ON STUDENTS ACADEMIC ACHIEVEMENT OF GOVERNMENT AND PRIVATE SCHOOLS IN HSLC EXAMINATION A COMPARATIVE STUDY KRISHNA KANTA HANDIQUE STATE OPEN UNIVERSITY Submitted by Hafsa Begum Barbhuiya Enrolment No. 16026727 Under the Guidance of Dr. Sima Pal Certificate This is to certify that the dissertation entitled Students academic achievement of Government and Private schools in HSLC Examination – a comparative study Submitted to Krishna Kanta Handique State Open University, Assam in partial fulfillment for the award of M.A. in Education , is an original work carried out by Hafsa Begum Barbhuiya, Enrolment No. 16026727 under the supervision of Dr. Siam Pal . The matter Embodied in this study is a genuine work by the Hafsa Begum Barbhuiya and has not been submitted either to this University or to any other university for fulfillment of the requirement of any course of study.

( Dr. Sima Pal ) Supervisor Cachar College Silchar Study Centre Assam Pin. 788001 Date 31/07/2018 Place Silchar ACKNOWLEDGEMENT It is my long hope to obtain a degree of M.A. in Education.

The study which I have done was only due to careful guidance of Dr. Sima Pal . She inspired me in this course of study and various innovative study provided me for finding out the related issues of education in the present scenario . Her logistic help and co-operation in my study made me able to reach the goal. I express my gratitude to the Principals of the concerned Government and Private Schools.

Thanks a lot to the Co-ordinator of the study centre at Cachar College, Silchar of KKHSOU, Assam for his continuous effort and valuable suggestion. ( Hafsa Begum Barbhuiya ) Investigator Enrolment No. 16026727 CONTENTS Page No.

Certificate Acknowledgement Map of Karimganj District Chapter- I Introduction 1.1 Introduction 1 1.2 Rational of the study 5 1.3 Statement of the problem 8 1.4 Research Question 8 1.5 Objective of the study 9 1.6 Operational definition of terms 9 Chapter – II Review of related literature 2.

1 Introduction 10 2.2 Review 10 1 Chapter III Methodology 3.1 introduction 15 3.2 Design and approach 15 3.3 Population 15 3.4 Sample 16 3.

5 Procedure of data collection 18 3.6 Data gathering tools 18 Chapter IV Data analysis and interpretation 4.1 List of Tables 19- 27 Chapter V Summary, discussion and conclusion 5.1 Introduction 28 5.2 Title of the study 29 5.

3 Research question 29 5.4 Objective 29 5.5 Methodology 30 5.6 Major findings 30 5.7 Discussion and Conclusion 31 Bibliography 34 INCLUDEPICTURE https//www.mapsofindia.com/maps/assam/districts/karimganj-district-map.jpg MERGEFORMATINET CHAPTER-I 1.

1 INTRODUCTION Education is indispensable dynamic multifaceted dimensional force which always revolves round the teaching-learning strategies for depicting new ideas, new methodology.The constant effort of trying to pape with the modern society is education, which can bring a modifiable change in the society to cater the need of society. School education plays pivotal role to satisfy the need of society. As such quality and trained teachers are absolutely needed for the growth and development of faculty of children.

Besides qualitative teaching, awareness of parents, awareness of community and regular suggestion regarding the improvement of teaching learning process is major role of the society. Thus society also plays a vital role for the smooth functioning of the community Hall. Many commission, many organization tries its best level to improve the Indian Education System. Many innovative works have been constantly acted upon educational package to spark but it is seen that its mechanism fails to function smoothly, particularly in Govt. Secondary. The failure in machinery nerves in Government Secondary School might be the defective growth in grass root building section. Dr.

Daulat S. Kothari gave much emphasis on science education and research, work experience, vocational and professional education, promoting social and National integration , National consciousness, social or National service, Common School system of public education, inter-State understanding, development of Hindi and English, development of Modern Indian languages, value orientation, modern method of teaching and education, Elasticity and Dynamism. Theoretically the commission brought a dramatical change in the Indian education system but in practical it is found that the Indian Education system is deteriorating day by day.

It means the psychological setup, mental condition and status of education system not only in Assam but also in Cachar are to be brought under the study of our educators and educationist to maintain the standard of education. In this 21st boosting era if people want to educate our children to challenge with the advance country then the state is needed to provide right education for every member of thr country with self-realization. Version Malison remarked national and cultural differences are the reason for differences in the system of education.

He wrote by the expression Comparative education we mean a systematic education of other culture and other system of education deriving from these culture in order to discover resemblances and differences and why variant solution have been attempted and with what result to problems that are often common to all to identify the problems of education. This becomes the most important preliminary task of the research work in the subject Education is an activity of enabling learners to develop themselves in to full-fledged individual. In this direction educational planner and administrators work towards all-round development of the intellectual abilities and personality of the individual learners. Ideally, enabling and individual to actualise their potentialities is the ultimate purpose of education system. Educational researchers, educationists and psychologist have attempted to identify major factors that affect the quality of education.

In this era of globalization and technological revolution, education is considered as a first step for every human activity. It plays a vital role in the development of human capital and is linked with an individuals well-being and opportunities for better living (Battle Lewis, 2002). It ensures the acquisition of knowledge and skills that enable individuals to increase their productivity and improve their quality of life. This increase in productivity also leads towards new sources of earning which enhances the economic growth of a country (Saxton, 2000). The quality of Factors Affecting Students Quality of Academic Performance A Case of Secondary School Level 2 students performance remains at top priority for educators. It is meant for making a difference locally, regionally, nationally and globally.

Educators, trainers, and researchers have long been interested in exploring variables contributing effectively for quality of performance of learners. These variables are inside and outside school that affect students quality of academic achievement. These factors may be termed as student factors, family factors, school factors and peer factors (Crosnoe, Johnson Elder, 2004). The formal investigation about the role of these demographic factors rooted back in 17th century (Mann, 1985).

