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)
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2011

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 DatePre Ph.D. Scholar Place.

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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

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ACKNOWLEDGEMENT
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. 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. R.R.Nautiyal for providing such a unique learning

PRASHANT KUMAR

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Preface
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

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CONTENT Acknowledgement Preface List of Tables List of Figures iv v vii ix

Chapter-1: Introduction Chapter-2: Review of Literature Chapter-3: Research Methodology Chapter-4: Research Findings 4.1: Parents Level of Education and Educational Performance of the Student 4.2: Family Monthly Income and Educational Performance of the Student 4.3: Parents Occupation and Educational Performance of the Student 4.4: Economic Status of the Family and Stream Selection at Senior Secondary Level 4.5: Comparative Study of Governmental and Nongovernmental Senior Secondary Schools in Srinagar

10-19 20-24 25-28 29-65 30-37 38-47 48-53

54-55

56-65

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Chapter-5: Conclusion and Recommendations Bibliography Appendices (i) Interview Schedule

66-69 70-73

74-80

LIST OF TABLES 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: Parents 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: Parents education and performance of secondary Class student. Table-4.2.1: Frequency of parents 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.

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Table-4.3.1: Frequency of parents occupation of senior secondary class student. Table-4.3.2: Parents occupation and performance of senior secondary class students. Table-4.3.3: Frequency of parents occupation of secondary class student. Table-4.3.4: Parents 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. 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.

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LIST OF FIGURES Figure 4.1.1: Parent's education of senior secondary class student. Figure 4.1.2: Parents education and performance of senior secondary class student. Figure 4.1.3: Parents 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: Parents education and performance of secondary class student. Figure 4.1.6: Parents education, personal care given and performance of secondary class student. Figure 4.2 Parents level of income of senior secondary class student Figure 4.2.2: Students 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.

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Figure-4.3.2: Parents occupation and performance of senior secondary class students. Figure-4.3.3: Parents 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 INTRODUCTION Students 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 childs 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 students 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.

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Secondary and senior secondary-level education is the most important part of ones 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. Socio-economic status (SES), an interdisciplinary term, is economic and sociological terms combines the total measures of familys economic and social position based on familys total income, education and occupation of the family members. When analyzing a familys 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 familys savings and consumption based on the familys income in relation to others (Dutt and Sundharam, 2008).

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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 childrens 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 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.

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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 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:

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 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.
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

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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.

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.

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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 30.22N 78.78E 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.

Table-1.1 S. No. 1. 2. 3.

Demography of Srinagar, Uttarakhand Total / Rural / Urban Total Rural Urban No of Households 11,134 7,051 4,083 Persons 49,800 30,142 19,658 Males 25,699 14,501 11,198 Females 24,101 15,641 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.

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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.

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 parents 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 parents 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.

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 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 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.

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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 cant 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. 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 childrens 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 childrens further educational attainment and perpetuat the low-SES status of the community. Improving school systems and early intervention programs may help to reduce these

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risk factors, and thus increased research on the correlation between SES and education is essential. 2.1 Parents level of education and students 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 has a significant effect on students 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 childrens academic progress. While for Male Parents its 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

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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 pupils educational attainment Income shocks do not only affect investment in childrens education but also childrens performance. When families are constrained by fewer resources and there are differences in boys and girls access to resources, childrens learning is consequently affected. According to Bjorkman M (2005), a negative income shock has two effects on the female students performance: marginal girls will be withdrawn from school than boys and the resources (food) 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, Childrens 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,

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(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, 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 households dependence burden implying that educated

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workers accept only high quality jobs and possibly experience long spells of unemployment and or migration. This squeezes out the households 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 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 childrens school work and access to information and social networks necessary for their childrens 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

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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. 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, parents 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

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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 Students Families Principals Teachers Total Population 751 600 3 50 1520 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. 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. Sample Size 100 100 3 6 209

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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 students 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 ones 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? 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.

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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.

