthly income.

Figure-4.2.3: Constraints faced by family and performance of senior secondary class student.

Figure-4.2.4: Impact tuition taken and performance of senior secondary class student.

Figure 4.2.5: Parents level of income of secondary class student.

Figure-4.2.6: Students’ performance against family monthly income.

Figure-4.2.7: Constraint faced by family and performance of secondary class student.

Figure-4.2.8: Impact of tuition taken and performance of secondary class student.

Figure-4.3.1: Parents’ occupation of senior secondary class student.

Figure-4.3.2: Parent’s occupation and performance of senior secondary class students.

Figure-4.3.3: Parent’s occupation and performance of secondary class students.

Figure-4.4.2: Economic condition on stream selection by the student.

Figure-4.5.1: Comparisons of senior secondary results among all three schools

Figure-4.5.2: Impact of comparisons of secondary results among all three schools

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CHAPTER ONE

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INTRODUCTION

Student’s education is closely linked to their life chances, income, and well being.

Therefore, it is important to have a clear understanding of what benefits or hinders his/her

educational attainment. There are several relevant areas that are most commonly linked to

academic performance. Family factors, school factors, and peer pressure are the main factors

which influence the educational attainment of the student. The environment at home is a primary

socialization agent and influences a child’s interest in school and aspirations for the future.

Family background has also been found to influence the educational attainment of the student.

Family background is the key to a students’ life and outside the school, influences student

learning and includes factors such as socio-economic status (education of parents, occupation

of parents, income of parents), parental involvement, and size of the family. A student’s

educational outcome and academic success are greatly influenced by the type of school that they

attend. School factors include school structure, school composition, and school environment. The

school one attends is the institutional environment that sets the parameters of students'

learning experience. School sector (public or private) and class sizes are two important

structural components of schools. Private schools tend to have both better funding and smaller

class sizes than public schools. Peer influences can also affect student performance.

Secondary and senior secondary-level education is the most important part of one’s educational

life and is valued very highly for advance classes, world of work, scientific and technical

application of knowledge and Life skills. However, attaining secondary education is not natural.

It is influenced by many imbalances, including parents’ social, educational, occupational

condition.

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Socio-economic status (SES), an interdisciplinary term, is economic and sociological terms

combines the total measures of family’s economic and social position based on family’s total

income, education and occupation of the family members. When analyzing a family’s SES, the

household income, earners' education, occupation, wealth and place of residence, are examined.

Socioeconomic status can be typically broken into three categories, high SES, middle SES, and

low SES to describe the three areas a family or an individual may fall into. When placing a

family or individual into one of these categories, any or all the variables (income, education, and

occupation) can be assessed.

Income refers to wages, salaries, profits, rents, and any flow of earnings received. Income can

also come in the form of unemployment or workers compensation, social security, pensions,

interests or dividends, royalties, trusts, alimony, or other governmental, public, or family

financial assistance.

Income can be analyzed as relative and absolute. Absolute income, according to the family

monthly income, John Maynard Keynes, is the relationship in which as income increases, so will

consumption, but not at the same rate. Relative income refers to a person or family’s savings and

consumption based on the family’s income in relation to others (Dutt and Sundharam, 2008).

Income is a universally used measure of SES because it is relatively easy to figure the income of

an individual or a family.

Annette Laree speaks on the concept of ‘concerted cultivation’, where middle-class parents take

an active role in their children’s education and development by using controlled organized

activities and promote a sense of right through encouraged discussion. Laureau argues that

families with lower income do not participate in this movement, causing their children to have a

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sense of constraint. A division in education attainment is thus natural in the path of educational

attainment. Lower-income families can have children who do not succeed to the levels of the

middle-income children, who can have a greater sense of right, that make them more prepared

for adult life (Malcolm Gladwell, Outlier, Chapter- Four).

Occupation is another measure of SES, includes both income and educational attainment.

Occupational status reflects the educational attainment required getting the job and an income

level varies with different jobs and the ranks of occupations. Occupational status measures social

position by describing job characteristics, decision making ability and control, and psychological

demands on the job.

Low SES and its correlates, such as lower education, poverty, and poor health, ultimately affect

our society as a whole. Inequities in wealth distribution, resource distribution, and quality of life

are increasing in the India and globally. Society benefits from an increased focus on the

foundations of socioeconomic inequities and efforts to reduce the deep gaps in socioeconomic

status in the India and abroad. Behavioral and other social science professionals possess the tools

necessary to study and identify strategies that could alleviate these disparities at both individual

and societal levels.

Educational attainment is defined as the highest grade completed within the most advanced

level attended in the educational system of the country where the education was received. Some

countries may also find it useful to present data on educational attainment in terms of the highest

grade attended. Right to Education is the ‘Fundamental Right' of every citizen of a nation. While

Higher Education is important, the Elementary Education system serves as the base over which

the Super-structure of the whole education system is built up. This paper tries to analyze the

trends, patterns and interacting factors affecting the quantitative and qualitative aspects of School

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Education System in India in recent years. It is observed that complete literacy has not been

achieved, and this has far-reaching socio-economic impacts. Enrolments in schools have

improved substantially in recent years but the retention rates are poor, and only a fraction of

enrolled students completes even the Primary classes. Completion of Middle and Secondary

levels is still lower. Wide regional variation exists even within this sub-standard performance of

the Basic Education system. While few states have performed moderately, others have done

abysmally, and continue to do so. Factors like poverty, presence of a wide child-labour market,

absence of assured employment after schooling, and infrastructural problems are identified as

factors responsible for the ills plaguing the elementary education system in India (Mukherjee,

Dipa, 2004). Providing incentives for attending schools, making the schooling process attractive

to the children, streamlining the middle and high school curriculum to make it more vocational

and job-oriented, and providing better infrastructure for the schools are some of the policies

likely to improve the scenario.

1.1 Theoretical background.

The research was informed by three related theories. These are:

The theory of cultural capital by Pierre Boudieu, (1986) who stated that education leads

to social reproduction and a stratified society by honoring the cultural capital of the elite

classes.

The theory of concerted cultivation by Annet Lareuae, (2003) which stated that lower-

income families have children who do not succeed to the level of the middle-income

children.

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The theory of credentialism by Collins Randall 1979 stated that public schools are

socializing institutions that teach and reward middle-class values of competition and

achievement.

These theories have been being used throughout the study as a set of tools to construct

explanations of what is the condition of socio economic condition and educational attainment in

Srinagar town.

1.2 Statement of the problem

Quality of education is now an emerging issue in the world and evolving over the globe. Million

Development Goal (MDG) of the United Nations has also targeted for the improvement in the

quality of education. Global competition is now pressurizing economy to be educationally sound.

Secondary phase of education is another important phase in the academic life of a student.

Recently, many changes have been made by the government to enhance the quality of senior

secondary and secondary class education. To improve the quality of the state board new grading

system has been considered. Secondary and senior secondary education is influenced by the

many factors as socio-economic status, role of schools and so on. This study is exploring the

relationship between social status, educational level and income of parents and educational

performance of the student. Several studies have been conducted in this field by different

research institution and research scholars. However, most of them are concentrated with primary

education but the main focus of the present study is to analyze the impact of socio economic

background of female and male parents on the educational performance of the student separately

at senior secondary and secondary education in Uttrakhand with special reference to Srinagar

town. Present study is also exploring the role of schools on the educational performance and

constructing a comparison between public and private school of the state board in Srinagar town.

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1.3 General background of study area

Uttarakhand, formerly Uttaranchal, is a state located in the northern part of India. It is often

referred to as the Land of Gods due to the many holy Hindu temples and cities found throughout

the state. It is known for its natural beauty and wealth of the Himalayas.

Uttarakhand is home to several important educational institutions, including the oldest

engineering colleges in Asia, the Indian Institute of Technology at Roorkee and Govind Ballabh

Pant University of Agriculture & Technology in Pantnagar. Uttarakhand is home to be several

reputed and prestigious senior secondary schools, including St. Joseph's College (Nainital), The

Doon School (Dehradun), and Welham Girls School (Dehradun) so on. Historically, Uttarakhand

is believed to be the land where the Vedas and the Shastras were composed and the great epic,

the Mahabharata, was written.

Uttarakhand is widely divided in to two divisions, Garhwal Division and Kumoan Division.

Garhwal division has nine districts as Dehradun, Haridwar, Tehri Garhwal, Uttrakashi, Chamoli,

Pauri Garhwal, Rudra prayag, Yamunotri & Kotdwar and Kumoan Division have eight districts

as Almora, Bageshwar, Champawat, Nainital, Pithoragarh, Didihat and Udham Singh Nagar.

Srinagar is the biggest town in Garhwal (hills) and a municipal board in Pauri Garhwal District

in the Indian state of Uttarakhand. Srinagar is located at 30.22°N 78.78°E at the left bank of

Alaknanda River. It has an average altitude of 560 meters (1,837 feet). It is a widest valley in the

Garhwal hills. Srinagar is the hottest place in the Garhwal (hills) in summers and has chilly

winters. Population of the Srinagar has been shown in the table below.

