Chapter No 1.docx

HAPTER 1 INTRODUCTION Education implies to the structurelization of the socio-psychological, thematic and ethical values of individuals and groups in a manner which helps to capacitate them for acquiring the complete cognizance of life. The religious and worldly achievements of human needs are also focuses of any act of learning. It is a subject of higher conceptualization that education lays foundation of character building. In all teaching learning activities, the teacher is the pivot. The main cause of our failure is insincerity towards focusing our attention on the trainings of the teacher objectively and realistically. Education is the social activity. The main object of edification is to put the coming generation in order. Media has also its distinct role. According to Collins (1993) “Education is the systematic instruction and training given especially to the young, in preparation of life”. A universal function of education is the socialization of the young into the culture of the society. A fully competent teacher is one who can cope successfully with any professional problem. These core competencies include things such as the need for abstract thinking, the ability to solve problems, the capacity to work in teams, the ability to communicate effectively and so on. We may put in any effort to improve the educational objectives, policies and programmers, curricula and facilities, equipment and administrative structure, but in the absence of teachers, it would be like a skeleton without any life. Studies have been conducted by selecting any one or combination of the competencies. The competencies of teacher contain six categories clear in traditional teacher; 1. Prescribing: giving advice, being critically evaluative and offering Judgments. 2. Informing: giving information, lecturing and interpreting. 1

3. Confronting: directly challenging students, using the competencies of the teachers. 4. Cathartic: releasing tension, using humor 5. Mediating: asking for information, being reflective and encouraging. 6. Supporting: favorable, confirming validating and hastening. Secondary education is the passing period of making and breaking. In this adolescent period, the students are passing through various physical and psychological changes.

All the

education experts feel it necessary to train the teachers who have to take the responsibility to handle this stage of learning. Secondary education (IX-XII) is an important sub-sector of the entire educational system. On the one hand, it provides the middle level work force for the economy and on the other; it acts as a feeder for the higher level of education. Higher education, which is expected to produce quality professionals in different fields, hinges on the quality of secondary education. Secondary education is a stage where a student enters adolescence. This is the most crucial stage of life. 1.1

STATEMENT OF THE PROBLEM Students’ achievement at the secondary level is influenced by a verity of factors

including nature of the school, motivation of the students, family background, social and demographic factors of the students’ environment and above all, the standard of the teachers in schools. The total sum of effect of all these factors determines the heights of the students’ academic achievement. This study emphasizes upon the relationship between the demographic factors (like gender; male/female, urban/rural, family size and income level) and teachers’ competencies (like planning, teaching process, classroom management, teaching experience and evaluation) on secondary school students’ achievement in the Tehsil Minchin Abad 1.2

OBJECTIVES OF THE STUDY

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The specific objectives of the study were as the following: i.

Effects of demographic factors and teachers competencies on achievement of secondary level.

ii.

To analyze the association of the demographic factors and achievement of 10th class students.

iii.

To find the relationship between teachers’ competencies and the achievement of the students at secondary level.

iv.

To make the suitable recommendations for the improvement of the achievement of the secondary school students.

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SIGNIFICANCE OF THE STUDY Mostly in any education system, secondary education is the central point of learning

among the students because this is linked on to the higher education and provides potential for further intellectual growth. It is generally envisaged that demographic factors and teacher competencies have depressing effects on the quality of education.

Also the methodology

adopted by the teachers is considered to be as effective as other demographic factors. It necessitates concluding objectively, that the students of village schools show poor results as compared to those of the city schools. It is also very outstanding to note that the children of lower social groups normally show poor performance for the reason of their physical handicaps. This study has two identical areas of education at secondary levels; the population concerns and the respective faculties to teach them. There is a need to appropriate all possible things for the girls’ education. The majority of the parents can ill afford to improvise a plentiful supply of funds for their children. Failure on large scale among the students is the direct consequence of poor economic and social condition of the parents.

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The study might be helpful to identify the personal and professional competencies of the teachers. This study may be further useful for the Heads of secondary schools in a way that it will provide guidance and help them to evaluate the teachers working with them.. Similarly, the secondary school teachers will also be able to improve their proficiency after the identification of relationship between demographic factors and students’ achievement. Moreover, the students’ achievement will also improve as the adverse factors can be controlled in the result of the outcomes of study. In this way the study may be helpful to all those concerned with the improvement of quality education in the secondary schools to shape the demographic factors of the students and teachers’ competencies particularly, in the rural areas 1.4

RESEARCH HYPOTHESES

Following hypotheses were formulated for the study: i. There is no effect of demographic factors (male/female) on the achievement of secondary school students. ii. There is no effect of urban/rural areas on the achievement of secondary school students. iii. There is no effect of number of family members on students’ achievement at secondary level. iv. There is no effect of income level on the achievement of secondary school students. v. There is no effect of teaching competencies (planning, teaching process, classroom management, experience and evaluation) on the achievement of secondary school students. 1.4.1

Population

1. Population of the study was comprised on Heads and Principals of secondary schools in the Tehsil Minchanabad. Heads/Principals was 2. S.S.T teachers working in the Minchanabad. Total number of such teachers was

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3. Students of 10th class (who have passed the 9th class examination from their Boards). Total number of such students was 1.4.1 Sample Public secondary schools Gander

Female

School

category

Male

10

Urban 5

Total

10

Rural 5

Urban 5

20

Rural

20

5

Total sample for each respondent was under Heads

=

20 (1x20)

Teachers

=

40 (2x20)

Students

=

100 (5x20)

1.5 PROCEDURE OF THE STUDY The researcher is conducted through disrupted method, Questionnaire was used in the study. 1.6

TOOL OF RESEARCH

Clo se ended questionnaire will be prepared for the collection of data from the students.

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1.7

DELIMITATIONS

The study was delimited to: i.

Male and female Heads/Principals of the public high schools in the Tehsil Minchin Abad.

ii.

Male and female secondary school teachers working in the rural and urban public high schools of the Tehsil Minchin Abad.

iii.

Students of 10th class studying in the public high schools of the Tehsil Minchin Abad.

iv.

Selected demographic factors of the students (gender: male/female, urban/rural, family size and income level).

v.

Teachers competencies (planning, teaching process, classroom management, experience and evaluation).

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