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

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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 students 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 Interview schedule considered Interview schedule not considered Principal interviewed Head Teacher Interviewed Teachers Interviewed
Sources: Primary Survey

40 26 14 3 3 3

60 40 20

100 66 34 3 3 3

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 Parents level of education & educational performance of the student

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Since SES is the combined impact of, mostly, parents educational, income, occupation so the present, this study considers each influencing factor respectively. Firstly, the study is analyzing the impact of parents educational level on the students academic performance in senior secondary classes and then the impact of educational level on students 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 Male Parents Frequency 2 5 8 5 6 26 Female Parents Frequency Percent 8 30.8 7 26.9 6 5 0 26.0 23.1 19.2 0.0 100

Education of Parents Literate Metric Intermediate Graduate Post Graduate Total Source- Primary Survey

Percent 7.7 19.2 30.8 19.2 23.1 100.0

The majority of parents of students are having low level education mostly having secondarylevel 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

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Primary source The above chart shows that majority of parents had a secondary levels of education.
Parents Educational Level and Students 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
Education of Male Parents Literate Metric Intermediate Graduate Post Graduate Total

Parents education and performance of senior secondary class student

Division in SS class (2011) First div Second div Freq. % Freq. % 0 0 2 100 1 20 4 80 3 37.5 5 62.5 4 80 1 20 6 100 0 0 14 237.5 12 262.5 Education of Female Parents Literate Metric Intermediate Graduate Post Graduate Total Division in SS class (2011) First div Second div Freq. % Freq. % 2 25 6 75 4 57.13 3 42.87 3 50 3 50 5 100 0 0 0 0 0 0 14 232.13 12 167.87

Source- Primary Survey Figure 4.1.2 Parents education and performance of senior secondary class student

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Primary Source The graph suggests that the higher the education level of students 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. This study is examining the impact of personal care given by the parents on a students 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 students performance and the care he/ she gets from his/her family in the sample.

Figure 4.1.3

Parents education, personal care given and performance of senior secondary class student

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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%).

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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
Male Parents Frequency 12 11 9 4 4 0 40 Percentages 30.0 27.5 22.5 10.0 10.0 .0 100.0 Female Parents Frequency 24 10 4 0 2 0 40 Percentages 60.0 25.0 10.0 .0 5.0 .0 100.0

Education of Parents Literate Metric Intermediate Skilled Graduate Post Graduate Total

Source- Primary Survey The majority of parents of students are having low level education mostly having secondarylevel 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 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.

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Figure 4.1.4

Parents educational level of secondary class student

Primary Source
Parents Education of Secondary Class Student and Students Performance

Findings have been given bellow. Table-4.1.4

Education of Male Parents

Parents education and performance of secondary Class student

Division in secondary class (2011) First div Second div Third Div Freq. % Freq. % Freq. % 15 62.5 6 25 3 12.5 6 60 2 20 2 20 3 0 2 0 26 75 0 0 0 197.5 0 0 0 0 8 0 0 0 0 45 1 0 0 0 6 25 0 0 0 57.5

Division in secondary class (2011) Education First div Second div of Female Third Div Parents Freq. % Freq. % Freq. % Literate 6 50 4 33.33 Literate 2 16.67 Metric 6 54.55 4 36.36 Metric 1 9.09 12th Skilled 7 4 3 0 26 77.78 80 100 0 362.33 0 0 0 0 8 0 0 0 0 69.69 2 1 0 0 6 22.22 20 0 0 67.98 12th Skilled Graduate P.G. Total

Graduate P.G. Total

Source- Primary Survey The table depicts that the higher the education level of students 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

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school or having a secondary level or less than secondary-level education, their children are getting second division. Figure 4.1.5 Parents education and performance of secondary class student

Primary Survey Situation is clearer in the 3-D graph above.

Parents 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 parents education, personal care given and performance of secondary class student.

Primary source
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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.

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4.2 Parents 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

Familys monthly income of senior secondary class student Parent's monthly income slab D C B A Total Frequency 4 9 11 2 26 Percentage 15.38 34.63 42.3 7.69 100

Parent's Total MI > or = 10,000 10,000 to20,000 20,000 to 30,000 < or = 30,000

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). Figure 1.2.1 Familys monthly income of senior secondary class student

Primary Source

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 Familys 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. % D 0 25 4 75 C 5 55.56 4 44.44 B 7 63.64 4 36.36 A 2 100 0 0.00 Total 14 194.2 12 205.8 (D >10,000, C:10,000-20,000, B:20,000-30,000, A <10,000)

Family Monthly Income Slab

Source: Primary Survey

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: Students performance against family monthly income

Primary Source

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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 students 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
Difficulty faced by families of senior secondary student Economic Constraint No Constraint Freq. D C B A Total 4 3 2 0 9 % 100 66.69 18.18 0 184.87 Freq. 0 6 9 2 17 % 0 33.33 81.82 100 215.15 Result of SS Class (2011) *Family Monthly Income First div 0 55.56 63.64 100 219.2 Second div 100 44.44 36.36 0 180.8

FAMILY MONTHLY INCOME

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 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.

