a study of the dropout students at govt. secondary schools in rural areas of district charsadda...
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A STUDY OF DROPOUT STUDENTS
AT GOVERNMENT SECONDARY SCHOOLS IN RURAL AREAS OF DISTRICT CHARSADDA
0348-9160642
By:
MAHBOOB ALI
Roll No. 6146
M.Ed.
HORIZON INSTITUTE OF HIGHER STUDIES
Affiliated With
UNIVERSITY OF PESHAWAR,
SESSION 2015-16
2
DEDICATED
TO
MY PARENTS AND TEACHERS
i
FORWARD SHEET
The thesis entitled “A study of the dropout students at Govt. secondary Schools in
rural areas of District Charsadda” has been completed under my guidance and I am
fully satisfied with the quality of the student’s research work.
Supervisor
ii
APPROVAL SHEET
The thesis entitled, “A Study of the Dropout Students at Govt. Secondary Schools in
Rural Areas of District Charsadda” prepared and submitted by Mr. Mahboob Ali Roll
No. 6146 in partial fulfillment of the requirement for the degree of Master in
Education is hereby accepted.
Supervisor
__________________________
_________________________
EXTERNAL EXAMINER
_________________________
PRINCIPAL
Date: _____/_______/2010
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ACKNOWLEDGEMENTS
Thanks to Almighty Allah for making me able to complete this task.
I pay my gratitude and regards to my supervisor Mr. _________,
________________________, for his guidance and supervision through out my
research work and preparation of thesis.
I am thankful to all my friends, teachers and relatives who graciously extended
their help in the completion of this research study.
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TABLE OF CONTENTS
MY PARENTS AND TEACHERS FORWARD SHEET.........................................I
FORWARD SHEET...................................................................................................II
APPROVAL SHEET.................................................................................................III
ACKNOWLEDGEMENTS......................................................................................IV
TABLE OF CONTENTS............................................................................................V
CHAPTER-1.................................................................................................................1
INTRODUCTION........................................................................................................1
1.1 BACKGROUND OF THE STUDY:.......................................................................11.2 STATEMENT OF THE STUDY:...........................................................................11.3 OBJECTIVES OF THE STUDY:...........................................................................11.4 HYPOTHESIS:...................................................................................................11.5 SIGNIFICANCE OF THE STUDY:........................................................................11.6 RESEARCH METHODOLOGY & PROCEDURE:......................................................1
Sample:...................................................................................................................1Instruments:............................................................................................................1Delimitation:..........................................................................................................1
CHAPTER-2.................................................................................................................1
REVIEW OF RELATED LITERATURE.................................................................1
2.1 DROPOUT:...........................................................................................................12.2 Reasons of Dropout:.......................................................................................1
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APPENDICES
Appendix-A Questionnaire for Teachers……………………… 44
Appendix-B Questionnaire for Dropout Students……………… 46
Appendix-C Questionnaire for Parents/Elders of Dropout Students 48
Appendix-D Class-Wise Enrolment and Percentage of Dropouts
in class 9th and 10th, During Academic Year
2009-2010……………………………. 50
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LIST OF TABLES
Table No. Title Page
4.1 Number and Percentage of Dropout students in Selected Schools……..
4.2. Number and Percentage regarding responses of Teachers about the
Dropout roblem……………………………………………………….
4.3 Number and Percentage regarding responses of the Dropout students
about the Dropout problem………………………….
4.4 Number and Percentage regarding responses of Parents about the
Dropout problem………………………………………………………
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ABSTRACT
Dropout has a common phenomenon of our educational institutions. This
problem is becoming serious day by day. Various factors are involved to compel the
students to leave their education.
Keeping in view the present situation of the dropout rate, a study was designed
to find the causes of dropout in government secondary school (male) in district
Charsaddah.
District Charsaddah was the targeted area for this research study but due to
limited time and resources, only ten secondary schools (male) were selected as a
sample for this survey.
The objectives of this study are to search out the main causes of dropout
students (male) at secondary level and to suggest possible recommendations in this
regard.
Questionnaires and interviews were used as instruments for the collection of
information. Three types of questionnaires i.e. for teachers of dropouts, for parents of
dropouts and for dropout students were distributed among the respondents personally.
To collect true, based information, interviews were also arranged.
As a result of this study it was concluded that our educational system is not
able to fulfill the demands of society. Poverty of parents is also a main reason for
dropout. Parents are also unaware of the aim of education and are mostly illiterate.
Unemployment of the educated people is also a main reason of dropout.
The present situation may be improved if the Government provides
scholarships to the poor students in greater number. Education awareness programs
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should be introduced for the adults. The Government must provide jobs opportunities
to the educated people.