Generally these factors include age, gender, geographical belongingness, ethnicity, marital status, socioeconomic status (SES), parents education level, parental profession, language, income and religious affiliations. These are usually discussed under the umbrella of demography (Ballatine, 1993). In a broader context demography is referred to as a way to explore the nature and effects of demographic variables in the biological and social context. Unfortunately, defining and measuring the quality of education is not a simple issue and the complexity of this process increases due to the changing values of quality attributes associated with the different stakeholders view point (Blevins, 2009 Parri, 2006). Besides other factors, socioeconomic status is one of the most researched and debated factor among educational professionals that contribute towards the academic performance of students. The most prevalent argument is that the socioeconomic status of learners affects the quality of their academic performance. Most of the experts argue that the low socioeconomic status has negative effect on the academic performance of students because the basic needs of students remain unfulfilled and hence they do not perform better academically (Adams, 1996).

The low socioeconomic status causes environmental deficiencies which results in low self esteem of students (US Department of Education, 2003). More specifically, this study aims to identify and analyze factors that affect the quality of students academic performance. Although educational researchers and policy-makers consider a number of variables in operationalizing school effectiveness, the community holds schools most accountable for students academic achievement (Bossert, 1988). Thus, the ultimate criterion for assessing the effectiveness of any school reform is the extent to which it improves the actual academic achievement of students. An optimized sized school will enjoy economies of scale on its student population and thus enable such school to have a lower cost per student with the excess cost to be invested in other curricular activities which will increase the student academic performance.

Sergiovani (1995) argued that, even if small schools do cost slightly more per student than do large schools, small schools could still be more efficient if they were more productive. Thus, he urged educational decision-makers to go beyond simple per student cost and consider the ratio of productivity to cost. Support for Sergiovanis argument comes from research showing that increases in per student costs, not decreases, are generally associated with increased academic achievement. For example, Greenwood, Hedges, and Laine (1996) conducted a meta-analysis of 60 primary studies relating input factors relating to student achievement, including per pupil expenditures. They found that per student expenditure was positively related to student achievement, and that a 10 increase in per pupil expenditures was related to an increase in student achievement of one standard deviation over 12 years of schooling.

1.2 RATIONAL OF THE STUDY India achieved freedom in the year 1947 since then the education system in this country is passing through a very critical and gigantic way. It is crucially essential to apply new technique to get remedy and to face the new situation for the new social order. Otherwise we have to face many innovative problems and shall be indulged to evil activities. Education is the only suitable weapon to bring remedy and to face the existing Social order and is the only hope for the entry of new social order of the global society and which will be created on the crumbs of the old. K.G.

Saiyidain therefore says. the educational signification of a better Socio-economic order lies in the fact that by securing to all the possibility of more abundant life both materially and culturally , the psychological emphasis will be shifted from the possessive and the egoistical to the creative and the social motive which even today underline and inspire higher scientific and moral effort. A number of studies in India find that even after four and five years of schooling, children in government schools do not acquire the basic skills in literacy and numeracy (Pandey et al, 2008 ASER 2005, 2006, 2007 PROBE 1999). Many reasons have been put forward for the spoor quality of government schools. Earlier studies considered poor school resources and the poverty and illiteracy of parents as the prime reasons. Recent research highlights the pervasiveness of teacher absence and inactivity in government schools. Researchers have also looked at the relative learning achievements across government and private schools.

On raw scores alone, in most studies, private schools have a distinct advantage over government schools. Based on a survey in urban and semi-urban areas of Hyderabad in south India, Tooley and Dixon (2003, 2006) find that private school children, including those in unrecognized schools, outperform government school children. The size of the difference falls substantially when background variables are controlled for but the difference continues to be significant. A study of rural primary schools in Punjab province of Pakistan finds that after adjusting for school and student characteristics, significant differences remain in test scores between government and private schools (LEAPS, 2007). Similar results are found for schools in the Indian states of Orissa and Rajasthan (Goyal 2006a Goyal, 2006b).

Some also report large variation in scores for government and private schools implying there are good and bad schools within each (Goyal 2006a, 2006b). Studies indicate that the sources of private school advantage lie in the following factors a. private schools have higher teacher attendance and activity b. private school teachers get a fraction of the salary of government school teachers, and c. private schools have smaller class sizes (LEAPS 2007 Goyal 2006a and 2006b Kremer and Muralidharan 2006 Tooley and Dixon, 2006 Kingdon1996a and b). Inspite of introducing various schemes and project to Government schools, there is a big gap between performance of student of private and government schools HSLC examination result.

Despite of all possible effort unfortunately the poor condition of schools in respect to infrastructure, resources still prevail. Positive factors responsible for poor result of Government schools in the HSLC examination are shortage of requisite number of subject teachers, teachers irregulatory, weak school administration, wrong formulation of Government policy etc. In todays 21st century various changes from the socio-economic , political, cultural, science, technology, etc. Have brought about large impacts on educational system with the view of the modern educational system, today education in India as well as in our state have virtually segregated in to government and private educational system.

And there are mushrooming up of private and government schools in the past 10 years. But the academic achievement and performance of private and government secondary school has a wide gap. Factors like inadequate infrastructure, facilities and lack of trained teacher, geographic location ,demography of places ,transport and communication etc. Has been drastically brought differences in the academic performance between Government and Private schools in our state. The academic achievement at high school level played an important role in determining career of student, ultimately in the overall development of the society and state at large. It is of utmost important to study the current status of the academic achievements of Assam as it place the foundation to the growth and development of the state as well.

Though, on a brighter side, the overall academic performance has been on the rise in Assam. But along with it there has been a widening gap between the percentage of academic achievement amongst the student of Government and Private schools. Singhs (1996) study on the achievement of H.S.L.

C result found that private English School students are performing better in comparison to Government secondary schools students. Again the achievement of S.C and S.T students in the H.S.L.C examination were very poor. Dr.

D.K.D (1998) conducted a study on the background factor in respect of selected secondary schools in Cachar (Assam) and reported that supervision, monitoring and inspection had great bearing on the results of students in SEBA examinations. The qualities of School administration have effect on consistently good and consistently poor results of schools.

The study did not include any private schools. Further I take initiative on this field to identify the widening gap between the academic achievement amongst the student of Government and private schools 1.3 STATEMENT OF THE PROBLEM As it has been commonly observed in the past, there still exist a clear demarcation between the academic performance of the Government and Private school at the high school level, and therefore to make sense out of dissimilarities in these two sector, the problem provides the statement as — Students academic achievements of Government and Private School in HSLC Examination — a comparative study.