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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
FAMILY MONTHLY INCOME

Tuition taken and performance of senior secondary class student

Tuition taken by Senior secondary student Result of SS Class (2011) *Family monthly income Yes No Freq. % Freq. % First div Second div D 1 25 3 75 0 100 C 6 66.69 3 33.33 55.56 44.44 B 8 72.73 3 27.27 63.64 36.36 A 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.

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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
Parents monthly income of secondary class student

Findings have been given bellow. Table 2.2:5 Family Monthly Income > or = 10,000 10,000 to20,000 20,000 to 30,000 < or = 30,000 Total Source: Primary Survey Familys monthly income of secondary class student Family Monthly Income Slab D C B A Frequency 20 10 9 1 40 Percentage 50 25 22.5 2.5 100

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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
Division in secondary Classes (2011) First div Freq. D Family Monthly Income Slab C B A Total 10 7 8 1 26 % 50 70 88.9 100 309 Second div Freq. 6 1 1 0 8 % 30 10 11.11 0 51.11 Third div Freq. 4 2 0 0 % 20 20 0 0

Source: Primary Survey

6 40 (D >10,000, C:10,000-20,000, B:20,000-30,000, A <10,000)

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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
FAMILY MONTHLY INCOME

Constraint faced by families and performance of secondary class student

Difficulty Faced by Family of secondary class Results of secondary class (2011) student *Family monthly income Economic Constraint No Problem Freq. % Freq. % First div Second div Third div D 18 90 2 10 50 30 20 C 5 50 5 50 70 10 20 B 0 0 9 100 88.89 11.11 0 A 0 0 1 100 100 0 0 Total 23 140 17 260 308.89 51.11 40 Source: Primary Survey (D >10,000, C:10,000-20,000, B:20,000-30,000, A <10,000)

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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
FAMILY MONTHLY INCOME D C B A Total

Tuition taken and performance of secondary class student

Tuition taken by the student of secondary class Yes No Freq. 6 7 8 1 22 % 30 70 88.89 100 Freq. 14 3 1 0 % 70 30 11.11 0 Result of secondary class (2011) *Family monthly income First div Second div Third div 50 30 20 70 10 20 88.89 11.11 0 100 0 0

Source- Primary survey

288.89 18 111.11 308.89 51.11 40 (D >10,000, C:10,000-20,000, B:20,000-30,000, A <10,000)

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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.

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.

57

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.

58

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 Male Parents Frequency 16 2 3 1 0 4 26 Percent 61.5 7.7 11.5 3.8 0.0 15.4 100.0 Occupation of Female Parents Frequency 3 0 1 0 20 2 26 Percent 11.5 0.0 3.8 7.7 76.9 7.7 100.0

Occupation of Parents Government Job Teacher Labour class Pensioner House wife Shop Total

Source: Primary Survey 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

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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 Gov. Job Teacher Labour class Pensioner Shop House Wife Total Division in SS classes (2011) First div Second div Freq. % Freq. % 10 62.5 6 37.5 2 100 0 0 1 33.33 2 66.67 0 1 0 14 0 25 0 220.83 1 3 0 12 100 75 0 279.17 Occupation of Female Parents Gov. Job Teacher Labour class Pensioner Shop House Wife Total Division in SS classes (2011) First div Second div Freq. % Freq. % 2 66.67 1 33.33 0 0 0 0 0 0 1 100 0 1 11 14 0 50 55 171.67 0 1 9 12 0 50 45 228.33

Source: Primary Survey

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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 childrens 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 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.