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Table-1.1 Demography of Srinagar, Uttarakhand

S. No. Total / Rural / Urban No of Households Persons Males Females

1. Total 11,134 49,800 25,699 24,101

2. Rural 7,051 30,142 14,501 15,641

3. Urban 4,083 19,658 11,198 8,460

Source: NSSO, 2011 Census

According to the table, males constitute 51.60% of the total population and females 48.4%. As of

2001 India census Srinagar has literacy rate of 83%, which is higher than the national average of

59.5%: male literacy is 86%, and female literacy is 79%. In Srinagar, 9% of the population is

under 6 years of age.

As far as Education is concerned, Srinagar is the most suitable place in Garhwal district to study.

A Central University H.N.B.Garhwal, Central University play important role to attract students

from all over India and mostly from Uttarakhand to this town. As per data given by AIU

(Association of Indian Universities), 1, 00,000 students with 60% male and 40% female students

are enrolled.

Several Senior secondary schools are there among them four senior secondary schools are

affiliated to central board (Devbhoomi Public School, SGRR public school, Kendriya Vidyalaya

Srinagar Garhwal, RainBow school), one is affiliated to ISC board and rest three are affiliated to

state board among them two, Government Inter College and Government Girls Inter College

have been established by state government and one, Vidya Mandir Srikot, is non-governmental.

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1.4 Purpose of the study

To estimate the extent to which parents socioeconomic status is related to pupils’ educational

attainment and the role of type of schools. To examine what type of relation dose exist between

type of school and the socio economic condition of the family.

1.5 Objectives of the research

Following are the objectives of the study.

To explore the impact of parent’s level of education on educational performance of the

student.

To explore the impact of family monthly income on the performance of the student.

To explore the impact of parent’s occupation on the performance of the student.

To study the impact of economic status of parents on selection of the stream at senior

secondary class.

To explore the impact of schools on educational performance and compare the success

ratio of governmental and nongovernmental schools in the current year 2011 based on

results and services.

1.7 Scope of the study

Focus of the present study is the educational attainment of students at senior secondary and

secondary level and socio-economic status of their family. Study also has an emphasis on the

role of schools on the educational attainment of the student. Present study is exploring the

27

significant relationship between parents’ socio-economic status (education, Income, and

occupations) and educational attainment of the secondary and senior secondary students based on

results of their 2011 Uttrakhand Board examination in respect with what services they are getting

according to the condition of their family.

1.8 Significance of the study.

The study will provide insight to the understanding of multiple aspects of socio-economic status,

which are influencing the educational performance of the student of senior secondary and

secondary classes in Uttrakhand. Although this study has not covered the entire part of the state

rather it may try to reflect the problems of the educational attainment which is being faced by the

senior secondary and secondary students of the state board in Uttrakhand. This study is also

exploring problems related to the quality education. This study can be a torch bearer for policy

makers in formulating policies for the governmental schools those are not showing satisfactory

results in compared with nongovernmental schools.

The information in this study can avail various stakeholders, e.g. Head teachers, school

management committee, parents and teachers associations and foundation bodies with a basis for

efficient school management and administration.

1.9 Limitation of the study

This project is a micro level study; it is limited to the only town of Uttrakhand because of time

and monetary constraint. So the findings and recommendations can’t be generalized overall in

Uttrakhand. Most of the findings are based on primary survey. In hilly area it is difficult to reach

respondent because of land disparity, lack of transportation, lack of information and so on. In

some cases, because of daily life schedule of the respondent, parents were not interviewed but

information about their education and sources of family income were provided by students.

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Fortunately, none of these limitations seriously diminishes the utility or validity of this study.

The sample includes enough individuals. In addition, appropriate measures were taken to

accommodate study limitations through the observation techniques.

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CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

In this section, the study sought to know what other researchers have found out about parents

level of education, their income level and occupational prestige in relation to children’s

educational attainment.

Research indicates that students from low-SES households and communities develop academic

skills more slowly compared to student from higher SES groups (Morgan, Farkas, Hillemeier, &

Maczuga, 2009). Initial academic skills are correlated with the home environment, where low

literacy environments and chronic stress negatively affect student academic skills. The school

systems in low-SES communities are often under resourced, negatively affecting students’

academic progress (Aikens & Barbarin 2008). Inadequate primary and secondary education

affects children’s further educational attainment and perpetuat the low-SES status of the

community. Improving school systems and early intervention programs may help to reduce these

risk factors, and thus increased research on the correlation between SES and education is

essential.

2.1 Parents’ level of education and student’s educational attainment

Students with families where parents have less education tend to systematically perform worse

than pupils whose parents have more education.

According to Nannyonjo H. 2007 pupils with parents who did not finish primary or just finished

primary, pupils with parents who finished senior four or senior 6 or university performed

considerably better. Students are getting better marks whose male parents had a university

degree. Compared to earlier research, for example by Hanushek, found female parents’ education

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has a significant effect on student’s educational attainment. Male parents’ education had a

stronger influence than female parents. Those results possibly reflect the ability of parents to

support the pupils’ school work, and likely interactions of literate parents with their children in

school related or literacy nurturing activities as well as their ability to support their children with

home work or help with difficult home work questions. Similarly Okumu et al (2008) in a study

of Socioeconomic Determinants of Primary School Dropout found that High academic

attainment of a female parents and male parents significantly reduces chances of primary school

drop out for both boys and girls in rural and urban areas. For a female Parents, this phenomenon

could be attributed to the fact that educated female parents reduce the time spend doing

household chores while increasing the time spend with their children than their uneducated

counterparts. Also educated female Parents are more effective in helping their children in

academic work. In doing so, they are also able to monitor and supervise their children’s

academic progress. While for Male Parents it’s attributed to the fact that educated male parents

are also interested in their children thus they would be willing to spend more time in helping

their children in academic problems. Educated male Parents are as well aware of the possible

returns to their children and they are more likely to have access to information and social

networks necessary for their children to engage into relatively human capital intensive activities

yielding high returns to education

2.2 Parent’ income and pupil’s educational attainment

Income shocks do not only affect investment in children’s education but also children’s

performance. When families are constrained by fewer resources and there are differences in boys

and girls access to resources, children’s learning is consequently affected. According to

Bjorkman M (2005), a negative income shock has two effects on the female student’s

performance: marginal girls will be withdrawn from school than boys and the resources (food)

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provided will fall more for girls than for boys. On the other hand as girls are provided with less

resources within the household, or alternatively, have to spend more time on domestic work as

compared to boys and this effect causes girls to perform compare to boys. According to Alissa

2010, Children’s results are lowest when poverty persist across the generations, and highest

when material advantage is long-lasting On the other hand, while good social skills also

appeared to be linked across generations, these do not make a significant direct contribution to

the current gap in the result between rich and poor children. Alisa found that the gap in

attainment between children from the poorest and richest backgrounds grew particularly fast

during the primary school years. By age eleven, only around three-quarters of children from the

poorest fifth of families reached the expected level at Key Stage 2, compared with 97 per cent of

children from the richest fifth. according to Alisa, Poorer children who performed well in exams

at age seven were more likely than better-off children to fall behind by age eleven, and poorer

children who performed badly at seven were less likely to improve their ranking compared with

children from better-off backgrounds – an important factor behind the widening gap. Akanle,

(2007) identified Parental income in this work to be a cogent factor upon which the

academic/vocational successes of secondary school students lie. He found Parental income not to

be sufficient to sustain the academic and personal social life of the student in sub rural school

areas. This to a large extent affects the psychological balance or homeostatic balance in the class

room, which causes low concentration, low perception, frustration, sickness and emotional

disability in academic performance of the students. Therefore when a child is deprived of the

essential needs he may be found to perform poorly in his school work. This is consistent with

Bugembe et al 2005 finding that child welfare at school is a determinant of child retention and

also incorporates the rights of children to adequate living standards (shelter, nutrition and

healthcare, water, and sanitation services) that are vital for child growth and development.

Bugembe explained that In urban areas, most poor families can hardly afford the cost of water,

32

resulting in children from poor families being sent on long treks in search of water, often having

to stand in long queues and consequently being late or absent from school.

2.3 Parents’ occupation and educational attainment.

Checchi D. & salvi A. (2010: 16) found that in Ghana some negative correlation emerged with

the probability of enrolment and low income jobs. In Mauritania they found that, there is also

positive association with household head working as public employee, which is typically

associated with less volatile higher earnings. For Uganda, the coefficients of both male parents

and female Parents education exhibited a nicely increasing trend, suggesting an increasing

pressure on educating the offspring, especially when the main source of income comes from

‘transfer’, which helps to raise school attendance. However one third of Ugandans classified as

unemployed were actually taking up unpaid family jobs, thus agreeing with Okumu et all 2008,

finding that a large percentage of the economically active persons are economically

unproductive; thereby vindicating the household’s dependence burden implying that educated

workers accept only high quality jobs and possibly experience long spells of unemployment and

or migration. This squeezes out the household’s resources, resulting into pupils in the family

dropping out of school. Another problem is that Dr Dunne and her colleagues, who presented

their findings to the British Educational Research Association's annual conference, examined

pupil-placement decisions in English and Math in 44 secondary schools and 124 primaries. Their

analysis included information on pupils' prior attainment, gender, ethnicity and home

neighborhood and found that working-class pupils are more likely to be placed in lower sets than

middle-class pupils who have the same test results, and that, pupils from middle-class

backgrounds more likely to be assigned to higher sets, irrespective of their prior attainment. The

schools said that prior attainment and perceived ability were the main criteria on which setting

decisions were based. However, over half the pupils with low prior attainment in English ended

33

up in middle or high sets. Setting decisions were therefore clearly not made on this basis alone.