1.4 RESEARCH QUESTIONS Is there any difference in student achievement of Government and Private School in regard to pass and fail. Is there any difference in student achievement of Government and Private School in regard to different Divisions, specifically in rural sector. 1.5 OBJECTIVE OF THE STUDY To find out the answer of these research questions, a research study is designed . Following objective has been formulated To identify differences in the academic achievements of the students of Government and Private School in HSLC Examination .

1.6 Delimitation – Study is delimited at karimganj district at only Government and Private schools 1.7 OPERATIONAL DEFINITIONS OF TERMS Achievement An achievement is something which someone has succeeded in doing, especially after a lot of effort. In present study achievement means that achievement of HSLC School students Government Schools Government schools are administered and funded by the local, state, or national Government. Private School School run by an organization or society or by an owner are called private school. Such schools payment system is fully depend on the management. CHAPTER-II REVIEW of LITERATURE 2.1.

INTRODUCTION – Reviewing the previous literature knowledge it incorporates the methodology, logistic view, psychological assessment, observation, application in different phases of Students performance in the H.S.L.C Examination and the discrimination in the grades between the two types of institutes. 2.2 Review Bibby and peil ( 1974 ) noted that children who attended private primary schools performed bectter than pupils in Government schools. These view is also supported by Lioyd (1966) as he contended further that the public schools which so education is good thing ,tended to leave the question of educational success or failure in the hands of the public and their parents. Fafunwa (1981 ) however observed that access to qualitative instruction through supervision in schools ,relevant instructional materials, standard school building, less crowded class room, conductive school environment are some the major school variables influencing student academic achievement.

He concluded in areas where private schools are well established , dropout rates would be drastically reduced and pupils academic performance enhanced. This he said may be due to availability of resources and more importantly to the fact that teachers are positively motivated. Ojoawo (1989) studied the effects of differential distribution of resources on school performances in an examination and found that location of schools in Oyo state had significant effect on school academic performance and there was significant difference in the performance between the students of rural and urban schools. Tripathi (1991) studied achievement motivation and its correlates of high school students with the objective to study the relationship between academic achievement and achievement motivation by taking a sample of 445 IXth grade students selected through random sampling technique and revealed that urban science boys were generally better adjusted achievement motivation of boys and girls was highly correlated with intelligence and achievement. Among the other correlates of achievement motivation, academic achieve-ment was proved to be the most dominant factor. Verma et al.

(1991) undertook a study with the major objective to identify factors responsible for poor results in the secondary school examination and examining their bearing on school success. The sample consisted of 515 randomly selected students of class X from different academic streams and found that students who expressed high degree of ego involvement, indicated the degree of persistence and secured better marks in their final examination. Wongoo (1991) conducted a study to find out whether the students from government and private schools differ significantly so far as their socioeconomic status and academic achievement was concerned and found that the government and private school students from highly advanced, advanced and normal schools differed significantly so far as their socioeconomic status was concerned.

Discerned significant difference on academic achievement was found between the students from government and private, highly advanced and advanced schools academic achievement of students from normal government and normal private schools did not differ significantly relationship between socioeconomic status and academic achievement when computed on total sample (N 180) was statistically significant. Kaur (1992) studied the interrelationship between creativity, intelligence and academic achievement of 11th grade boys and found that relationship between creativity and intelligence was low but positive academic achievement commonly influenced the correlation between creativity and intelligence relationship between creativity and Review of Related Literature 21 intelligence was non linear low positive relationship existed between creativity and academic achievement creativity commonly influenced the correlation between academic achievement and intelligence the relationship between intelligence and academic achievement was linear. Singhs (1996) study on the achievement of H.S.

L.C result found that private English School students are performing better in comparison to Government secondary schools students. Again the achievement of S.C and S.T students in the H.S.L.

C examination were very poor. Dr. D.K.D (1998) conducted a study on the background factor in respect of selected secondary schools in Cachar (Assam) and reported that supervision, monitoring and inspection had great bearing on the results of students in SEBA examinations. The qualities of School administration have effect on consistently good and consistently poor results of schools. The study did not include any private schools. Further I take initiative on this field to identify the widening gap between the academic achievement amongst the student of Government and private schools.

Lublenski and Lublenski (2006) of USA made a pilot study on the functioning of public school and private schools of USA comparing the achievement among the charter private and public schools, the private schools showed higher scores than the chartered public schools. Barun, Jenkins and Gregg (2006) made a study on the pupils of private schools and public schools of USA in both reading and mathematics and reported that private schools do better result than public schools dramatically. Das, N.R. and Baruah K (2008) carry out deep study on Secondary School Education in Assam (India) with special reference to mathematics.

In this study he concluded that the financial and managerial statuses of the schools are the major factor of academic achievements. Prof. Dey (2009) conducted a deep study in vernacular schools of Barak Valley in Cachar (Assam) nearly forty government secondary schools as sample to understand and recognize the present status of education in terms of their achievement but he found that maximum students are not able to do good results because of the lack of communication skills and double barrel language. He also reported that the valley could not do satisfactory result due to the process of supervision of classes, present Evaluation method, class activities and their home tasks are also not up to the bearing of modern tech. This reveal that improvement and satisfactory results of the district entirely lies at the hand of teacher community and supervisors supervision although he did not study the I.Q level of individual students, parents economic condition, demographic state of the district, further he did not conduct his study in private schools. The bearing result of school education are also part and parcel of developing some socially approved qualities like kindness, sympathy, generosity, love and affection which are to be influenced by the Principal/ Headmaster and the teacher community so that students will feel parentally behaviour of teacher on the part of their growth and development to become able citizen of the state. Josephine(2011) of Karnataka state , India carried out a study on the sufficiency of the schools running under three different types of management by focusing on the cost of education, Examination result, Quality of input and several other non-scholastic factors.

In her thorough she found that despite of higher unit costs government schools had lower outputs associated with great wastage and stagnation. A minute observation in it and reported that Government schools flows in respect to inadequate use of physical and academic resource. .

CHAPTER — III METHODOLOGY 3.1 INTRODUCTION – Educational research requires judicious plan and design and its method should be systematic so that every research question must get its perfect answer for achieving its goal of study. Thus the goal oriented research work is completely dependent on the methodology and its design of action. The plan and method of study is to fulfil the need of research activities and the achievement of educational investigator in the field of education.