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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
Male Parents Frequency Percentages 10 25.0 2 5.0 11 27.5 2 5.0 15 37.5 0 0 40 100.0 Female Parents Frequency Percentages 2.0 5.0 0 0 0 0 0 0 0 0 38.0 95.0 40.0 100

Occupation of Parents Government Job Teacher Labour class Pensioner Shop House Wife Total

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

Primary Source

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 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
Occupation of Male Parents Gov. Job Teacher Labour Class Pensioner Shop House Wife Total

Parents occupation on the performance of the secondary class students

Division in Secondary classes (2011) Occupation of female Parents Gov. Job Teacher Labour Class Pensioner Shop House Wife Total Fre. 2 0 0 0 0 24 26 Division in Secondary classes (2011) First div % 100 0 0 0 0 63.2 163.2 Second div Fre. 0 0 0 0 0 8 8 % 0 0 0 0 0 21.05 21.05 Third Div Fre. % 0 0 0 0 0 6 6 0 0 0 0 0 15.79 15.79

First div Fre. 8 2 6 2 8 0 26 % 80 100 54.6 100 53.3 0 387.9

Second div Fre. 1 0 2 0 5 0 8 % 10 0 18.18 0 33.33 0 61.51

Third Div Fre. % 1 0 3 0 2 0 6 10 0 27.27 20 13.33 0 70.6

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

Primary Survey

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So the above figure shows that those male parents having non manual job as teacher, governmental job, and pensioner and so on their childrens 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. 60100% 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.

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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
EC&SS perception Yes (%) 100 66.67 100 100 No (%) 0 33.33 0 0 EC&SS actually Yes (%) 100 44.44 27.27 0 No (%) 0 55.56 72.72 100

Family Monthly Income Slab D C B A

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 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

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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. 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.

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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 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.

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Table-4.5.1: Showing the infrastructure of the schools

Variable Land Area Class Room Buses Play Ground Square Feet 10th+12th Capacity Condition Availability Condition Availability Condition SVM 2912 04+04 40 Good Yes Good Yes Average GIC 11544 03+04 40 Bad No Yes Good GGIC 2580 02+03 50 Average Yes Bad Yes 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 students 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. Table-4.5.2: Comparisons of senior secondary results among all three schools.
Name of School Result (2011) of Senior Secondary Class

First div GIC 0 26 GGIC 2 25 SVM 26 61 Source: Documentary Survey

Honours

Second div 65 26 126

Third div 22 0 3

Fail 11 6 11

Total 124 59 227

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

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(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 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.

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 Secondary Class This study is exploring the role of schools. Results have been drawn in table below. Table-4.5.3
Name of School

Comparisons of secondary results among all three schools

Result (2011) of Secondary Class

Honours
10 5 39

GIC GGIC SVM Source Secodary Data

First div 26 12 84

Second div 17 42 72

Third div 6 7 4

Fail 8 0 8

Total 67 66 207

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

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.

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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
Variables Total Strength Teacher STR

Student-Teacher Ratio Comparison

Class 10th 12th 10th 12th 10th 12th SVM 207 228 14 12 15\1 19\1 GIC 67 124 20 10 4\1 13\1 GGIC 66 174 15 11 5\1 16\1

Source: Interview Held 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 10th 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

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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 Qual. of Facility % 55 45 0 100 80 20 0 100 Qual. of Teaching % 40 55 5 100 70 25 5 100 Qual. of Arrangement % 15 65 20 100 25 65 10 100

School selected by Students Public Good Average Bad Total Private Good Average Bad Total 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

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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 Teacher Clerk Peon Guard 10th+12 Salary (10th+12th) 10th+12th 10th+12th 10th+12th
th

Staff compression among schools.

SVM 14+12 14,000-16000 2 2 1 GIC 20+10 31,000-36,000 2 6 1 GGIC 15+11 31,000-36,000 1 6 0

Source: Documentary Survey 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 3200038000 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.