Teacher judgments and pupil behavior influenced setting decisions but social class was more

important. This phenomenon is present in Uganda where pupils who wish to transfer from a rural

school to urban schools are often placed in lower classes due to perceived low attainment in their

previous schools.

By the way of summing up we can say that there is a huge complexity of reasons why students

from low socio economic status are less likely to excel in education. These range from family

and community expectations due to possible returns of education for the family, financial

hardship, parents ambivalent attitudes to education, poor attendance patterns due to need for

child labor. Likewise there are also many reasons why students from high socioeconomic status

excel in education. These include ability of literate parents to support pupils with home and

school work, monitoring and supervision of children’s school work and access to information

and social networks necessary for their children’s success in life.

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CHAPTER THREE

RESEARCH METHODOLOGY

This chapter presents the major methodological tools of the study on which interpretations,

conclusions and recommendations are based.

3.1 Research design

This study involves a descriptive research design in order to obtain information concerning the

current status of socio-economic status of parents and students educational attainment. This

study is trying to explore the difficulty faced by the student at the secondary and senior

secondary level in Srinagar. In this study, both primary and secondary data have been collected.

For primary data interview schedule and for secondary data gazettes, government reports, books

and journals have been used. To know the view of administration interviews of teachers,

Principals and other officials have been conducted.

3.2 Research population.

Present study is based on the students of senior secondary schools of Uttrakhand Board in

Srinagar. The target population includes 807 students and their families, and all three schools of

Uttrakhand Board in Srinagar. The study includes 435 students of private school (207 students in

secondary classes and 228 students in senior secondary classes), 191 students of GIC Srinagar

(67 students in secondary classes and 124 students in senior secondary classes), and 125 students

of GGIC Srinagar (66 students in secondary classes and 59 students in senior secondary classes).

Senior secondary and secondary school principals and teachers have also been interviewed

because schools and teachers play a very crucial role in enhancing the quality of teaching and

learning.

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3.3 Sample Size.

To analyze the impact of socio-economic status on educational attainment 100 students out of

751 have been interviewed including senior secondary and secondary levels from them 66 (26

out of 40 in senior secondary class and 40 out of 60 in secondary class) responses have been

considered. To analyze the impact of socio-economic status of the family on the educational

attainment of the student, parent’s interview has also been taken. 100 families out of 600 families

have been interviewed in which 66 responses could be analyzed. To evaluate the role of schools

in the educational attainment of the student a minor primary survey of all three schools (G.I.C.,

G.G.I.C., Saraswati Vidhya Mandir, Sirkot) have also been done. Principals, including head

teacher and class teachers of all three schools have been interviewed. Purposive sampling has

been done in the study. Justification behind the use of purposive sampling is some constraint

related to timing and money. Disparity of the land and unavailability of the transportation is one

of the major reasons behind the purposive sampling in hilly areas.

Table-3.1: Sampling frame work.

Interview Schedule/ Interviews Population Sample Size

Students 751 100

Families 600 100

Principals 3 3

Teachers 50 6

Total 1520 209

3.4 Research instruments.

Primary data was collected using, especially, interview schedule, unstructured interviews,

observation and examination of records. Separate interview schedules have designed for a

student and their parents. Unstructured interview has also been conducted for the principals, head

teachers and teachers to find out the views of administrative body schools.

36

3.4.1 Interview schedule

Based on the pilot survey, it was realized that the use of interview schedule can give us the

required data. As per the requirement of the four first objectives, questions have been designed in

the interview schedule. To make that reliable, it has been pre tested in the field and after that

corrections have been made. Interview schedule is designed in three parts. First part is about the

general information about the respondent (student). Second part consists of questions regarding

the perceptions of parents towards the quality of teaching of the schools to which their children

are admitted. And the third part tries to extract the perception of the respondent himself/ herself.

3.4.2 Documentary analysis.

Another source of data was records those were kept by schools about the students and their

educational performance. The students’ score in examinations had been especially sought. The

records also provided information about student’s enrolment, absenteeism and dropout issues.

The major consideration while gathering this information were to find out whether one is getting

what he/she is expecting from the school, and carefully things were observed without invading

any one’s privacy.

3.4.3 Observation schedule.

In the present study, this tool has been used because it gives the first-hand information that helps

to supplement other methods.

This technique has been used to collect information on whether students and teachers are in

possession of necessary school requirements, for example, does the school have enough teaching

materials for all teachers? If no, which important teaching materials does the school lack? Chalk,

rulers, computers, Do all student put on school uniform? What teaching methods is he/she used,

Are students attentive to the teacher, Do teachers scold at students in the class?

37

3.5 Data analysis and Presentation.

After coding and configuring the data, both qualitative and quantitative techniques were used for

data management and analysis.

Qualitatively data has been analyzed based the basis of themes so as to obtain emerging patterns

and trends from observations, questionnaires and interview data together with data from

documentary analysis. Clustered Column bar diagram has been used to describe data.

Clustered column charts compare values across categories. A clustered column chart displays

values in 3-D vertical rectangles. One can use a clustered column chart type when one has

categories that represent: Ranges of values (for example, item counts) and Names that are not in

any specific order (for example, item names, geographic names, or the names of people).

Student-Teacher Ratio (STR) - Student-Teacher Ratio refers to number of student per teacher. To

calculate Student-Teacher Ratio (STR) total number of student is to be divided by the number of

teacher in a class.

38

CHAPTER FOUR

RESEARCH FINDINGS

4.0 Introduction.

This chapter deals with the presentation and analysis of the major findings from the research

instruments that were used for collecting the data with specific emphasis on the socio-economic

status of the family and its impact on educational attainment of the student. This chapter also

dwells on our concentration on the contribution of schools in the academic performance of the

student. Present study is focusing on the educational attainment of the student of senior

secondary and secondary classes of Uttrakhand Board in Srinagar. According to the project

objectives, analysis part is divided into three major sections. First sections drag attention towards

the impact of socio-economic status of student’s family on their educational attainment in

secondary and senior secondary classes. Next section puts emphasis on the second objective,

impact of economic status on stream selection by the student while the last section of this chapter

is analyzing the role of schools to improve the academic performance of the student. In the first

two successive sections, argument is divided on the basis of senior secondary and secondary

classes and in the last section comparative study of public (governmental) and private

(nongovernmental) senior secondary schools of the state board have been discussed.

In order to conceptualize the situation, first the characteristics of the respondents are presented

below.

Table-4.1: Characteristics of respondents.

Senior Secondary Stu. & their Families

Secondary Stu. & their Families

Total

Interview schedule issued 40 60 100

Interview schedule considered 26 40 66

Interview schedule not considered 14 20 34

39

Principal interviewed 3 3

Head Teacher Interviewed 3 3

Teachers Interviewed 3 3

Sources: Primary Survey

Present study is focusing on both secondary and senior secondary classes. The interview

schedule issued were 100 (40 for senior secondary students and their families & 60 for secondary

students and for their families) in which 66 (26 of senior secondary and 40 of secondary classes)

schedules have been considered because of biasness and incomplete responses (to reduce non

sampling errors) 34 schedules (14 of senior secondary students and 20 of secondary students)

have not been taken under consideration.

4.1 Parent’s level of education & educational performance of the student

Since SES is the combined impact of, mostly, parent’s educational, income, occupation so the

present, this study considers each influencing factor respectively.

Firstly, the study is analyzing the impact of parent’s educational level on the student’s academic

performance in senior secondary classes and then the impact of educational level on student’s

academic performance has been taken into consideration.

4.1.1 Senior Secondary Classes

Educational Level of Parents of Senior Secondary Class Student

The findings are as shown below.

Table-4.1.1 Frequency of parents’ educational level of senior secondary class student

Education of Parents

Male Parents Female Parents

Frequency Percent Frequency Percent

Literate 2 7.7 8 30.8Metric 5 19.2 7 26.9

Intermediate 8 30.8 6 23.1

Graduate 5 19.2 5 19.2

40

Post Graduate 6 23.1 0 0.0

Total 26 100.0 26.0 100Source- Primary Survey

The majority of parents of students are having low level education mostly having secondary-

level schooling (almost 60 to 70% parents are having secondary or less than secondary-level

schooling). There is a difference between education of male parents and female parents, only

7.7% male parents are literate while more than 30% (30.8%) female parents are literate. They

only know how to write their name and to read. Most of the male parents are having schooling

up to senior secondary level and 40% male parents are graduates and post graduate, having a

college degree, while 19.2% male parents are graduates and no female parents have a post

graduate degree.

Figure 4.1.1 Parents education of senior secondary class students

Primary source

The above chart shows that majority of parents had a secondary levels of education.

Parent’s Educational Level and Student’s Performance at Senior Secondary Class

Education of parents is crucial to the attainment of students because parents provide head

start for the student learning. Findings have been given bellow.