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CHAPTER-1
INTRODUCTION
1.1 BACKGROUND OF THE STUDY:
Dropout is one of the major problems at elementary and secondary Level of
schooling, a large number of students leave their institutions for good. Various factors
are involved in this condition, under which the students are obliged to leave their
education. Some of the factors arc, hard attitude of parents, corporal punishment by
teachers, lack of basic educational facilities, bad company etc.
Pakistan strives to increase the literacy rate, and made many efforts but failed
due to the high rate of dropouts. It is the main hindrance in promoting literacy in our
country as compared to other countries of the world.
Due to the lack of resources 5 lake children (5 years’ to 9 years) are deprived
to get admission at primary level. While 71% kids of the total population after getting
Admission, 45% leaves the school at primary level, up to elementary level the
ratio increases to 65%, while in Metric only 17% students take the examination.
Pakistan strives to increase the literacy ratio and made many efforts but failed
duo to the high rate of dropout. Dropout is the hindrance in promoting literacy in
Pakistan. According to statistics Pakistan is confronted with 50% to 60% dropout at
secondary level. There are various factors involved in creating conditions under which
the students are obliged to leave their education, such as economic related factors,
curriculum/educational environment related factors and illiteracy of parents etc. If we
overcome those factors, which we curbed literacy rate, then we can desire goal, but
the greatest struggle will be made for this purpose.
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1.2 STATEMENT OF THE STUDY:
The researcher is interested to conduct “A Study of Dropout Students at
Government Secondary Schools in Rural Areas of District Charsadda.”
1.3 OBJECTIVES OF THE STUDY:
The objectives of the study are:
1. To search out the main causes of dropout students at secondary level in
District Charsadda.
2. To know what efforts could be made to minimize the level of dropouts.
3. To suggest measures for controlling the dropout level.
1.4 HYPOTHESIS:
1. Detention at the secondary level causes dropout.
2. Parent’s illiteracy causes dropout.
3. Unemployed of the educated person’s causes’ dropout.
4. Corporal punishment of the teacher causes dropout.
5. Poverty is also responsible for dropout.
6. Difficult subject matter is also responsible for dropout.
7. The present curriculum does not relate to real life situation and causes
dropout.
1.5 SIGNIFICANCE OF THE STUDY:
The study will help to:
1. Discover the main causes of this problem
2. Find out solution for the dropout problem.
3. Improve the education system of our country.
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4. Plan the policies and curriculum up to the level of teachers and students.
5. Provide the basis for further research.
1.6 RESEARCH METHODOLOGY & PROCEDURE:
Population:
The population of the study will consist of teachers, parents and students
community.
Sample:
The sample was consists of 30 teachers and 30 students of secondary level
from 10 Government high/higher schools of District Charsadda.
Instruments:
Three types of questionnaires were prepared & distributed among the
respondents personally. The data was collected and analyzed. Conclusions were
drawn from the analyzed data and recommendations were made finally.
Delimitation:
This study is delimited to ten Govt Secondary Schools (for boys) in rural areas
of district Charsadda, where thirty Cases of Dropout were studied to get a clear
picture & facts for the causes of dropouts. In this manner a right conclusion will be
drawn.
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CHAPTER-2
REVIEW OF RELATED LITERATURE
2.1 DROPOUT:
All individuals in the population who have not completed high school and
were not enrolled at a given point in time.
Increasingly, it is being recognized that the issues of dropping out and dropout
prevention cannot be separated from issues affecting our total economic and social
structure. These issues include poverty, unemployment and discrimination, the role of
the family, social values, the welfare cycle, child abuse and drug abuse.
Dropping out is a complex social problem for which there is no simple
solution. Focusing attention on fixing one of the problems, call attention to the need
for solutions to many other parts as well. Thus many educators and other concerned
with the dropout problem are advocating policies involving a broad range of
institutions and agencies. As noted by Carson, (1991), the number of dropouts is not
really the issue. The point is that the world has changed, and the system’s current
employment need do not tolerate dropout rates that have not changed over the 20
years. Consequences of dropping out, which are identified in the work of Arndt
(1994) and the general Accounting Office (1987), include the following:
• As the pool of dropouts continues to grow, employment opportunities for them
are more limited, because today’s economy requires of the labor force
increased literacy, more education, enhanced technological skill and lifelong
learning.
• The rate of engagement in high-risk behaviors such as premature sexual
activity, early pregnancy, delinquency, crime, violence, alcohol and drug
abuse, and suicide has been found to be significantly higher among dropouts.