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4.5.6: Fee Comparison Findings of documentary analysis are given in the table below. Table-4.5.8
Fees Monthly Fee Half Yearly+ Annual Exam Fee Board Form Fee Tuition/Coaching Fee

Fee comparison among schools (in 2011)

SVM 10th 450 100 160 No 12th 500 100 300 No GIC 10th 15 0 160 No 12th 25-20 0 300 No GGIC 10th 15 30 160 No 12th 25-20 30 300 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 family monthly income. Families belonging to low family monthly income slab cant 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
Variable Computer Numbers Internet Condition Books News Paper Weekly Condition Availability Condition Availability Condition Fee Charged

Comparison of study facility among all schools

SVM 30 No Average 600-700 3 4 Average Yes Average Yes Good No GIC 8 NO Bad Not Managed No No Bad Yes Average Only for Hostel Excellent NO GGIC 15 Yes Average 1000 new No No Average Yes Average No * *

Library

Laboratory Extra Classes Facility

Source: Documentary Survey

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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 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.

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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 Canteen Hostel Drinking Water Availability Condition Availability Condition Availability Condition SVM No No Yes Average GIC Yes Bad Yes Excellent Yes Average GGIC No No Yes 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 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 cant provide quality education to their ward.

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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. 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.

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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. 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.

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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 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 cant 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.

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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. 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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BIBILIOGRAPHY Ahimbisibwe & Businge, 2009, education officers disagree on reasons for poor PLE performance. The new vision Wednesday 11th february2009 Alisa G & Gregg P.2010: Poorer childrens educational attainment: how important are attitudes and behaviour? K:\ref research retrieves on 2 august 2010 Anneli K. 2005: Factors of income inequality and their influence mechanisms: A theoretical overview. Faculty of Economics and Business Administration University of Tartu AKanle O.B 2007: Socio-economic factors influencing students academic performance in Nigeria. Some explanation from a local survey-k: \ref research\ Socio-economic factors influencing students.mht Bauer M and Julie C 2009: the impact of education on the subjective Discount rate in Ugandan Villages. IZA DP NO, 4057 Germany Benninga J. S. & Berkowitz M. W. 2003: The relationship of character education implementation and academic achievement in elementary schools. Journal of research in character education Bjorkman m. 2005: Income shocks and gender gaps in education: evidence from Uganda. Job market paper Australian Comfamily monthly incomesion on Social Determinants of Health (2007); a conceptual framework for action on the social determinants of health. Discussion paper for the comfamily monthly incomesion on social determinants of health draft April 2007
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DFID: The challenge of universal primary education: strategies for achieving the international development targets. Http://www.dfid.gov.uk/pubs/files/tspeducation.pdf retrieved on28 February 2009 Diego, D: Basic steps in the research process. Cambridge Rindge & Latin school. Http://www.dynamicobjects.com/d2r/*/ Retrieved on [February 28, 2009] Ministry of education and sports: Education profile: www.ugandainvest.com/education.pdf GuillemardJ.C.2009: Education for all: a challenge for school psychologists. http://portal.unesco.org Retrieved on 10/08/2009 Jeremy Concerted Annette Sociological Different Parenting Styles E:\Ref Research Bugembe, B. Joseph R. Richard, Kagugube J.et all, (2005) children in abject poverty in Uganda: Study of criteria and status of those in and out of school in selected districts in Uganda, http://unesdoc.unesco.org. Retrieved on 10/11/2009 Kirewa youth development initiative (2004), PLE performance in Tororo district http://www.kydi.faithweb.com/results.pdf. Kakuru D.M (2003): Gender Sensitive Educational Policy and Practice. Http://Portal.Unesco.OrgPierre Bourdieu (1930-2002): Kabahenda N. 2009: Current education system is sowing seeds of discontent. The new vision Suizo: What Is

Cultivation? Lareau's Study on

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Uganda printery Wednesday, 11th February, 2009 retrieved on 11 February 2010 Kasente D. 2003: gender and education in Uganda; a case study for EFA monitoring report, Makerere university http://portal.unesco.org/education/ Link schools programme 2008: inclusive schools, London http://www.lcd.org.uk/uk Musaazi, J.C.S. 2006: Educational planning, principles, tools and applications in the developing World. Makerere university printery. Kampala. Ministry of education and sports (2001). The development of education in Uganda in the last ten years. Report on the development of education for the 46th session of (ice) retrieved on 11 February 2009