Table-4.1.2 Parent’s education and performance of senior secondary class student

Educationof Male

Division in SS class (2011) Educationof Female

Division in SS class (2011)First div Second div First div Second div

41

Parents ParentsFreq. % Freq. % Freq. % Freq. %

Literate 0 0 2 100 Literate 2 25 6 75Metric 1 20 4 80 Metric 4 57.13 3 42.87

Intermediate 3 37.5 5 62.5 Intermediate 3 50 3 50

Graduate 4 80 1 20 Graduate 5 100 0 0

Post Graduate 6 100 0 0 Post Graduate 0 0 0 0

Total 14 237.5 12 262.5 Total 14 232.13 12 167.87

Source- Primary Survey

Figure 4.1.2 Parent’s education and performance of senior secondary class student

Primary Source

The graph suggests that the higher the education level of student’s parents, the better the

performance of student because students whose parents are highly qualified have secured the

first division. It can also be observed parents who have not been to school or having a secondary

level or less than secondary-level education, their children are getting second divisions.

Education of Parents & Personal Care given by them

Family is the primary source of education to all the children. A child gets his/her primary

lesson in the lap of their parents. Personal care of the parents helps the child throughout

his/her student life.

42

This study is examining the impact of personal care given by the parents on a student‘s

educational performance. It tries to find is there any relationship between time given by

parent and educational performance of the child.

The graph below shows the relation between student’s performance and the care he/ she gets

from his/her family in the sample.

Figure 4.1.3 Parent’s education, personal care given and performance of senior secondary

class student

Primary source

According to the graph, those parents is having higher-level education they are giving better

personal care as those parents having post graduate or graduate degree, care taken by them help a

student in their result (almost 90-100%) while the parents having no schooling, personal care

taken by them is not valuable( almost 60-100%).

43

4.1.2 Secondary Classes

Education Level of Parents of the Secondary Class Student

The findings are as shown below.

Table-4.1.3 Frequency of parents’ educational level of secondary class student

Education of Parents

Male Parents Female Parents

Frequency Percentages Frequency PercentagesLiterate 12 30.0 24 60.0

Metric 11 27.5 10 25.0

Intermediate 9 22.5 4 10.0

Skilled 4 10.0 0 .0

Graduate 4 10.0 2 5.0

Post Graduate 0 .0 0 .0

Total 40 100.0 40 100.0

Source- Primary Survey

The majority of parents of students are having low level education mostly having secondary-

level schooling (almost 70 to 80% parents are having secondary or less than secondary-level

schooling). There is a difference between education of a male and female parents, 30% male

parents are literate while 60% female parents are only literate, and they only know how to write

their name and to read. Most of the male parents are having schooling up to senior secondary

44

level and 10% male parents are graduates and post graduate, having a college degree, while only

5% female parents are graduates and no female parents having a post graduate degree. For the

sake of better understanding 3D frequency distribution chart has been given bellow.

Figure 4.1.4 Parents educational level of secondary class student

Primary Source

Parent’s Education of Secondary Class Student and Student’s Performance

Findings have been given bellow.

Table-4.1.4 Parent’s education and performance of secondary Class student

Education of Male Parents

Division in secondary class (2011) Education of Female

Parents

Division in secondary class (2011)

First div Second div Third Div First div Second div Third DivFreq. % Freq. % Freq. % Freq. % Freq. % Freq. %

Literate 6 50 4 33.33 2 16.67 Literate 15 62.5 6 25 3 12.5Metric 6 54.55 4 36.36 1 9.09 Metric 6 60 2 20 2 20

12th 7 77.78 0 0 2 22.22 12th 3 75 0 0 1 25Skilled 4 80 0 0 1 20 Skilled 0 0 0 0 0 0

Graduate 3 100 0 0 0 0 Graduate 2 0 0 0 0 0P.G. 0 0 0 0 0 0 P.G. 0 0 0 0 0 0

45

Total 26 362.33 8 69.69 6 67.98 Total 26 197.5 8 45 6 57.5Source- Primary Survey

The table depicts that the higher the education level of student’s parents, the better the

performance of student because students with parents having high qualifications are more in

numbers among who get first divisions. It can also be observed parents who have not been to

school or having a secondary level or less than secondary-level education, their children are

getting second division.

Figure 4.1.5 Parent’s education and performance of secondary class student

Primary Survey

Situation is clearer in the 3-D graph above.

Parent’s Education of Secondary Class Student & Personal Care given by them

In secondary class, impact of personal care on the result of the student has been shown in

the graph bellow.

Figure 4.1.6 parent’s education, personal care given and performance of secondary class

student.

46

Primary source

The above graph reflects that the personal care given by the skilled parents (having B.Ed.

Degree) is beneficial for the guidance point of view. Children of the skilled parents are attaining

100% results while those parents who are having low level education have the partial impact on

student's performance (30-50 %).

Conclusion- Study found almost 80-100% children of post graduate or graduates parents got

better marks while, just opposite, 80-100% children of literate, metric and intermediate pass

parents got average or less than average marks in both senior secondary or secondary class.

Arguments reflect that there is a positive relationship between the educational levels of parents

and performance of student in both senior secondary and secondary class.

47

4.2 Parent’s Monthly Income Slab & Educational Performance of Student

Another factor in determining socio-economic status is income because income creates

differences in access to scarce material goods. Income level plays an important role to determine

the academic qualification and performance of the student.

4.2.1 Senior Secondary Classes

Monthly income of Parents of Senior Secondary Class Students

Table 1.2.1 Family’s monthly income of senior secondary class student

Parent's Total MI Parent's monthly income slab Frequency Percentage

> or = 10,000 D 4 15.38

10,000 to20,000 C 9 34.63

20,000 to 30,000 B 11 42.3

< or = 30,000 A 2 7.69

Total 26 100

Source- Primary survey

Majority of students enrolled secondary school belongs to lower and medium family monthly

income slab. 15% students belong to ‘D’ slab (less than 10,000/ month), almost 70% students

belong to ‘C’ &‘D’ slab (between 10,000 to 30,000/ month), while only 5% students belong to

‘A’ slab (more than 40,000/ month).

48

Figure 1.2.1 Family’s monthly income of senior secondary class student

Primary Source

Family’s monthly income and educational performance of senior secondary class

students

Results have been tabulated bellow.

Table-4.2.2 Family income and performance of senior secondary class student

 Division in Senior Secondary Class (2011)First div Second div

Freq. % Freq. %

Family Monthly Income Slab

D 0 25 4 75C 5 55.56 4 44.44B 7 63.64 4 36.36A 2 100 0 0.00

Total 14 194.2 12 205.8

Source: Primary Survey (‘D’ >10,000, ‘C’:10,000-20,000, ‘B’:20,000-30,000, ‘A’ <10,000)

Primary survey is reflecting that students belonging to high monthly income families are doing

well. Students belong to the ‘C’ & ‘D’ slab are getting better grades and the success rate in these

class is 55.56 and63.64% respectively. The performance of the students who belongs to ‘A’ slab

is far better (100%) while the performance of the ‘D’ slab senior secondary students is poor, 75%

are attaining poor grades. The picture is clearer in graph given bellow.

Figure 4.2.2: Student’s performance against family monthly income

49

Primary Source

Present study is also examining other factors those influence the educational attainment of the

students as difficulty faced by families, personal care given by parents, availability of tuition &

its impact on the student’s academic performance in both senior secondary and secondary

classes.

Constrain faced by Families & Results of Senior Secondary Class Students

Results have been tabulated below.

Table-4.2.3 Constraint faced by family and performance of senior secondary class student

FAMILY MONTHLY

INCOME

Difficulty faced by families of senior secondary student Result of SS Class (2011) *Family Monthly IncomeEconomic Constraint No Constraint

Freq. % Freq. % First div Second div

D 4 100 0 0 0 100

C 3 66.69 6 33.33 55.56 44.44

B 2 18.18 9 81.82 63.64 36.36

A 0 0 2 100 100 0

Total 9 184.87 17 215.15 219.2 180.8

Source: Primary Survey (‘D’ >10,000, ‘C’:10,000-20,000, ‘B’:20,000-30,000, ‘A’ <10,000)

According to the field data families, who are related to the ‘D’ monthly income slab, are going

through economic constraint (100%) while those families belong to middle and high monthly

50

income slab the intensity of economic constraint is relatively going down for ‘C’,’B’ & ‘A’ it is

66.69%,18.18% & 0% respectively. Like the intensity of the economic constraint performance of

the students is also going better students of the ‘A’ slab families are showing 100% performance

against it performance of the students belongs to ‘D’ slab is poor. Both constraint and its impact

on a result have been shown in the graph simultaneously.

Figure-4.2.3 Constraints faced by family and performance of senior secondary class student

Primary Source

Tuition & Results of Senior Secondary Class Student

Tuition is also playing a vital role in the performance of the student in his academic

carrier. In the present study, we are examining the impact of tuition on the educational

performance of the student in senior secondary class. Based on a primary survey, these

results have been drawn in the table.