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• Dropouts arc more likely than other citizens to draw on welfare and other
social programs throughout their lives.
• Income differences between dropouts and other citizens can be expected to
widen as the economy evolves, “putting Americans with less education against
computerized machines and people in low-wage nation”
A growth of’ unskilled laborers in low—wage job will increase the trend
toward developing a large American underclass which “some analysts argue threatens
the continuing of a democratic way of life,”
As summarized by the General Accounting Office (1987), the social costs of
dropout problem include an under skilled labor force, lower productivity, lost taxes
and increased public assistance and crime.
2.2 REASONS OF DROPOUT:
According to Callahan and Clark (2P. 288 — 289):
“Research has identified a number of reasons why children of school actually
dissatisfaction with school is usually only a part of a large picture of discontent
encompassing the student’s overall view of himself ‘with relation to the world. The
disadvantage child for instance often fined himself incompatible with a school in
which the curriculum and teacher represent the dominant middle class. If the fault lies
in the school even if the dropout is encourage returning to school he will soon dropout
again.
Dropout often fails to perceive any value in education. This negative attitude
towards school may be the result of lack of relevance in the school curriculum,
teacher failure in motivational techniques, or community group, or family’s attitudes
towards schooling. Such negative attitude can be a serious obstacle to success in
school. Lack of orientation towards education seems to be a core factor in the talent
loss resulting 1’rom the dropping out of’ pupils who have a high potential.
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Closely related to the dropout problems arc such problems as underachievement
attitude towards schooling, the inability to form to school expectation, attendance
problem, limited or under utilized cognitive resources and emotional instability. Self-
rejection on the part of the under achiever in academic areas, coupled with self-
acceptance behavior in non academic areas, may further complicate this picture.”
(Callahan and Clark — 1983)
1. DEVELOPMENT OF THE CITIZEN:
a. To rear young boys and girls in the habit of industry, self—discipline and honesty.
b. To develop tic spirit of co-operation and service.
c. To cultivate a sense of social responsibility and the habit of participation in
socially
useful tasks.
d. To relate teaching to the needs of practical life and local environment.
e. To develop the aesthetic sense and appreciation of cultural values among
students.
f. Through games, sports and physical education to cultivate in them a liking fir
skill
in physical activity and the enjoyment of sports.
2. DEVELOPMENT OF WORKER:
a. to cultivate a deep appreciation of the dignity of labor.
b. to provide full facilities for technical, scientific and other vocational education as
. preparation for further professional education or qualification for a career.
c. to provide services for educational and vocational guidance and this guide the
Youth to choose the career which is best fitted to their abilities and aptitudes.
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4. DEVELOPMENT OF PATRIOT:
a. to provide an education which emphasizes cultural and Islamic values in some of its
courses.
b. to foster in them a pride in belonging to the nation, an understanding of its history
and aspirations, and a willingness to serve it.
c. to create an appreciation of the universal brotherhood of man and a spirit of
international understanding.
At present the curriculum at this stage is predominantly theoretical and bookish.
It is not planned according to the needs of the society. The effect of this type of
curriculum is very harmful, both for the individual and the society and it is also
contradicts the chief aim and objective of education at this stage. We agree that this
stage should produce the skilled manpower for the industry and vocations. While this
bookish curriculum fails to fulfill this objective. The students are not provided with
opportunities of practical and manual work. After they complete the secondary school
stage, may begin to search for clerical type of job. These job opportunities arc not as
many as the number of the persons applying for them. Consequently unemployment
and frustration become their fate. The Pakistani educationists recommended in 1959
that the curriculum should be based upon two principles. Firstly, it must provide
adequate knowledge of’ the subjects that will be needed, by every pupil for leading a
luscious and happy life in this dynamic and progressive society. This should form the
core of the compulsory subjects, which every student must take up. Secondly the
curriculum should include such agro-technical subjects and training which prepare
them for specific vocations and careers,
The Educational Policy (1972-80) lies down “While expanding education, it
should also be related, in its form and contents, to the nature and scope of our
economic development. Education should not be an abstract endeavor. On the
contrary, it must be closely related to the employment opportunities”
“It is essential that a boy who leaves school after matriculation/intermediate is
ready to accept social responsibility by getting absorbed in our socio-economic
framework as a trained, middle class technician or worker. For this purpose,
vocational and occupational subjects are being added to general education at this
stage”.
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The expansion of scientific and technical education will result in the progressive
integration of general and technical education in secondary schools and collages. In
the past the general tendency has been to establish separate institutions for technical
education. The new program will provide for progressive integration of general and
technical education.