3.2 DESIGN AND APPROACH – The nature of research and its questions and objectives are reasonable to plan a non-experimental design. On the context of research work survey method is assumed to be appropriate for the research activities and its study. 3.3 POPULATION – Population of study is made delimitation within a range to provide clear and excellence picture although it comprises the population of all Govt. Schools and private schools in Badarpur block of Karimganj district, Assam. The size of population is shown in table No 1 (One) Block wise No.

Of Secondary Schools Education BlockGovt. Secondary SchoolsPrivate Secondary SchoolsBadarpur1219 3.4 SAMPLE – On the basis of distribution of schools over the area two Government schools and two private schools were selected for the study. The four Schools considered for the study are given below- List of Sample Schools Sl. No.Name of the SchoolEducational BlockCategory1.Banga H.S SchoolBadarpur BlockGovt.

2.Public High School, BadarpurBadarpur Block Govt. 3. Gurucharan High School, BanghaBadarpur Block Private4.Maharshi Sandipan Vidyapith, BadarpurBadarpur BlockPrivate 3.5 Procedure of data collection- Collection of data requires a genuine procedure and it should be maintained systematically. H.S.

L.C result of both Government and private schools will focus the differences in achievement. The investigator collected the data regarding the enrolment and pass percentage for individual school during the visit 3.6 Data gathering tools and techniques Document of collected H.S.L.C result data for consecutive 3 years CHAPTER- IV DATA ANALYSIS AND INTERPRETATION HSLC result of respective sample schoolsfor the year 2016,2017,2018 were collected and are shown in Table no 1, 2, 3, and 4. TABLE NO.

I H.S.L.C.

Result of Government School -1 for the year 2016,2017 and 2018 YearAppearedPASSEDFailed age1st Div. age2nd Div. age3rd Div.

ageTotal age20162163616.662511.572712.51 8840 12860 2017229187.864218.

345222.7 11248 11752 20182152411.16 3315.342913.

48 8639 12961 Table No. 1 shows that in the year 2016, out of 216 students there are 16.66 , 11.57 and 12.

51 respectively in the 1st, 2nd and 3rd Division. And the pass percentage is 40 . So the 60 students failed. In 2017 out of 229 students there are 7.86, 18.34 and 22.

7 respectively in the 1st , 2nd and 3rd Division. And the pass percentage is 48 . So the 52 students failed. In 2018 out of 215 students there are 11.

16, 15.34 and 13.48 respectively in the 1st , 2nd and 3rd Division.

And the pass percentage is 39 . So the 61 students failed. TABLE NO. – 2 H.S.L.C.

Result of Government School -2, for the year 2016,2017 and 2018. YEAR APPEAREDPASSEDFAILED age 1st Div. age 2nd Div. age 3rd Div.

ageTotal age20167822.561621.332835.

893259324120179444.252223.403436.176063343720188033.7532402126.2556702403Table No. 2 shows that in the year 2016, out of 78 students there are 2.56 , 21.

33 and 35.89 respectively in the 1st, 2nd and 3rd Division. And the pass percentage is 59. So the 41 students failed. In 2017 out of 94 students there are 4.25, 23.40 and 36.17 respectively in the 1st , 2nd and 3rd Division.

And the pass percentage is 63 . So the 37 students failed. In 2018 out of 80 students there are 3.75 , 40 and 26.25 respectively in the 1st , 2nd and 3rd Division. And the pass percentage is 70 .

So the30 students failed. TABLE NO. – 3 H.S.L.C.

Result of Private School -1 for the year 2016,2017 and 2018 YEARAPPEAREDPASSEDFailed age1st Div. age2nd Div. age3rd Div. ageTotal age20161552415.

484227.097045.1613687191320171632615.958350.922414.7213381301920181494127.518355.

70117.38135801420Table No. 3 shows that in the year 2016, out of 155 students there are 15.

48, 27.09 45.16 respectively in the 1st, 2nd and 3rd Division. And the pass percentage is 87. So the 13 students failed. In 2017 out of 163 students there are 15.95, 50.92 and 14.

72 respectively in the 1st , 2nd and 3rd Division. And the pass percentage is 81 . So the 19 students failed. In 2018 out of 149 students there are 27.51, 55.70 and 7.38 respectively in the 1st , 2nd and 3rd Division. And the pass percentage is 80 .

So the 20 students failed. TABLE NO. – 4 H.

S.L.C. Result of Private school -2 for the year 2016,2017 and 2018 Year appearedPASSEDFAILED age 1st Div. age2nd Div. age3rd Div.

ageTotal age 20163915 38.46 20 51.281 2.5636 923 8 20174521 46.

6621 46.662 4.4444 97.761 2.24 20184211 26.1925 59.

523 7.1439 923 8Table No. 4 shows that in the year 2016, out of 39 students there are 38.46 , 51.

28 and 2.56 respectively in the 1st, 2nd and 3rd Division. And the pass percentage is 92. So the 8 students failed.

In 2017 out of 45 students there are 46.66 , 46.66 and 4.44 respectively in the 1st , 2nd and 3rd Division. And the pass percentage is 97.76 .

So the 2.24 students failed. In 2018 out of 42 students there are 26.19 , 59.52 and 7.

14 respectively in the 1st , 2nd and 3rd Division. And the pass percentage is 92 . So the 8 students failed. TABLE NO. – 5 Final Result of Private and Government school for 1st Division in HSLC Examination in 2016,2017 and 2018 Sl NoName of the SchoolsCategory2016201720181Government School -1Govt.

16.66 7.86 11.16 2Government School -2Govt.2.56 4.25 3.

75 3Private School -1Private15.4815.95 27.51 4Private School -2Private15 21 11 Table No. – 5 shows Govt. School -1 got 16.

66 ,7.86 and 11.16 respectively in the year 2016, 2017 and 2018. Govt. School -2, got 2.56 , 4.25 and 3.

75 respectively in the year 2016, 2017 and 2018. Private School-1 got 15.48 , 15.95 and 27.51 respectively in the year 2016, 2017 and 2018. Private school -2 got 15 , 21 and 11 respectively in the year 2016,2017 and 2018.

TABLE NO. – 6 Final Result of Privat and Government for 2nd Division in HSLC Examination in 2016,2017 and 2018 Sl NoName of the SchoolsCategory2016201720181Government School -1Govt.11.

57 18.34 15.34 2Government School -2Govt.