Table-4.2.4 Tuition taken and performance of senior secondary class student

FAMILY MONTHLY

INCOME

Tuition taken by Senior secondary student Result of SS Class (2011) *Family monthly incomeYes No

Freq. % Freq. % First div Second divD 1 25 3 75 0 100C 6 66.69 3 33.33 55.56 44.44

51

B 8 72.73 3 27.27 63.64 36.36A 2 100 0 0 100 0

Total 17 264.42 9 135.6 219.2 180.8

Source- Primary survey (‘D’ >10,000, ‘C’:10,000-20,000, ‘B’:20,000-30,000, ‘A’ <10,000)

According to the survey among 26 students 20 (76.9%) students have taken tuition to enhance

their educational performance. Among 20 students who are taking tuition 70% students are

getting first division only 30% are not getting first division while among six students who are not

taking tuition are not performing well, all (100%) are getting second division.

Figure-4.2.4 Impact of tuition taken and performance of senior secondary class student

Primary Source

Those students who are not taking tuitions, whose performance is not good, belong to the low

SES while those who are taking tuition belong to middle and high SES. 75 % student, have not

taken tuition because their family monthly income does not support to take tuition, attaining poor

marks. 66.69 % student of ‘c’ slab had taken tuition and among them, performance of 55.56%

student is better attaining first division while the students belong to ‘A’ slab, taking 100%

tuition, are performing extremely well. Picture is clearer in the graph.

4.2.2: Secondary Classes

Parent’s monthly income of secondary class student

Findings have been given bellow.

52

Table 2.2:5 Family’s monthly income of secondary class student

Family Monthly Income Family Monthly Income Slab Frequency Percentage

> or = 10,000 D 20 50

10,000 to20,000 C 10 25

20,000 to 30,000 B 9 22.5

< or = 30,000 A 1 2.5

Total 40 100

Source: Primary Survey

According to the survey, which is done for secondary class, above results have been drawn. Most

of the students, i.e. 75% belong to the ‘D’ & ‘C’ slab. 50% students of secondary class are living

in economic constraint and 25% students are living just above the economic constraint while

only 2.5% students are living without any constraint as economic or social. This is depicted by

the graph below.

Figure 2.2.5: Parent's family monthly income of secondary class student

Primary Source

Family monthly income & Educational Performance of Student at Secondary Class

Social theory advocates who economic constraint does impact the performance of the

student. The primary survey is justifying the social theory.

Primary survey results have given bellow.

Table-4.2.6 Family monthly income and performance of secondary class student

53

 

Division in secondary Classes (2011)

First div Second div Third div

Freq. % Freq. % Freq. %

Family Monthly Income Slab

D 10 50 6 30 4 20

C 7 70 1 10 2 20

B 8 88.9 1 11.11 0 0

A 1 100 0 0 0 0

Total 26 309 8 51.11 6 40Source: Primary Survey (‘D’ >10,000, ‘C’:10,000-20,000, ‘B’:20,000-30,000, ‘A’ <10,000)

Primary survey is reflecting that families belong to high family monthly income students are

doing well there. Students belong to the ‘C’ & ‘D’ slab are getting better grades the success

percentages in these class is 88.9% and 70% respectively. The performance of the students who

belongs to ‘A’ slab is better (100%) while the performance of the ‘D’ slab senior secondary

students is poor, 50% are attaining poor grades. The picture is clear from the graph present

below.

Figure-4.2.6 Students’ performance against family monthly income

Primary Source

Constraint faced by Families & Results of Secondary Class Student

Results have been tabulated below.

Table-4.2.7 Constraint faced by families and performance of secondary class student

54

FAMILY MONTHLY

INCOME

Difficulty Faced by Family of secondary class student Results of secondary class (2011)

*Family monthly incomeEconomic Constraint No Problem

Freq. % Freq. % First div Second div Third divD 18 90 2 10 50 30 20C 5 50 5 50 70 10 20B 0 0 9 100 88.89 11.11 0A 0 0 1 100 100 0 0

Total 23 140 17 260 308.89 51.11 40Source: Primary Survey (‘D’ >10,000, ‘C’:10,000-20,000, ‘B’:20,000-30,000, ‘A’ <10,000)

According to the field data families, who are related to the ‘D’ monthly income slab, are going

through economic constraint (90%) while those families belong to middle and high monthly

income slab the intensity of economic constraint is relatively going down for ‘C’ slab it is 50%

while ‘B’ & ‘A’ monthly income slab families are facing no constraint. Performance of the

students who belongs to ‘A’ & ‘B’ monthly income slab families is better than that of ‘D’

monthly income slab families. Argument is clearer in the graph. Both constraint and its impact

on result have been shown in the graph simultaneously.

Figure-4.2.7 Constraint faced by family and performance of secondary class student

Primary Source

Tuition & Result of Secondary Class Student

In the present study we are examining the impact of tuition on the educational

performance of the student in secondary classes.

On the basis of primary survey these results have been drawn and are being shown in the

table below.

Table.4.2.8 Tuition taken and performance of secondary class student

55

FAMILY MONTHLY

INCOME

Tuition taken by the student of secondary class Result of secondary class (2011) *Family monthly incomeYes No

Freq. % Freq. % First div Second div Third div

D 6 30 14 70 50 30 20

C 7 70 3 30 70 10 20

B 8 88.89 1 11.11 88.89 11.11 0

A 1 100 0 0 100 0 0

Total 22 288.89 18 111.11 308.89 51.11 40

Source- Primary survey (‘D’ >10,000, ‘C’:10,000-20,000, ‘B’:20,000-30,000, ‘A’ <10,000)

According to the survey among 40 students 22 (60%) students have taken tuition to enhance their

educational performance. Among 20 students who are taking tuitions 70% students are getting

first division only 30% are not getting first division while among those students who are not

taking tuition are not performing well, almost (70-90%) are getting second division. Results

have been shown in the graph.

Figure-4.2.8 Tuition taken and performance of secondary class student

Primary Source

Those students who are not taking tuitions, whose performance is not good, belong to the low

SES while those who are taking tuitions belong to middle and high SES. In the ‘D’ slab 70%

student are not taking tuition and they are securing poor marks. While according to the family

monthly income slab the tendency of taking tuition is growing and results are going better

respectively.

56

Conclusion- Study found that 100% children of ‘D’ family monthly income (FMI) slab faced

financial hardships performed less than average while 100% children of ‘A’ FMI slab performed

more than average in both senior secondary and secondary class. One of the most influencing

factors was tuition behind the better performance of children belonged to the ‘A’ FMI slab.

100% students those were taking tuitions belonged to high FMI slab performed more than

average.

Arguments reflect highly positive relationship between family monthly income and performance

of students in both senior secondary and secondary classes.

57

4.3 Impact of Parents’ Occupation on the Educational performance of Student

Occupational status of parents is one of the most important factors of SES, which impacts upon

the educational attainment of the student. In this part, study will give emphasis on the impact of

occupation of parents on educational attainment of the student on both senior secondary and

secondary classes.

4.3.1: Senior Secondary Classes

Parents’ Occupation of the Senior Secondary Class Student

Results have been tabulated below. The results show that there is a significant difference

between occupation of male parents and female parents.

Table-4.3.1: Frequency of parents’ occupation of senior secondary class student.

Occupation of Parents

Occupation of Male Parents Occupation of Female Parents

Frequency Percent Frequency PercentGovernment Job 16 61.5

311.5

Teacher 2 7.70

0.0

Labour class 3 11.51

3.8

Pensioner 1 3.80

7.7

House wife 0 0.020

76.9

Shop 4 15.42

7.7

Total 26 100.026

100.0

Source: Primary Survey

58

Majority of the male parents engaged in government job (61.5%) and rest of them 70.7% are

teachers, 11.5% are related to labour class, 3.8% are pensioner and 15% are having their own

shops while

Figure-4.3.1: Parents’ occupation of senior secondary class student

Primary Source

Among female parents, most of them are housewives (76.9%) and rest of them 11.5% are in

government job, 3.8% are related to labour class, 7.7% are a pensioner, and 7.7 are having their

own shops.

Parents’ Occupation & Performance of the Senior Secondary Class Students.

Results have been tabulated below.

Table-4.3.2 Impact of parents’ occupation on the performance of the senior secondary

students

Occupation of Male Parents

Division in SS classes (2011) Occupation of Female Parents

Division in SS classes (2011)First div Second div First div Second div

Freq. % Freq. % Freq. % Freq. %

Gov. Job 10 62.5 6 37.5 Gov. Job 2 66.67 1 33.33Teacher 2 100 0 0 Teacher 0 0 0 0

59

Labour class 1 33.33 2 66.67 Labour class 0 0 1 100

Pensioner 0 0 1 100 Pensioner 0 0 0 0

Shop 1 25 3 75 Shop 1 50 1 50

House Wife 0 0 0 0 House Wife 11 55 9 45

Total 14 220.83 12 279.17 Total 14 171.67 12 228.33

Source: Primary Survey

The above table shows that children of teacher parents are performing very well (100% of male

parents). The children of a government employee are also doing well (62.5% of male parents and

66.67 of female parents) while the children of a labour class parents are attaining poor marks

(66.67% of male parents and 100% of female Parents).

Figure-4.3.2: Parents’ occupation on the performance of senior secondary class students

Primary Source

So the above evidence shows that those male parents having non manual job as teacher,

governmental job, and pensioner and so on their children’s performance is better as compare to

those male parents who are doing manual work as labour class, having shop and so on.