At present, 60 to 80% of students in the secondary schools and the general collages
are enrolled in arts subjects. There will be a massive shift from enrolment in arts
towards enrolment in science and technical subjects, from an aimless general
education to a more purposeful agro-technical education. The integration of general
and technical education will equip secondary and collage students for gainful
employment, including self-employment, in industry, agriculture, business, home
economics and education, in addition to providing them a program of general
education.
The fields of vocational and occupational studies for which facilities will be
provided will include the following:
Electronics, auto-electricity, plumbing, household electric appliances, dairy
farming, poultry farming, vegetable-farming, sericulture, crop and livestock etc.
Education will be introduced as an elective subject at the matriculation, intermediate
and degree level. In this way the professional training of a large number of teachers
will become possible. We have decided that an all-round development of student is
the major aim of education. To know whether this aim has been achieved or not, an
evaluation of the pupil’s (development is necessary, To be fully effective it must
evaluate not only his intellectual but also his moral, social physical development, a
regular record of personality development should be kept in all schools and should be
communicated to parents
At present public examinations are held for 9th , 10th, 11th , and 12th classes.
These examinations, although essential for testing overall grasp of the subjects taught
and call for a high degree of mental effort on the part of the students, still, these arc
quite formal and do not motivate pupils to learn and work hard through out the year.
These public examinations should be supplemented by an assessment of schoolwork
done through out the year. Marks should be given for the internal evaluation and
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regular work through out the year. These marks should be included in the final
examinations. Thus we suggest that 25 % marks should be allotted for this type of
internal evaluation and 75% for the annual examinations. This internal evaluation will
cover the pupil’s entire school record, results of fortnightly tests and even the habits
and general behavior of students. Behavior will include the pupil’s habits of
cleanliness, punctuality, sense of responsibility, hard work, truthfulness, honesty, co-
operation and any other special abilities etc. The semester system can be introduced,
examinations may be held at the need of each semester and a final comprehensive
type of examination can be conducted at the end of each educational stage.
With the expansion of education at the secondary stage by making it free and
with the integration of vocational and technical courses in it there will be great
demand for a larger number of teachers. The quality of the system of education of a
country largely depends upon the quality and efforts of the teacher. The teacher is the
builder of the nation. His responsibilities towards the nation are sacred. He must not
only be properly qualified but also properly trained for his profession. Moreover, his
knowledge and professional skill should be periodically refreshed. Short in-service
programs should launch during summer vacations. A regular supply of teachers will
be available as the number of, collage students studying education and technical
subjects as their optional course increases.
The teachers must receive a salary, which will enable them to live with such
reasonably good standard of life as to maintain their self-esteem. Their salary scales
were revised in 1972 and the condition of the job have also been revised and
improved. After the nationalization of the schools and colleges, the teacher’s job has
become more stable with the opportunity of regular annual increment and security of
service. The pay scale of teacher of industrial arts and technical subjects should be
quite handsome, as in their case the school has to compete with industry and
commerce in bid to attract suitable talents. The teacher with in increased pay scale
and with a greater sense of job security is expected to fulfill his obligations efficiently
and creditably, devoting all his time to school teaching and helping development of
the desirable personality traits of the students.
2.3 BOARD OF INTERMEDIATE AND SECONDARY EDUCATION:
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This board is autonomous body consisting of ten to twelve members, including
the chairman. The organizational set-up of the board includes Chairman, Secretary,
and Controller of Examination, Research Officer, Publication and public Relation
Officer, Accounts Officer, Administrative Officer and other assistants and a number
of clerical staff. The final authority in the Board rests with the controlling authority
that is the Governor of the province. The chairman of the board is a person of high
attainments and status who has the capacity to give leadership in the academic field.
He is the principal executive, appointed by the controlling authority.
The Board of Intermediate and Secondary Education is charged with such
responsibilities as: –
1. To organize, regulate and develop the Secondary and I higher Secondary Education
in the area under its jurisdiction and to prescribe syllabus, curriculum and textbooks.
2. To hold and conduct examinations of classes 9th to 10th both inclusive.
3. To admit candidates to such examinations.
4. To recognize secondary schools. This was applicable previously when the schools
were not nationalized.
5. To institute awards scholarships and prizes.
6. To grant certificates to persons who have passed its examinations.
7. To levy such fees for examinations as may be prescribed.
8. To supervise and promote the welfare of students.
9. To regulate hostels and lodgings for students.
10. To organize lectures, demonstrations, educational exhibitions and such other
activities which help the development at this stage or education.