21.33 23.40 40 3Private School -1Private27.09 50.92 55.70 4Private School -2Private51.28 46.66 59.

52 Table No. – 6 shows Govt. School-1 got 11.57, 18.34 and 15.

34 respectively in the year 2016, 2017 and 2018. Govt. School-2 got 21.33 , 23.40 and 40 respectively in the year 2016, 2017 and 2018. Private School-1 got 27.09 , 50.

92 and 55.70 respectively in the year 2016, 2017 and 2018. Private School -2 got 27.09 , 50.92 and 55.70 respectively in the year 2016,2017 and 2018. TABLE NO.

– 7 Final Result of Privat and Government for 3rd Division in HSLC Examination in 2016,2017 and 2018 Sl NoName of the SchoolsCategory2016201720181Government School -1Govt.12.5 22.70 13.48 2Government School -2Govt.

35.89 36.17 26.25 3Private School -1Private45.16 14.72 7.

38 4Private School -2Private2.56 4.44 7.14 Table No. – 7 shows Govt. School-1 got 12.

5 ,22.70 and 13.48 respectively in the year 2016, 2017 and 2018.

Govt. School-2 got 35.89 , 36.17 and 26.

25 respectively in the year 2016, 2017 and 2018. Private School -1 got 45.16 , 14.72 and 7.38 respectively in the year 2016, 2017 and 2018.

Private school -2 got 2.56 , 4.44 and 7.14 respectively in the year 2016,2017 and 2018. TABLE NO. – 8 Final Result of Private and Government school for percentage of failed students in HSLC Examination in 2016,2017 and 2018. Sl NoName of the SchoolsCategory2016201720181Government School -1Govt.60 52 61 2Government School -2Govt.

41 37 30 3Private School -1Private13 19 20 4Private School -2Private8 2.24 8 Table No. – 8 shows Govt.

School-1 got 60, 52 and 61 respectively in the year 2016, 2017 and 2018. Govt. School-2 got 41 , 37 and 30 respectively in the year 2016, 2017 and 2018.

Private School-1 got 13 , 19 and 20 respectively in the year 2016, 2017 and 2018. Private School-2 got 8, 2,24 and 8s respectively in the year 2016,2017 and 2018. Chapter- V Summary, discussion and conclusion 5.1 INTRODUCTION Education is indispensable dynamic multifaceted dimensional force which always revolves round the teaching-learning strategies for depicting new ideas, new methodology.The constant effort of trying to pape with the modern society is education, which can bring a modifiable change in the society to cater the need of society. School education plays pivotal role to satisfy the need of society. As such quality and trained teachers are absolutely needed for the growth and development of faculty of children.

Besides qualitative teaching, awareness of parents, awareness of community and regular suggestion regarding the improvement of teaching learning process is major role of the society. Thus society also plays a vital role for the smooth functioning of the community Hall. Many commission, many organization tries its best level to improve the Indian Education System.

Many innovative works have been constantly acted upon educational package to spark but it is seen that its mechanism fails to function smoothly, particularly in Govt. Secondary. The failure in Education is an activity of enabling learners to develop themselves in to full-fledged individual.

In this direction educational planner and administrators work towards all-round development of the intellectual abilities and personality of the individual learners. Ideally, enabling and individual to actualise their potentialities is the ultimate purpose of education system. Educational researchers, educationists and psychologist have attempted to identify major factors that affect the quality of education. 5.

2 Title of the study As it has been commonly observed in the past, there still exist a clear demarcation between the academic performance of the Government and Private school at the high school level, and therefore to make sense out of dissimilarities in these two sector, the problem provides the statement as — Students academic achievements of Government and Private School in HSLC Examination — a comparative study. 5.2 RESAR CH QUESTIONS Is there any difference in student achievement of Government and Private School in regard to pass and fail. 2.