If we consider performance, there is no indication that parents’ low socio-economic status is

associated with poor performance because pupils whose parents do predominantly manual work

are represented in division one in the same numbers as parents' of those student who do manual

60

and non manual work. Only those students got first division whose parents do non manual work,

it means socio-economic status is associated with better performance.

4.3.2: Secondary Classes

Parents’ Occupation of the Secondary Class Student

Results have been tabulated below.

Table-4.3.3 Frequency of parents’ occupation of secondary class student

Occupation of ParentsMale Parents Female Parents

Frequency Percentages Frequency PercentagesGovernment Job 10 25.0 2.0 5.0

Teacher 2 5.0 0 0Labour class 11 27.5 0 0

Pensioner 2 5.0 0 0Shop 15 37.5 0 0

House Wife 0 0 38.0 95.0Total 40 100.0 40.0 100

Source: Primary Servey

Survey showed that 60% male parents are busy in manual jobs as shops, labour class and so

on. 37.5% are having shops and 27.5% are labour class and rest of them i.e. 5% are teachers,

25% are in government job and 5% are a pensioner while only 5% female parents are in

government job and 95% female parents are housewives.

Figure-4.3.4 Frequency of parents’ occupation of secondary class student

61

Primary Source

Parents’ Occupation & Performance of the Secondary Class Student.

Parents’ occupation is the most important factor that influences the performance of the

student at a secondary level.

Survey results have been tabulated below.

Table-4.3.4 Parents’ occupation on the performance of the secondary class students

Occupation of

Male Parents

Division in Secondary classes (2011) Occupation

of female

Parents

Division in Secondary classes (2011)

First div Second div Third Div First div Second div Third Div

Fre. % Fre. % Fre. % Fre. % Fre. % Fre. %

Gov. Job 8 80 1 10 1 10 Gov. Job 2 100 0 0 0 0

Teacher 2 100 0 0 0 0 Teacher 0 0 0 0 0 0

Labour Class 6 54.6 2 18.18 3 27.27 Labour Class 0 0 0 0 0 0

Pensioner 2 100 0 0 0 20 Pensioner 0 0 0 0 0 0

Shop 8 53.3 5 33.33 2 13.33 Shop 0 0 0 0 0 0

House Wife 0 0 0 0 0 0 House Wife 24 63.2 8 21.05 6 15.79

Total 26 387.9 8 61.51 6 70.6 Total 26 163.2 8 21.05 6 15.79

Source: Primary Survey

The table shows that children of teacher parents are performing very well (100% of male

parents). The children of a governmental employees are also doing well (80%). The children of

manual job parents are attaining poor marks (45.45% by the labor class, 46% by the shop holder)

while the 63.16% children of housewife's female parents are attaining well.

Figure-4.3.3 Parents’ occupation on the performance of secondary class students

62

Primary Survey

So the above figure shows that those male parents having non manual job as teacher,

governmental job, and pensioner and so on their children’s performance is better as compare to

those male parents who doing manual work. As far as performance is concerned, there is no

indication that parents low socio-economic status is associated with poor performance because

pupils whose parents do predominantly manual work are represented in division one in the same

numbers as those whose parents do manual and non manual work. None of those whose parents

do non manual work passed in division one meaning that high socio-economic status is not

associated with better performance.

Conclusion

Above argument is showing that there is a significant relationship between the occupational

levels of parents and educational attainment of the parents. Children of teachers, government

employees, and pensioners (those parents who are doing non manual work) performed well. 60-

100% children whose parents are engaged in non manual work secured better percentages while,

just opposite, 70-100% children of unskilled or labour class parents (shop, labour and so on)

secured poor percentages in both senior secondary classes.

63

4.4: Economic Status of the Family and Stream Selection at Senior Secondary Class

Second objective of the present study is to examine the impact of economic status on the stream

selection by the student at senior secondary class. To analyze the impact of economic status on

stream selection special questions had been asked, and conclusion was derived based on

perception of a parent. Both the perception and actual condition cross tabulated by the pre

defined variable's family monthly income and difficulty faced by the families.

Family monthly income & Stream Selection

Findings have been tabulated bellow.

Table-4.4.1 Economic condition and stream selection by a senior secondary student

Family Monthly Income Slab

EC&SS perception EC&SS actually

Yes (%) No (%) Yes (%) No (%)

D 100 0 100 0

C 66.67 33.33 44.44 55.56

B 100 0 27.27 72.72

A 100 0 0 100

Source Primary Survey

The above result shows the impact of the economic conditions of family on stream selection

perceptions and what had actually. The study is analyzing a difference between a perception and

64

actual prevailing conditions of stream selection at senior secondary class according to the

economic condition of the family. According to the table, students who are falling in the ‘D’

family monthly income slab influenced by the economic condition of the family and changed

their stream choice. There is no difference between perception of the parents and actual

condition they had in ‘D’ family total income slab.

In ‘C’ family monthly income slab 66.67% parents are having the perception that streams

selection is influenced by the economic condition of the family while in 44.44% chances are

there when actually, stream selection is influenced by the economic condition of the family in

this slab.

Figure-4.4.2 Impact of an economic conditions on stream selection by the student

Primary Source

In ‘B’ family, monthly income slab 100% parents are having the perception that streams

selection is influenced by the economic condition of the family while in only in 27.27% chances

are there when actually; stream selection is influenced by the economic condition of the family

in this slab.

In ‘D’ family monthly income slab 100% parents are having the perception that streams selection

is influenced by the economic condition of the family, there is no case when actually, stream

selection influenced by the economic condition of the family in this slab.

65

The finding is showing that with the higher family monthly income, impact of the economic

conditions on stream selection is being positive in magnitude and with the lower family monthly

income this magnitude is going negative.

Conclusion

The above argument is showing that stream selection is highly effected by the economic

condition of the family.

4.5: Comparative Study of Governmental and Nongovernmental Senior Secondary Schools

in Srinagar

Present study is also examining the role of schools in the educational attainment of the student

according to the economic condition of the parents. This study is focusing on senior secondary

public and private schools affiliated by state government in Uttrakhand especially in Srinagar

town. Three senior secondary schools are there in Srinagar affiliated by state government.

1. Government Inter College, Srinagar

2. Government Girls Inter College, Srinagar

3. Sarswati Vidhaya Mandir, Sirkot Ganga Nali, Srinagar

Among these three schools, two schools are governmental (Government Inter College, Srinagar

and Government Girls Inter College, Srinagar) while Sarswati Vidhaya Mandir, Sirkot Ganga

Nali, Srinagar is nongovernmental.

According to the last objective of the study, present study is focusing on a comparative study of

these two types of state government affiliated public and private school.

Comparisons have been made on several bases.

4.5.1 Infrastructure

66

Infrastructure is the basic need for schools. Infrastructure creates a better educational

environment and helps in learning. Better infrastructure is an integral part of an educational

system. Present study is, firstly, comparing the infrastructure of all three schools and also

focusing its impact on academic performance of the students in all these three schools.

Information has been drawn based on documentary analysis. Observation and interview

conducted on the staff of the schools.

Table-4.5.1: Showing the infrastructure of the schools

Variable SVM GIC GGIC

Land Area Square Feet 2912 11544 2580

Class Room10th+12th 04+04 03+04 02+03

Capacity 40 40 50Condition Good Bad Average

BusesAvailability Yes No Yes

Condition Good   Bad

Play GroundAvailability Yes Yes Yes

Condition Average Good Bad

Source: Documentary Survey

4.5.2 Result Comparison (On the basis of 2011 Uttrakhand board results)

Result comparison has been done between public and private schools and senior secondary and

secondary class results have been made separately.

Senior Secondary Class

A student’s educational outcome and academic success are greatly influenced by the type

of school that they attend. School factors include school structure, school composition,

and school climate. The school one attends is the institutional environment that sets

the parameters of students' learning experience.

This study is exploring the role of schools. Results have been drawn in the table below.

67

Table-4.5.2: Comparisons of senior secondary results among all three schools.

Name of SchoolResult (2011) of Senior Secondary Class

TotalHonours First div Second div Third div Fail

GIC 0 26 65 22 11 124GGIC 2 25 26 0 6 59SVM 26 61 126 3 11 227

Source: Documentary Survey

In GIC, Srinagar 124 total student were enrolled and attended in the examination in

senior secondary class. Out of 124 students not a single student got honors, only 26

(21%) students got first div, 65 (52%) students got second div, 22 (18%) students gota

third div while 11 (9%) students were failed.

Figure-4.5.1 Comparisons of senior secondary results among all three schools

Primary Source

In GGIC, Srinagar 59 total student was enrolled and appeared in the examination in the

science stream in senior secondary class. Only two students (3%) got honours, 25 (41%)

students got first div, 26 (42%) students got second division, and no student got third

division while six (10%) students were failed.

In SVM, Srikot, Srinagar total 227 students were enrolled and appeared in the

examination in the science stream in senior secondary class. Only 26 students (11%) got

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honours, 61 (27%) students got first div, 126 (55%) students got second div, and only

three students (less than 1%) got the third div while 11 (4%) students were failed.

Secondary Class

This study is exploring the role of schools. Results have been drawn in table below.