11. To publish textbooks in accordance to the prescribed procedure.
The Board of Secondary Education Karachi was established in 1950 and was
abolished in 1962 and the present Board of intermediate and Secondary Education
were created in its place. Establishment of another such Board is under the
consideration of the government. The bifurcation of this Board has taken place
recent1y and now there will be two Boards working separately the Board of higher
secondary education will look after the interests of the classes 1l and 12 while the
Board of secondary education will deal with matters concerning classes 9th and 10th.
(M. T. Khalid 1998)
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2.4 NEEDS AND IMPORTANCE OF EDUCATION IN ISLAMIC
PERSPECTIVE:
Islam is a constant struggle against ignorance. It promotes education and
therefore, it was never a barrier to progress and Science. It appreciates the intellectual
activities of man to such a degree as to place him above the Angles. Islam is a system
of education, which aims at developing an integrated personality in harmonious way.
In Islam education is the process of enlightenment of the soul with divine wisdom for
the attainment of self-realization. It is a paramount of importance to every Muslim;
male and female are need equally to seek education for their mental and spiritual
enlightenment.
Islam laid great stress upon the acquisition of learning and wisdom: Wisdom is
God’s greatest gift to mankind. To quote the Holy Quran: “Whoever is given wisdom
has indeed been given a great good but none, but men of understanding are mindful.”
The Holy prophet (Peace Be Upon Him) said the position of learned is that, “For
the leaned man what ever is in lie I leaven and the earth even the fishes in the water
and ants in the holes seek pardon of him.” And again, “the learned arc heritage I the
prophets and the prophets left for heritage no silver or golden coins, hut learning. So
those who acquire Learning acquire sufficient fortune. The Holy Quran there. Fore
enjoins us to pray: “o my lord! Advance me in knowledge.”
Hazrat Muhammad (Peace Be Upon Him) preached that ‘Acquisition of
knowledge is obligatory upon both male and female irrespective of the sexes.’ He said
‘Receive knowledge from cradle to the grave.’
2.5 AIMS OF EDUCATION:
1. The Conservative or Cultural Aim of Education:
One of the important functions of education is the conservation of culture
through
education. Continuity in man’s social life is possible through this process. The
valuable cultural heritage, which has accumulated a vast store of human knowledge
and experiences, is transmitted to the next generation would have to bring them again.
Culture includes arts, sciences, religious and social customs developed gradually by
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many people contributing to it. It has to be conserved and transmitted to the youth for
their benefits. Past experiences are useful in learning new ones.
2. Progressive Aim of Education:
Education is not only necessary for the conservation of the culture, but it is also
essential for its progress. The dynamic forces of education operate in this direction.
Man has been moving on the way of progress science the beginning of the world.
Possessing a superior nervous system, he discovered and invented way and means for
making his life more comfortable. Education enhanced his efficiency for exploring
and utilizing the natural resources around him. Dewey has propounded the theory that
the main purpose of education is to modify the behavior of the child in such a way
that he may be able to adjust himself to his environment and to modify his
environment to accord with his own. To him education is the process of living
through a continuous reconstruction of experiences, which allow fulfilling his
possibilities. This implies that a child has some natural endowments, which should be
developed in conformity with demands of the society.
3. Education for Citizenship:
The great Greek philosophers “Plato and Aristotle’’ stressed that the aim of
education should be the production of good citizens. Thus the Greek educational ideal
was to produce good citizens. The good citizen was one who developed all his
capabilities harmoniously. He aimed to learn the virtue of good citizenship, that is to
be temperate and justice. To Romans, also the chief educational aim was the
cultivation of the ideal citizen. Their education aimed at the inculcation of the
desirable qualities of a citizen among the students; qualities such as firmness, bravery,
respect for the goods, self-restraint, dignity and justice etc.
The educational in the modern times is to develop qualities of good citizenship
in
our young generations. The commission on National Education of Pakistan (1959) has
summarized these qualities of citizenship as follow:
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a. To draw the habit of industry, self-discipline and honesty in the children.
b. To cultivate a sense of social responsibility and the habit of participation in socially
useful tasks.
c. To develop the spirit of co-operation and service.
d. To relate the teaching with the needs of practical life and environments.
4. Social Efficiency as an Aim of Education:-
The aim of social efficiency is identical with progressive aim of education
presented
by John Dewey (1859—I 952), the American pragmatist. According to him
educational aims were outgrowth of problematic situations arising in ongoing
activities. The child has to develop social efficiency and learn skills for proper
adjustment in his every day life.
Dewey and his followers form the educational aims taking into consideration both
the ‘uniqueness’ of the circumstances in which he finds himself.