Is there any difference in student achievement of Government and Private School in regard to different Divisions, specifically in rural sector. 5.3 OBJECTIVE OF THE STUDY To find out the answer of these research questions, a research study is designed . Following objective has been formulated – To identify differences in the academic achievements of the students of Government and Private School in HSLC Examination . 5.4 Delimitation – Study is delimited at karimganj district at only Government and Private schools 5.5 Methodlogy Design and approach On the context of research work servey method is assume to be appropriate for research activity and its study. Population and sample The total number of government secondary school is 12 and number of private school is 19 for the Badarpur Block. Thus the total number of schools 31 stands for the total population for research area. But due to unavailability time and scope the size of research area have reduced to two number of government schools and two number of private schools. Thus four schools were t5aken as sample schools for the conduction of the study Analysis and Interpretation Data collected are classified and interprteted by percentage . Tables are presented at appropriate places . 5.6 Major findings Maximum number of students at Govt school-1 failed in 2016 and 2018 while in 2017 the number is reduced to approximately half . Maximum number of students at Govt school-2 passed in 2017 and 2018 while in 2016 pass percentage is reduced. Maximum number of students at Private school -1 passed in 2016, 2017, and 2018. Maximum number of students at Private school-2 passed in 2017 while in 2016 and 2018 pass percentage is reduced. Overall academic achievement of Private schools in HSLC Examination is better than Government schools. Overall academic achievement of Government school 1 in HSLC Examination is not good as compare to Government school -2 . 5.7 Discussion and Conclusion The present scenario of education in government school is a burning problem of the state. Considering the students of Government Schools the Government of India do not charge any tuition fees for the students of Class IX and Class X except some amount of annual charge and negligible amount of admission fees. So parents with less expenditure they are meeting the education and also avail various facility like health check up, scholarship for minorities, merit scholarship, facility for game and sport and different co-curricular activities. .Still with all these possibility effort the improvement of our children in education is not satisfactory. This is very tragedy in spite of government huge expenditure on government secondary schools, student of this section failing in greater number in HSLC examination. Private School in India have expanded dramatically over the past few decades. In light of this fact, policy maker have question the role of private schooling in improving asses to quality education in India. While a substantial body of literature find that private schools have better performance in examination than government schools. This study looks at the government and private schools in HSLC examination. There is a great degree of variability in achievements of government and private schools. Lublenski and Lublenski (2006) of USA made a pilot study on the functioning of public school and private schools of USA comparing the achievement among the charter private and public schools, the private schools showed higher scores than the chartered public schools. The findings of the present study are in consonance. In the present study private schools are performing better in comparision to government schools in HSLC examination. Singhs (1996) study on the achievement of H.S.L.C result found that private English School students are performing better in comparison to Government secondary schools students. Again the achievement of S.C and S.T students in the H.S.L.C examination were very poor. Dr. D.K.D (1998) conducted a study on the background factor in respect of selected secondary schools in Cachar (Assam) and reported that supervision, monitoring and inspection had great bearing on the results of students in SEBA examinations. The qualities of School administration have effect on consistently good and consistently poor results of schools. The study did not include any private schools. Further I take initiative on this field to identify the widening gap between the academic achievement amongst the student of Government and private schools. The findings of the present study are in consonance with Prof. Dey (2009). Prof. Dey (2009) conducted a deep study in vernacular schools of