Table-4.5.3 Comparisons of secondary results among all three schools

Name of SchoolResult (2011) of Secondary Class

TotalHonours First div Second div Third div Fail

GIC 10 26 17 6 8 67GGIC 5 12 42 7 0 66SVM 39 84 72 4 8 207

Source Secodary Data

In GIC, Srinagar 67 students were enrolled and appeared in the secondary examination.

Among them 10 (14.9%) student got honours, only 26 (38.74%) students got first

division, 17 (25.5%) students got second division, and 06 (8.94%) got securing third div

while 08 (9%) students were being failed.

Figure-4.5.2 Comparisons of secondary results among all three schools

69

Primary Source

In GGIC, Srinagar 66 total student were enrolled and appeared in the examination in

secondary class. Only five students (7.6%) are attaining honours, 12 (18.24%) students

got first division, 42 (63.5%) students got second division and 07 students secured third

division while no students were failed.

In SVM, Srikot, Srinagar total 207 students were enrolled and appear in the examination

in the science stream in senior secondary class. 39 students (18.72%) got honours, 84

(40.96%) students got first div, and 72 (34.56%) students got second div. Four students

(less than 2%) got third div while only eight (less than 4%) students were failed.

4.5.3: Student Teacher Ratio Comparison

Findings have been shown below.

Table-4.5.4 Student-Teacher Ratio Comparison

Variables Class SVM GIC GGIC

Total Strength10th 207 67 6612th 228 124 174

Teacher10th 14 20 1512th 12 10 11

STR10th 15\1 4\1 5\1

12th 19\1 13\1 16\1

Source: Interview Held

70

In GIC, Srinagar total 191 students are enrolled in senior secondary and secondary classes in

which 67 students are enrolled in 10th and 124 students are enrolled in 12th. There are total 30

teachers in GIC including 20 TGT and 10 PGT teachers. TGT teachers are eligible to the 10 th

class while PGT is for 12th class. STR (student-teacher ratio) is 04:1 in secondary class and 13:1

in senior secondary class.

In GGIC, Srinagar total 240 students are enrolled in senior secondary and secondary classes in

which 66 students are enrolled in 10th and 174 students are enrolled in 12th. There are total 26

teachers in GIC, including 15 TGT and 11 PGT teachers. TGT teachers are eligible to the 10 th

class while PGT is for 12th class. STR (student-teacher ratio) is 5:1 in secondary class and 16:1 in

senior secondary class.

In SVM, Srikot, Srinagar total 435 students are enrolled in senior secondary and secondary

classes in which 207 students are enrolled in 10th and 227 students are enrolled in 12th. There are

total 26 teachers in SVM, Srikot, Srinagar, including 14 TGT and 12 PGT teachers. TGT

teachers are eligible to the 10th class while PGT is for 12th class. STR (student-teacher ratio) is

15:1 in secondary class and 19:1 in senior secondary class.

Survey reflects that STR is more in public schools as compare to private schools while results are

better in private schools as compare to public schools. One thing is of more importance that

teachers in public schools are more qualified while teachers of private schools are less qualified

and working on low salary.

4.5.4: Perceptions of students for the quality of the schools

Results of the interview have been tabulated below.

Table-4.5.5 Perceptions of students against the quality provided by the schools

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School selected by Students

Qual. of Facility Qual. of Teaching Qual. of Arrangement% % %

Public Good 55 40 15Average 45 55 65

Bad 0 5 20Total 100 100 100

Private Good 80 70 25Average 20 25 65

Bad 0 5 10Total 100 100 100

Source: Primary Survey

Survey shows that 55% students of government school are saying that the facility provided by

public schools is good at 80% of the student those are saying the facility provided by

nongovernmental school is far better. 40% students are in favor of the quality of teaching

provided by the government schools are good while 70% students are in favor of

nongovernmental school affiliated by the state board. 15% students are saying that the

arrangements in government schools are good and 25% are saying that arrangements in

nongovernmental schools are better.

In a nut shell, the perception of interviewed students is that private schools are better in compare

with government schools.

4.5.5 Staff Comparisons

Results have been shown bellow.

Table-4.5.6 Staff compression among schools.

Staff   SVM GIC GGIC

Teacher10th+12th 14+12 20+10 15+11

Salary (10th+12th) 14,000-16000 31,000-36,000 31,000-36,000Clerk 10th+12th 2 2 1Peon 10th+12th 2 6 6

Guard 10th+12th 1 1 0

Source: Documentary Survey

72

In both public schools founded by government salary of teachers is given according to the pay

band of grades. TGT teachers gets between 31000-36000 and PGT teachers gets between 32000-

38000 while in private schools condition is not good TGT gets 14000 and PGT gets16000.

There aretwo2 clerks, six peons, andone1 guard in GIC, Srinagar. In GGIC, Srinagarone1

clerical staff, six peons and no guard is there while in SVM, Srikot, Srinagar, there is two clerical

staff, two peons and one night watch man are there.

As far as salary is concerned, the condition of private school is not good while they are doing

good job. In governmental schools condition of GGIC, Srinagar is better compare to GIC,

Srinagar.

4.5.6: Fee Comparison

Findings of documentary analysis are given in the table below.

Table-4.5.8 Fee comparison among schools (in 2011)

FeesSVM GIC GGIC

10th 12th 10th 12th 10th 12th

Monthly Fee 450 500 15 25-20 15 25-20Half Yearly+ Annual Exam Fee 100 100 0 0 30 30

Board Form Fee 160 300 160 300 160 300

Tuition/Coaching Fee No No No No No No

Source: Documentary Survey

In both, government funded schools, fees only taken for the sake of a fee. In secondary class

monthly fee is only 15 and in senior secondary class it is hardly 20-25 while in

nongovernmental school, SVM, Srikot, Srinagar, 450 for secondary class and 500 for senior

secondary classes is being charged which is out of the reach to those families who belong to low

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family monthly income. Families belonging to low family monthly income slab can’t afford to

give expensive education in the private schools.

4.5.6 Study Facility

Results of documentary analysis have been tabulated bellow.

Table-4.5.7 Comparison of study facility among all schools

Variable SVM GIC GGIC

Computer

Numbers 30 8 15Internet No NO Yes

Condition Average Bad Average

Library

Books 600-700 Not Managed 1000 newNews Paper 3 No No

Weekly 4 No No

Condition Average Bad Average

LaboratoryAvailability Yes Yes Yes

Condition Average Average Average

Extra Classes Facility

Availability Yes Only for Hostel NoCondition Good Excellent *

Fee Charged No NO *Source: Documentary Survey

As per study material is concerned, in GIC, Srinagar library is available but this not managed

well. Its condition is very poor, separate reading room is not available is not available for library

Facility of Laboratory is available but condition is not good. Extra class facility is available for

only hostellers (only one hostel is there in Garhwal for senior secondary and secondary students

and the performance of the hostel is excellent but only scholarship getting students can get the

facility of the hostel). Computer lab is there but the condition of lab is very poor, only 08

computers are there and out of them only 03-04 are working.

In GGIC, Srinagar library is available and well managed almost 8000 books are there including

1000 new books and are issued to only poor girls’ student. Separate room for library is available

there. Laboratory facility is available but condition is not good. Extra Class facility is not

74

available. Computer lab is also there condition of lab is better compare to other schools. 15

computers are there and all are working. Lab is the internet equipped.

In SVM, Srikot, Srinagar library is available but not well managed. Separate room for library is

under construction; almost 2000 books are there including 1000 new books and are issued only

for reference. Laboratory facility is available but condition is not good. Extra Class facility is

available. Computer lab is also there condition of lab is average. 30 computers are there all are

working. Facilities in government schools are not good even these are being funded by the

government although in Srinagar GGIC, Srinagar is doing slightly better compare to another

governmental funded GIC, Srinagar After having fund deficit, SVM, Srikot, Srinagar is doing far

better in compare with GGIC, Srinagar or GIC, Srinagar.

4.5.8: Other Facility Comparisons

Findings have been tabulated below in table

Table-4.5.9 Comparison of other facilities given by the schools

Variable SVM GIC GGIC

CanteenAvailability No Yes No

Condition   Bad  

HostelAvailability No Yes No

Condition   Excellent  

Drinking WaterAvailability Yes Yes Yes

Condition Average Average Good

Source: Primary survey

In GIC, Srinagar hostel facility is unique. It is only one hostel of its type in the region. Results

are very impressive among 18 students, living in the hostel. All are securing first division and

most of them securing detention in most subjects. Coaching is being provided to all of them free

75

of cost but it is only for meritorious student who are qualifying scholarships. Canteen is available

but condition of the canteen is very poor only tea is available only for staff of the college.

Drinking water facility is available.

In GGIC, Srinagar, hostel and canteen facilities are not available. Drinking water facility is

available, water cooler and filter is available for the students.

In SVM, Srikot, Srinagar, hostel and canteen facilities are not available. Drinking water facilities

are available.

Conclusion- Nongovernment schools affiliated to state board, in spite of fund deficit, are

providing good education as compare to the government schools in Srinagar. However as more

fees are charged by these private schools, low family monthly income slab families can’t provide

quality education to their ward.