In modern age, social efficiency is considered as one of the greatest skills in
human beings. Education should enable the child to participate constructively in
democratic group life and to play different roles of life effectively and efficiently.
5. Vocational Aim of Education:-
The idea that education should enable a person to earn his livelihood exists since
antiquity. The primitive peoples taught skills to their young generation with this
purpose. But Plato considered this aim as mean and ‘illiberal’, because education at
this period was meant for the nobles only and was received with an ornamental
purpose. With the advancement of knowledge and progress in industry and
technology, education began to be considered more useful rather than ornament.
With spread of democratic ideas, society today demands a utilitarian type of
education for all and not just the ornamental type of education for a few. in this
pragmatic world people believe more in the utility of knowledge than ever before and
‘knowledge for sake of knowledge’ remains the ideal of only a handful of individuals.
In the history of education of the Subcontinent, vocational aim has been ignored
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for a long time. British Government provided education with the purpose of getting
clerical staff for the working of official machinery. They never card for the integration
of vocational courses in schools. In Pakistan, for the development and progress of the
nation, there is a greater need of developing efficiency in the practical, vocational and
professional fields than ever before.
6. General Aims of Education:-
‘‘The main aim of’ education is to equip a man with such quality of morality
and humanity as to make him /her powerful enough to face all the odd and opposition
that come in his/her way i.e. Character formation is the aim of education.”
Educationists agree that the purpose of education is not to cram the pupil’s mind
with fact but to prepare them for challenges in the future life.
“Education rank at the top in the social properties of all countries. People in
general consider education important for its role that it plays in helping a person to
find a job. Parents usually educate their children so that they acquire the ability to
earn living. It is the basic aim of education held by them.” (M. T. Khalid - 1998)
The Greek provided education by the development of body, gymnastics for the
body and other subjects for the mind. Moral results were also obtained through
physical training. Plato said that nothing should be taught to children, which was not
conducive to the promotion of virtue in them. Intelligence flays a major role in the
process of learning, hence ‘the development of intellect’ is held as one aim of
education by many people. Educators are of the opinion that one aspect of the human
life should not be developed at the expense of the other, instead development should
be in all directions to result ultimately in the development of the entire personality.
Aristotle prescribed ‘happiness in life as an aim of education, but this is not
possible without a desirable personality development. The same is applicable with the
art of simple living’ put forward by Herbert Spencer. educators like Pestallozzi,
Dewey, lbn-e-Khaldun and Imam Ghazali and reformers like Dr. Muhammad Iqbal
and. Sir Syed Ahmad Khan have emphasized the development of personality of’ the
learner through education.
2.6 WHY OUR EDUCATION STANDARDS ARE FALLING:
14
Various commissions and committees were established from time to time
during the past three decades, the national educational policies were formulated that
approved and implemented by various regimes. It is however sad to observe that in
spite of all efforts and importance given to education sector, standards of education
have gone down. It is the matter of serious concern to find that educational degrees
awarded in Pakistan have lost there past prestige and recognition.
2.7 CAUSES OF FALLING STANDARDS OF EDUCATION.
The deterioration education of the standards of education can be attributed to the
following factors.
1. Education is not directly linked with the cultural, social and economic needs and
aspirations of the society, harmony between social goals and educational aims are
missing.
2. There is a dichotomy between principle and percepts in society, there is more talk
of imparting moral values but personal examples are rear to find.
3. The aims of education keep on changing with very change in Government causing
a lot of confusion.
4. Trust respect for and proper relations between the teachers and students do not
exist.
5. An atmosphere of intellectual freedom and research is necessary for raising the
standards of education’s is neither encouraged nor patronized.
6. There has been a constant change in and lowering of the standards of syllabi and
courses leading to lazy mindedness and resulting in lack of an urge for higher
achievements.
7. Faulty system of examinations and evaluations lead to deterioration of educational
standards.
8. Frequent change of textbooks and difficulties in availability is another contributory
factor towards low standards.
9. Indecision with regards to adopt in Urdu or to continue English as medium of
instruction has resulted in uncertainty in the mind of students indicating to a fall in
standards.
10. Miscellaneous factors include shortage of trained teachers, over crowding in
15
educational institution, prevalence of cramming and routine methods of training in the
teaching training colleges.
16
CHAPTER -3
RESEARCH METHODOLOGY AND PROCEDURE
3.1 THE NATURE OF THE STUDY:
It is a survey, “descriptive type research” this research involves collecting of
data in order to test the hypothesis. Keeping in view the most common factors causing
dropout, three types of questionnaires were prepared for the current research. The first
was administered among the teachers of the sample schools in District Charsadda.