Mugabi F, 2009, Makerere University urged to conduct research: the new vision. Tuesday, 24th February, 2009 Nannyonjo H. 2007: Education inputs in Uganda: an analysis of factors influencing learning achievement in grade six. World Bank Washington DC USA Nicole Stoops (2004). Current Population Reports: Educational Attainment in the United States. Opolot-okurut, C & Aguti, J.N (2007).A guide to the supervision process: second edition. Department of distance education, institute of adult and continuing education Opolot-okurut C: factors that hinder opportunities to learn mathematics in primary schools in Uganda. School of education, Makerere university [email protected] Okuni A. PhD 2004: EFA policies, strategies and reforms in Uganda: assessment of current potential for sustainable progress towards achieving the EFA goals by 2015. School improvement programme Aga khan Okumu et al (2008): Socioeconomic determinants of primary school dropout: the logistic model
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analysis http: // mpra.ub.uni-muenchen.de/7851 retrieved on 20/June 2010 The Educated Girl; what is Cultural Capital, (http//hubpages.com/profile) retrieved on 4, September 2010. The government of Uganda 2008: the Uganda gazette no.44 volume ci. Uganda education act, UPPC Entebbe. The Silicon Valley blogger, 2007: How class woks. The New York Times Uganda: education. http://countrystudies.us/uganda/35.htm UNESCO 2009: education for all-background documents-world conference on education for allworld declaration.mht retrieved on 2 February, 2009 US Census Bureau Glossary" Http://Www.Census.Gov/Main/Www/Cen2000.Html. Retrieved 2006-06-30 Wamakuyu F. & Baguma A. 2010 Uganda: 2010-2011 budget- More money for education. New vision printing and publishing co Ltd. (http://allafrica.com/stories/201006230858.html).

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APPENDIX-1
INTERVIEW SCHEDULE INFORMATION OE THE RESPONDENT

A. Identification: 1. Name of the Student 2. Age: 3. Sex: 4. Religion: 5. Cast: M/ F H/ M/ C/ O Gen/ SC /ST/ OBC

B. Students Educational Profile: 1. Class: 2. Stream: 3. Type of School: 4. Marks Subjects Marks Percentage Total 10th/ 12th Science/ Arts/ Commerce Public/ Private

5. Fees (In ):

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Registration Fee Monthly Fee Half Yearly Exam Fee

Board Form Fee Tuition/Coaching Fee Annual Exam Fee

C. Students Family Profile: Name Sex Relation Age Education Occupation

Family Monthly Income ( In ,000 )

> 10 10 20 20 30 < 40

( ) ( ) ( ) ( )

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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 (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 childs activity? Q.4. Rate the level of services provided by the school of your child Quality of TeachingQuality of LaboratoryQuality of LibraryQuality of Computer LabQuality of ArrangementsConduction of the Extra Curricular ActivitiesGood/ Average/ Bad Good/ Average/ Bad Good/ Average/ Bad Good/ Average/ Bad Good/ Average/ Bad Good/ Average/ Bad Yes/No Yes/No

Q.5. Any type of extra efforts you are giving to motivate your child? Q.6. If Yes please specify(i) Tuition (iii) Personal care (ii) Coaching (iv) Extracurricular activities

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(v) Others

Q.7. How much time does you spent with your child in helping their H.W.? (i) Daily (ii) Weekly (iii) Never If Daily please specify in Hours Q.8. Are you facing any difficulty to retain the study of your child? 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. Yes/No

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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? Q.13. Do you think selection of stream is influenced by the economic status? Q.14. Is your economic condition influencing the stream selection of your child? Q.15. Are you satisfied with the result of your child? Q.16. If No what are the problems behind? School selection Lack of proper guidance Lack of economic assistance Others Yes/No Yes/No Yes/No Yes/No

Suggestions ...

Thanks for cooperation

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Interview Schedule for the Students

Q.1. Are you satisfied with your result? (i) Strongly Satisfied (ii) Satisfied (iii) Neutral (iv) Dissatisfied (v) Strongly Dissatisfied Q.2. Was you comfortable with the facilities provided by your school? Q.3. Rate the services provided by your school Quality of TeachingQuality of LaboratoryQuality of LibraryQuality of Computer LabQuality of ArrangementsConduction of the Extra Curricular ActivitiesGood/ Average/ Bad Good/ Average/ Bad Good/ Average/ Bad Good/ Average/ Bad Good/ Average/ Bad Good/ Average/ Bad Yes/No

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 90

(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? 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.

Yes/No

Suggestions

Thanks for cooperation