CHAPTER FIVE

CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion

Study found that socio-economic status of the parents has a significant influence on the

educational performance of the student. Almost 80-100% children of post graduate or graduates

parents got better marks while, just opposite, 80-100% children of literate, metric and

intermediate pass parents got average or less than average marks in both senior secondary or

secondary class. Arguments reflect a highly positive relationship between the educational levels

of parents and performance of students in both senior secondary and secondary classes.

76

Study found that 100% children of ‘D’ family monthly income (FMI) slab faced financial

hardships performed less than average while 100% children of ‘A’ FMI slab performed more

than average in both senior secondary and secondary class. One of the most influencing factors

was tuition behind the better performance of children belonged to the ‘A’ FMI slab. 100%

students those were taking tuition belonged to high FMI slab performed more than average.

Arguments reflect a highly positive relationship between family monthly income and

performance of students in both senior secondary and secondary classes.

Study found that children of teachers, government employees, and pensioners (those parents who

are doing non manual work) performed well. 60-100% children whose parents are engaged in

non manual work secured better percentages while, just opposite, 70-100% children of unskilled

or labour class parents (shop, labour and so on) secured poor percentages in both senior

secondary classes. Argument shows a positive relationship between occupation of parents and

performance of the student.

All 100% students who are falling in the ‘D’ family monthly income slab influenced by the

economic condition of the family and changed their stream choice while in ‘C’ family monthly

income slab 66.67% parents are having the perception that streams selection is influenced by the

economic condition of the family while in 44.44% chances are there when actually, stream

selection is influenced by the economic condition of the family in this slab.

In ‘B’ family monthly income slab only in 27.27% chances are there when actually, stream

selection is influenced by the economic condition of the family in this slab. In ‘A’ family

monthly income slab there is no case when actually, stream selection influenced by the economic

condition of the family in this slab.

77

The finding is showing that with the higher family monthly income impact of the economic

conditions on stream selection is being positive in magnitude and with the lower family monthly

income this magnitude is going negative.

Performance of nongovernmental (private) schools is better compare to the governmental

schools (public) in Uttrakhand with special reference to Srinagar. Infrastructure is not enough in

nongovernmental schools compare to governmental schools. Student-teacher ratio (STR) is less

in private schools (15\1 in secondary class and 19\1 in senior secondary class) compare to (4-5\1

in secondary class and 13-16\1 in senior secondary class). Less salary is being given to the

private school teachers compare to public schools. However, according to the current result of

state board (2011) students of private schools are performing well.

As per no of students passed, In public school GIC, Srinagar 73.13% and 91.13% students have

passed in secondary and senior secondary classes respectively, in GGIC, Srinagar 93% and

100% students have passed in secondary and senior secondary classes respectively while in

private schools 96% and 95.39% students have passed in secondary and senior secondary classes

respectively.

As per merit concern in the private school Saraswati Vidhya Mandir, Srikot, Srinagar, 11.56%

students got honors in secondary class and 18.72% student got honors in senior secondary class

while in public schools as in GIC, Srinagar no honor in secondary class and 14.9% students got

honors in senior secondary class, in GGIC, Srinagar 3.67% got honors in secondary class and

7.6% students got honours.

Private schools are more result oriented while public schools are not so active. Observation and

interviews reflect that the staff of public staff is dull. One of the most important reasons behind

the dullness of the staff of public schools is job security and high level of income while staff of

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private schools is performing well because of job insecurity and low level of income. Private

schools affiliated to state board, in spite of fund deficit, are providing good education as compare

to the government schools in Srinagar. But as more fees are charged by these private schools,

low family monthly income slab families can’t provide quality education to their ward.

The poor students also need special support from the school so that they continue their education

and do not compromise in stream selection, and get sufficient study material in the school so that

they need not depend on private tuitions. No doubt the socio economic condition of a student

affect his/her educational attainment, But this should not be a hurdle in getting quality education.

The type of schools will matter little if the teachers are dedicated, the administration is fully

devoted, and the parents are aware of their role and the importance of education for their

children. Because children are our future citizens if they are well equipped with education,

science, art and literature; we can assure of having a prosperous nation in the future.

5.2 Recommendations

1. Students from low socioeconomic backgrounds should try to persevere through financial

hardships and remain in school because schooling eventually has a redeeming effect on their

poor plight.

2. Teachers should help students who perform average or less than average to develop academic

curiosity in fields, which are more relevant to them.

79

3. Monitoring body should be more efficient to monitor governmental schools working.

4. Free tuition facility should be provided to the poor student except hostel of GIC, Srinagar.

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APPENDIX-1

INTERVIEW SCHEDULE

INFORMATION OE THE RESPONDENT

A. Identification:

84

1. Name of the Student

2. Age:

3. Sex: M/ F

4. Religion: H/ M/ C/ O

5. Cast: Gen/ SC /ST/ OBC

B. Student’s Educational Profile:

1. Class: 10th/ 12th

2. Stream: Science/ Arts/ Commerce

3. Type of School: Public/ Private

4. Marks

Subjects Total

Marks

Percentage

5. Fees (In ):

Registration Fee Board Form Fee

Monthly Fee Tuition/Coaching Fee

Half Yearly Exam Fee Annual Exam Fee

C. Student’s Family Profile:

Name Sex Relation Age Education Occupation Family Monthly Income ( In ,000 )

> 10 ( )

85

10 – 20 ( )

20 – 30 ( )

< 40 ( )

Interview Schedule for Parents

Q.1. Why did you select this school? What factors motivate you to enroll your child here?

(i) Past results of school

86

(ii) School helps economically weak students

(iii) School provides opportunities to student to explore

(iv) Others

………………………………………………………………………………………………………

Q.2. Do you attend parents meeting in the school? Yes/No

Q.3. Does the staff of the school cooperate you to monitor your child’s activity? Yes/No

Q.4. Rate the level of services provided by the school of your child-

Quality of Teaching- Good/ Average/ Bad

Quality of Laboratory- Good/ Average/ Bad

Quality of Library- Good/ Average/ Bad

Quality of Computer Lab- Good/ Average/ Bad

Quality of Arrangements- Good/ Average/ Bad

Conduction of the Extra Curricular Activities- Good/ Average/ Bad

Q.5. Any type of extra efforts you are giving to motivate your child? Yes/No

Q.6. If ‘Yes’ please specify-

(i) Tuition (ii) Coaching

(iii) Personal care (iv) Extracurricular activities

(v) Others

………………………………………………………………………………………………………

Q.7. How much time does you spent with your child in helping their H.W.?

(i) Daily

(ii) Weekly

(iii) Never

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If Daily please specify in Hours………

Q.8. Are you facing any difficulty to retain the study of your child? Yes/No

Q.9. If ‘Yes’ specify the difficulty

(i) Economic constraint

(ii) Social constraint

(iii) Others

………………………………………………………………………………………………………

Q.10. In which stream do you want to enroll your child?

(a) Science

(b) Arts

(c) Commerce

Please give reasons……………………

Future will be secured.

Stream is easy.

Past Performance.

Capacity of child.

Influence of Family Background.

Social Trend.

Economic Constraint.

Q.11. Do you think that the study of a child is influenced by the economic status of the family? Yes/No

Q.12. Is your economic condition influencing the study of your child? Yes/No

Q.13. Do you think selection of stream is influenced by the economic status? Yes/No

Q.14. Is your economic condition influencing the stream selection of your child? Yes/No

Q.15. Are you satisfied with the result of your child? Yes/No

Q.16. If ‘No’ what are the problems behind?

School selection Lack of proper guidance

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Lack of economic assistance Others

………………………………………………………………………………………………………

Suggestions ………………………………………………………………………………………...

……………………………………………………………………………………

Thanks for cooperation

Interview Schedule for the Students

Q.1. Are you satisfied with your result?

(i) Strongly Satisfied

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(ii) Satisfied

(iii) Neutral

(iv) Dissatisfied

(v) Strongly Dissatisfied

Q.2. Was you comfortable with the facilities provided by your school? Yes/No

Q.3. Rate the services provided by your school-

Quality of Teaching- Good/ Average/ Bad

Quality of Laboratory- Good/ Average/ Bad

Quality of Library- Good/ Average/ Bad

Quality of Computer Lab- Good/ Average/ Bad

Quality of Arrangements- Good/ Average/ Bad

Conduction of the Extra Curricular Activities- Good/ Average/ Bad

Q.4. Do you think time and help given by your parents have helped you to improve your result? Yes/ No

Q.5. Have you taken any extra efforts except your school guidance to improve your result? Yes/No

Q.6. If ‘Yes’ then mention the extra efforts taken by you as-

(i) Tuition

(ii) Coaching

(iii) Others

Q.8. Why did you selected this stream?

Give reasons …..................................

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Future will be secured.

Stream is easy.

Past Performance.

Capacity of child.

Influence of Family Background.

Social Trend.

Economic Constraint.

Q.7. Did you face any difficulty to retain your schooling? Yes/No

Q.8. If ‘Yes’ mention the difficulty as-

(i) Economic constraint

(ii) Social constraint

(iii) Others

Q.9. What type of changes will make your educational attainment better?

(i) Switching of School

(ii) Others.

Suggestions…………………………………………………………………………………………………

…………………………………………………………

Thanks for cooperation