While the second one was administered among the dropout students through an
interview held with the dropout students. While the third type, was filled in by the
researcher through an interview held with the parents (Fathers) of dropout students in
District Charsadda. All the questions had provision for ‘Yes’ or ‘No’ responses.
(Please see the specimens of the Questionnaires at Appendixes A, B and C).
3.2 POPULATION:
The population of the study was consisting of all the secondary school teachers,
students and their parents.
3.3 SAMPLE:
The sample was consisting of 30 teachers and 30 students of secondary level from 5
Government Secondary schools of District Charsadda.
Total number of G.H.S. for boys District Charsadda 25
Sample School = 10
Sample % = 40%
Total number of dropouts from their sample schools
Sample = 30
Sample % = 23%
Total number of teacher at theirs .H.S. for boys = 70
Sample = 30 teachers
Sample % = 43%
3.3 INSTRUMENTS OF REASEARCH:
Three types of questionnaires were prepared & administered to the respondents
personally. The data was collected and analyzed. Conclusions were drawn from the
analysis of data and recommendation was made finally.
17
3.4 CONSTRUCTION OF THE QUESTIONNAIRES:
As mention above three types of questionnaires were prepared for teachers,
dropout
students and for parents of dropout students. Although the questionnaires were posed
in English, so they were translated into Urdu for the better understanding of
interviewee with approval of supervisor.
3.4 ADMINISTRATION OF THE QUESTIONNAIRES:
As the topic selected as research work and study is concerned with all the
Government High (male) School functioning in District Charsadda. The area was very
vast and wide. It was very difficult for the researcher to have approached to all those
schools whose come under the jurisdiction of District Charsadda. Hence
questionnaires were distributed to each sample school in District Charsadda. Or
obtaining in this study and occasions discussed the problem directly with them as well
in order to collect required information about the dropout students, the researcher
personally interviewed 30 dropout students, 30 teachers and 30 parents of the
dropouts and noted their views and analyzed of the Data.
3.5 ANALYSIS AND INTERPRETATION OF THE DATA:
The information were collected, arranged, organized and tabulated for analysis
to be interpreted and expressed in percentage. The conclusion of this research lead the
researcher to put forward the certain suggestions and recommendations that when
implemented, will prevent parents not to pluck their children at the middle of school
education. It will also encourage the students to complete their studies at the
secondary level with out any fear or pressure of discontinuation.
18
3.6 FIVE CASES TAKEN AS EXAMPLE.
Case No l:
1. Name of student………………………………… Raza Mohammadd.
2. Father name……………………………………… Naik Mohammad
3. Father’s occupation…………………………….. ..Business
4. Class in which school left………………………… 9th.
5. Village…………………………………………….Sherpao Charsadda
6. Economic status…………………………………..Normal
7. Family strength.
Brothers Sisters Uncles Aunts Grandfather Grandmother
3 3 7 6 1 1
8. Distance in kilometers from home to………..
School mosque road Playground Hospital Etc.
1/5 1/10 00 1 1/10 Nil
9. Physical status:
Age height Weight Sight Hearing Etc.
17 years 5f-4inches 50 KG 6/6 Fit Nil
19
Case No 2:
1. Name of student…………………………………. Shafiullah
2. Father name………………………….. ………….AkhtarMunir
3. Father’s occupation………………………………Mechanics
4. Class in which school left…..……………………10th.
5. Village……………………………………………Shodag Charsadda
6. Economic status………………………………… Weak
7. Family strength.
Brothers Sisters Uncles Aunts Grandfather Grandmother
3 3 1 2 1 1
8. Distance in kilometers from home to……….
School Masque Road Playground Hospital Etc
1 1/2 1/30 1 ½ Nil 2 Nil
9. Physical status:
Age height Weight Sight Hearing Etc.
16 years 4 ½ feet 47 KG 6/6 Fit Nil
20
Case No 3:
1. Name of student………………………………… Zahir Gul
2. Father name………………………………………Anwar Gul
3. Father’s occupation……………………………... Labor
4. Class in which school left………………….……..9th
5. Village…………………………………………....Hasan Zai Charsadda
6. Economic status………………………………….Weak
7. Family strength.
Brothers Sisters Uncles Aunts Grandfather Grandmother
4 2 1 1 Nil Nil
8. Distance in kilometer from home to………….
School Masque Road Playground Hospital Etc
¼ 1/30 l/30¼
¼ Nil
9. Physical status.
Age height Weight Sight Hearing Etc.