Barak Valley in Cachar (Assam) nearly forty government secondary schools as sample to understand and recognize the present status of education in terms of their achievement but he found that maximum students are not able to do good results because of the lack of communication skills and double barrel language. In the present study maximum students of government schools were not able to do good result in HSLC examination. There is a significance difference between Government and Private schools in HSLC examination result. From the finding of this study, it may be concluded that students in Private Schools performed better than Government Schools. So Private Schools are playing a great role to contribute a lot to the society by providing quality out put.Government Private dispercity in school education is obvious but it is very important to bridgethe gap between these two in order to get quality education from the educational institutions where the future citizens of our country built To enhance the performance of Government Schools a systematic and consistent administrative approach is urgent. BIBLIOGRAPHY – Barun Jenkins F and Gregg W (2006) Comparing private schools and public schools using hierarchical linear modelling (NCES2006-461) U.S. Department of Education, National Centre for Educational Statistics. Institute of U.S. Government printing office NCES.ed.gov/nationsreportcard/pdf/studies/2006 2. Dey, D.K. A study on the functioning of Mother Tongue Medium Schools in Assam with special references to Barak Valley region (A published dissertation) Karimganj Barak Upatyaka Bango Sahitya O Sanskrit sanmelan 2009. 3.. Das, N.R. and Barua Karuna, A study on the secondary school education in Assam with special references to Mathematics (A published dissertation) 4.. Dey. D.K. As in depth study of some Background Factors in respect of selected schools in Cachar District (Assam) showing consistently good and poor results at the Board Examination, unpublished M.Phil dissertation Poona University 1988. 5.. Datta,D (Re-printed, 2007 ). Cachar District Research Vol. I II Kolkata Aisatic Socity. 6..Josephine Yazali School Efficiency and policy or resource planning A Pilot Study on Mysore High School 1-64 Educational Administration unit National Institution of Education Planning and administration. 7.. Lubienski, C and Lubeinski S.T. (2006) Character, Private Public School and Academic Achievement New Evidence from NAEP Mathematics data Nepc.Colordo.edu/files/EPRU-0601-137-OWL 8.. Mangal .S.K. Educational Psychology . 9.. NCERT ( 2006 ) Sixty Servey of Educational Research Vol. I II New Delhi. PAGE MERGEFORMAT 1 X6ymQ/T9 sL_ qiqcpJYLooXTmKAI_tH.ihLIyA0 c6W,49u-2GDSeJbV5-bq,aJwdUZq8PDV.(yZ dCJxfZHyV6JBeH((WQ9 -uU.,f6 @q@amtrMsNbaCi-.(Ey 2fRBeO-ujrNLkL e1cJWh8HROq1_gMBmXa18Z IHaEITlhw9WUU4rc.4e@(.y9QFs5JniUJjU4uVB.)f,L)WH E1iXuJh8oIOBL/JC2 fKfC,)8RLJKzK1E,qQ 1Oave@jUR_S-uFx)P3b-ZYJ/TV.Ra0em-Sr/rMQIgXscMHTt4Yu ,(.e)GeZdM -@HITCR,nr/CKmJRb8JE/mKSR6ALUqC8js8IEEaF 8mie3NRiP-p)ZqV.1p-khWIi86Gt-NS)-eNP2JROSK4rNeZQ)SgwOZ56.B)ONp_)QzPPZz4CK 2BQ ey.wo oaJinu)jR/kf22/LYlw@)I9EqDUeTwu,6p)Zx.m(f)oX6Eqw-gQm60X6-(xOaizWiEDfTUStPNPsT3)W)7LfTGbS0bjKhIaOss))wmkeCh(mP pQQK99I.2pyJTKnpUkedHqhWKIBBK62 mUht).xkjt6kLGvCqv6H QQiMtpvF .EOaQn3kIJ @QRTZHRtR E(w/bv1nRq@bGDMn7CA__23pHjBeNKCb1-hGudw40(1 GnagihzNtJERyUhMvaKcTI4 O,h5znJjs,QFq)XlLgjOZ Pzv)DikkbcOh3ikMkMa/rX4Kj5HVgH)caaWjlH7RY,S9HBTI/piMXZnH4_iwUNFceF5/ mu)fWk4 RPddno/d N5gWvtkOeelM2x.8hMc_MYTBKK@iZzI0.,rASjrXfi1o-wmr8j43ygC52STnHH@8o-WiXha qld7-LPq9KIhe2uEHoec.9X9iTckYXtRy.LE7.1sZIelyp.cLh7 //cmkXI.U lWmKVcU7ol)JBHVjETY4gLFeRfgoRRO(yk/,W7blLKy dn9/(f44MRXIT/cmbZ8xDdiCgAmy-9wgK (umHXcibIh1Vd cG.f7f07VYlUIUb_J3_0ZJmlVLenJ V,CdcxNN d1F9vCyd3gvCyd3gq.)twaVh1AuH-Q5OOp1iO7Q7)cZ4(5ai WcxN4duPq5aWdE5tBtliefj@lIA3wxmYu,JqrJ9TeIT3F6B-(e4q 9OGY nfLs9iR6i Ma5kKxVwY8oCh)oouZ4eI7X9Jj8ginDuBj2l8,oJXYii9i5CdL_iJimeaZN@,-BRJdba P(oWhfWYEtIg4R.knaZ7yWf2QGkUGttzNcUdh8Fi2PCQYi5Mhs2 M73_t6(X(g-, qPQ/ZhTNZPMR-M-8,z5UPizsWYz isq/, yaCY DChnB6ZzSDp0rHnB sCT9D(L@xG7,6 3rxC/u@C WUi9XxsTI(FgzDAuevsTo2.Hv7rG (aMS3Wp7a)V AZSs(9X03TT VfV(IB sg3dSxb0k3xHQ43DO3@)Z.r)q_3OvOf_x(Nc103ANBv(4)r-W 64X4iz.yhWiKmD76B1fGj6)MN omEHZ5) GZ56JuPKzlCF( EOOpWiZLr8ZNQ W8-SJAsPPQPRLvSg3RpSEM1V_UB.IItMC3iWxC25WKxN3pMED)lxG 9Tfsv6pS4KPn0.2mcAld66 cDnpMw Tl 6mqlV1EjU1rcn4 iVqOr)p,ZzP n Ymhb9s-zxJEESjpysfl5jOMi,bDBQhIh(esaMJOlUtUSkJkgU2-IoL2QNt@w UkMv2Q7PWrrk8Dl63A6gNT6rc5@19 iUJ5qLhfCWw(NxboTse6(7LmJSsa6Zv,Z) TQrR_dSCcRT7 emASkQuYimnKmfLs Dq7fE0nkvnrLtq6A,qmHt2 sUfV_Z6R DTdETe0QRJ)-lMyqw7eZBJ/rlBWp lFEs4kQL)Sz9c9mc6rmMGKB9-9uhUVmqH)P2K UeZswh1Le22iQFRTNjXQ–(o2/o L(,)Az(7b5WWA GyWQiFN9I5MwRTMCe2CRcagn 4Aqcm2Q( 7hUX3J9yK.3fW V6 yqM7mTud6CpV,U)k-ymCU2ShA4ljJdU8 y-Q0ZoC.o99TDJ 1mo6 0 2L9 gwzMXrHeG)EiVX L7iLN -S/ERQIsAMJ939,D))6w,9LQaWtcb456k4FmqGGlpU67b_Snb DujVGUnTb K9e/f23QvVfptoDF3QO1tK,b-yw2bPh9GoalzK10O4@ Jcb4ub Ufm2 01LH7f4 OpFi_u8Ha-s228I R8BB4RLCl/6XGGfT8/6@zvD /ZNgf1VSjzMgwzwudwZhpZuvPqeR6sAQv2OzNzMDQu6pOkv_/0b1Tu Ki45EKuZ PUTUt(mP QHqZkumE_M2gm2hlcf9Vv7w(EcO sWrWr m)L 7 9 EJ)y)QUxF.7i X9zdvtb6W50aT3sc8nPeXq9mi_f,Ve9npa7P19)ONj1OEr 5AYyOJsqTgbzne7WGayDQuS6K1j0p_s8NNzL WLZkGreEj5O7/ dZEeT.Z7Yj3627 2qV6oOB-w.lNN8Vr/sNCa6UTLm6LupSf.FypoS h,)8D,0wV1mpJoAAlUHUzxT/8nr6OkeEv2KyiX_XSoos uPTDbigJAtlZW5f-sPS)s.kH S3 99X DzSsw0 mA5MqVJHdtD-nElid0uqNI/PkluW2rmVifs/-rm6tvT-Es)Gc/Ii7jpm-)9Z2TCMq_4X/DZi2d)ipPNX(gNGNTi7NlK 0XQ 35Dw61em p7 Im4M@39 lr9wAz@S)5Sg44r6Ygij-ZyN.J4i6zzrVwrfymE,uJLDEjyEW)HGE4hGNOFEtx m04XUpZlAl(fwOn MsL A7VDTr6Bz Gye1lf0irbFZZJFfQD-7FIHXNtUsJ)nYXoy5ALfO,3 8uxupWmjLSeNOR.SMNDDVE4tuU6X WJ5nvfPu.tlswrzf8waFJ-5/g9 2ms2U4zDKeerMM 4m1QmVQzUz1 )s1f9 FXWGn(a.E3C5yp.7 5D y70yJhU1a0,,2zLfDT-Lj-ElmL9rgbS5YkFoG- VGqIT SmrV.6qn5gL ynrW8UI cAB-ULjm8 xwmYqFCIb/oB6zh-z15Zc15r6oS9Z7W1tGMJ.yKhG8 4QQxNmq3x-Sp) kQ9wlXQb.Zcgu1sodWI6ZgST_nn2o81v0o7VZ-iPUzHqpm7_nIvJrrbe)q6b6GD5)ZzUX Ze6oU5F@mnOWsR,8q(@hljmf.TplHFrUNd6-w,BbjKQ4zWi2i7R/nEMj3PudiqJb_ZNdMu/4LAgV,qr723 a0y-Eu (qQJamZZ /48ILvN3.V Q9cFwL@7/4/(iI9x/roaGlxRr6eyUy s@XG-8vZnX [email protected]_ZIT@Fl 1yvW9rK-nF4SU9jX3YtxNpL oM87aTx tS dT5rH9dnb_YnSoAyD7SuSso31gm1tCgDUn@SL2-c6q KCalxJpn/Wlu6yDkPVmYn22EAlF8dFLVIzhmzj4fRsGHI(pPVsXqUM(H 3ck2lQB1Uv4YkgM m9g HncTX.b/OCMyrAic_ Wpjuv oevUQjqdI,Tw4ARDqO 2trpvZ1g4 fnSqVFvnemr q3f.SK.,.Rh5y1yvcUxl_nN5tj)O606n1_MQThMGXpR4cpCjI_sqHvctq(K5sGfad .jjcw/DS@iueesSW0 )MWUj3o94q-Vi3tibmbnV-op_p8Pvmtmz.8WgkiBxVQ4NM(Lg@On9e 64ONfFgKA, NB eJWbbJu7fcQgXfirf3HjjYizRMt ZM1Mx(EUfpAtmmoHlXbE6(DG6LqS)ITi X(()q WLj3)dAw64Tv 829srryh 91cAaSROgZn(B(ynWIC7j_b b8iWRD0HE-GRmhzLzedHqPJ8ddUizYQrL bv7- GzcbEaYd4( PiNOy1J476mObv4q6OOLDV-hUw3X6c@I5ADY_3fP_rLiu JW.y1NrZsapeBeToEX 1lFd,fd- [email protected]_ZDq2.wfO5Fi_FxZ4KlCC-Fp69R3q/mNRG Us1HkxA25 5XdfGOQv55VH8(eLZm.ywk7bwY Gy9WrMl3qznEas4MhUmv9joeKDbKTm.5P4RHR Sb1zZnluhw3iopMHv T.).23guTJ 1_Y.PM4h .NMEId rTY/ov.p 8AJFrim)xy4lh.ONdVx 6Tq-S..kjH9RqXtnJvs886NUl Uw23,vg8Lv,D-IKNiIO4Us6n1tBD9 E-d/nCz I 2Q52lZNpJ0a) lSqt-7 Qt7VLQbnn4/47GwbJq4FBr jxzgy,/eCvBf5-qnke uvTGsql6jPWcMjJr eDU,nxFOQO(Mi BX D.Mf,GO/-n,Mh8qH@rXL2dL2dKDIfmptfWDO6SbELVo NM7 R((.vxeCEBh-c@0HEMc._8vX.Lp7s7JHcu2Zdu2wsg2iP E3 kRxzQ.GTJEpa KYe7uK70uCc4f YfS ahIm1DK0Mz/3 LpvAMI)mBkpt eeXdJ 5cgE5TeKQa2pTu@V5W9/@Bm9k 9849 X18 om1bN.(Ea.Fq QL6 3(tlfWC 8ynyVX3UdnLB5LDfb6aFX(M4Z klrVSIgOJH1ytwikEfa3b.ww6X, 0U g-YJy,_DTz6WqdNfj JS(zvQLAkbhpmJb -@MX x7GOtSwcHd8dogFcWCWa_y,)efdL5lce5hvF4jZlcn-2gyvqv2Y/F8LA)fhfLtiJuEe1sc_/-ccJxPz(n @Eqm Qyyl5DF3Uh_It,x/ZYmXW)b,kAWcwBfGC,wN5SbJLV)ju) P.PHSf AY t2e tIap8eVl3lZ, @0nMjEEgY5UOb.Ie1l4.B8 Fz 8(jYYEVQ-LRwqs/K0UBg_.CRT5X.@Qw,ifJ8oMdTKp6AqTtwuQKz 2o/@XJAeRMtKhHXe4LE__H0E_AN@xT jgJ p@BRL(a5W0wmC2G)hn_ MY.dVs,uYO L2p25GntmIS2JJCk53FVJxBmkbdQUI Q 6mZf_3F8ea6ALm6YYFUUfYCU1XD8UUfdj3UGE78l @-Gf/z3(6Uvh0X-KKZeEs.et(,(X8nty3NH )3wTJnzQ2)C9o,BSpKpGCh/9_cX5XtVbC(pkh, ,MeWZ@ TZ./lXghKZ/a-,6P/T v/zW@1zuo8/ik7SULXFZEI.mP7GL8tPVZ.x2KopPPPp)q7IZaiyc Bk/akBEPdHDyh P5gVtEHyu.QU@w S(gA zZew-V 1ry15B1RFFt Cjrlw8T(JZKqlw jPWUdi44EqiKjc (XBRDYz dV1tIJgf Ry6E0)HpOK)TQU7wqa9u DDzmL(eW/(HZm2ynR2nahP5gDUMvaub@qiUV5y@Y RI cMZ)ktRbxjpREep8 ssm) 6eC9v l,k1dZu1L1Ia4KxSeUdZ5T j0r6pd TL T(MUCF(tpvkGv0JX A u@2o @HA @3QS l)J3UPbf0gVJn 5CTeHy6RPlvbBDhpiAEw ReBjZ2@@f @ WC hF fAS/7qI B0 mJr2RERKBwjmjvTXhqza T Vh@7PQ ZMP3) GbP)AtHv8DRCAhC He@N7Z2FAW PG. kDhAd eXHR4–0V51@g)Q6m.b,YDqN7( Z)8P47Al(E69MCp dWQIyj @T8@ C .96X,(xEC Da3EhAjXx)C173Ip2CChjDDd)p2M67X1Ka9f16Pp10ZdAE/jO6VgU 4xq.vNbcQPf F)yPsUKXpE16E2)uFNj9IGd @m4,eZr-pCl (( B JFpv0g4WNfjvFiV0aqHNZr)wjm jZ)OmK@4upjtztz)6 J1I_Q ahEc-7qxJf1mT5H-kI4nAFJ jcDiEjUKD1KWFH5T V4YRMjR 1NX4Yn-nwMGg7dLUHv rE99@6gWudniTI4@0y 0vevdQ,J(WcS2RS TuXCsVTi0,Fmgulb0Uu ARBXp 1MOGIlAy2)8iyX-A/K,-jDoBT EUq ,Vo4mV_Xq1BWsFi8.e_B)ZA ve,gdKtj8dd8U8Xhac0ZEpXG U7y DESaB,Sigr(oE52Qk3OJGm1p)V. pLAy3QFahg_(Fvu @2fl0)(/KIF,(gpAhP)IHT u 12 W@kD,J/ E8OVmN2z8l 4hFlSMs4hdAn TnLVscWZ ju @I@za,7Eyz ,okG@W)r1 950.xaGWb9csREKl_nDJ Y0vI@,35_qQmO.7ZP5-ek5L Oh-FYw@W4mzw0puzGoPsf_Qzf.PeywZLi91tNF_B/YU0h,gWvzVf1R4d__7_pb B kXlNsjMc0OTNY.@U8Lrub4Kr_Ig65Ti_hOClQHf2n X cfWS(OES,/ML12OtX/7.MAU_j0 gPPf5v-whp6PeCwM4dd_K30Wig en_28e.Ztw0U1 Mpf4/JqcV.wsv4NNeRD@5K4GJGTRioYJ46wYARyCVf(Qj2ex8k9dz-d,D hjqsGE.(JoC)wqnOdCzJ5qxfqGuf3sS BgLg6akeA 8B Oy2cl-Zqyt6y2h1bRQTKp(Qvtc 3R tYw7g 1/ 1teJJS)roobuSzxWoS_V1osVQ- Y, dXiJ(x(I_TS1EZBmU/xYy5g/GMGeD3Vqq8K)fw9xrxwrTZaGy8IjbRcXIu3KGnD1NIBsRuKV.ELM2fiVvlu8zH(W )6-rCSj id DAIqbJx6kASht(QpmcaSlXP1Mh9MVdDAaVBfJP8AVf 6Q L