17 years 5 ½ feet 60 KG 6/6 Fit Nil
21
Case No 4,
1. Name of student………………………………… Zahir-ud-Din
2. Father name…………………………………….. Riaz-ud-Din
3. Father’s Occupation………………………………Late.
4. Class in which school left……………………….. 10th
5. Village…………………………………………….Soor Kamar
6. Economic status…………………………………. Normal
7. Family strength.
Brothers Sisters Uncles Aunts Grandfather Grandmother
2 2 1 1 Nil Nil
8. Distance in kilometers from home to………….
School Masque Road Playground Hospital Etc
½ ½ 1½
1/3 Nil
9. Physical status.
Age height Weight Sight Hearing Etc.
17 years 5ft-4inch 60 KG 6/6 Fit Nil
22
Case No 5,
1. Name of student………………………………… Mohammad Arshad
2. Father name…………………………………….. Bahram Khan
3. Father’s Occupation………………………………Army R.t.d.
4. Class in which school left……………………….. 9th
5. Village…………………………………………….Mardand Charsadda
6. Economic status…………………………………. Normal
7. Family strength.
Brothers Sisters Uncles Aunts Grandfather Grandmother
3 6 10 12 Nil Nil
8. Distance in kilometers from home to………….
School Masque Road Playground Hospital Etc
1/3 ¼ ½1
1 ½ Nil
9. Physical status.
Age height Weight Sight Hearing Etc.
17 years 5ft-4inch 60 KG 6/6 Fit Nil
23
CHAPTER 4
DATA ANALYSIS
The data collected from teachers, dropout students and their parents in District
Charsadda through questionnaires are tabulated, analyzed and described here.
Responses and statements of the interviewed people are worked out. Percentage of the
total cases is completed, using a simple and easy technique. The researcher has
attempted to study the behavior and attitude of the people expressed towards the
problem.
There arc twenty-four (24) questions in the questionnaire for teachers, twenty-
five (25) questions in the questionnaire for dropout students and fifteen (15) questions
in the questionnaire for parents. Each category is provided with “Yes” or “No”
responses. The questions of all the three categories are tabulated to find out the
percentage of the causes of dropout.
24
TABLE 4.1: Number and Percentage of Dropout students in Selected Schools
N=10
S.
No
Name of sample
schools Class
Total No. of
enrolment
Total No.
dropout%age of dropout
1G.H.S. Sherpao
9th 129 10 7.7%
10th 138 15 10.8%
2 G. H. S. Shodag9th 42 3 7.14%
10th 130 12 9.23%
3 G. H. S. Hasan Zai9th 110 6 5.45%
10th 148 16 10.8%
4 G.H.S. Soor Kamar
9th 73 5 6.84%
10th 58 4 6.89%
5 G.H.S. Mardand9th 72 1 1.38%
10th 23 2 6.03%
6 G.H.S. Dosehra 9th 79 4 5.06%
25
10th 83 8 9.6%
7 G.H.S. Mangadargai9th 134 6 4.47%
10th 121 7 5.7%
8 G.H.S. Umar Zai9th 56 6 10.7%
10th 78 9 11.53%
9G.H.S. Dakki
9th 115 3 2.6%
10th 98 4 4.08%
10 G.H.S. Shabqadar9th 79 5 6.32%
10th 83 7 8.43%
Total 1849 135 140.7%
The above table shows the enrolment’ and dropout of the students in the sample
schools during the session 2009-2010. It also shows that the dropout rate in 10th class
is very high.
TABLE 4.2: Number and Percentage regarding responses of Teachers about the
Dropout Problem.
N=30
S/NoStatement of question
.
Number
of YES%age
Number
of NO%age
26
1.
View about ignorance and illiteracy
among the people. 18 60 12
40
2. View about the shortages of basic
facilities in school. 15 50 15 50
3. View about the harsh attitude of the
teachers with students. 516.7 25 83.3
4.
View about the trend towards
religious education among the
students.
3 1 0 27 90
5. View about the school, which is far
away from residential area. 9 30 21 70
6. View about the increase in
unemployment of educated persons. 21 70 9 30
7. View about the frequent transfer of
teacher. 9 30 21 70
8. View about that the Board should
not conduct examinations. 21 70 9 30
9. View about that the curriculum is
not interesting for the students. 0 00 30 100
10. View about the curriculum does not 24 80 6 20
27
fulfill the demands of the society.
11.
View about that the students choose
elective subjects according to their
own interest.
30 100 0 00
12. View about the encouragement of
talented students. 24 80 4 20
13View about that the teachers give a
lot of homework to the students9 30 21 70
14
View about that the domestic
atmosphere influences the students’
education.
9 30 21 70
15View about that the teachers do not
take classes regularly.0 00 30 100
16
View about that the teachers do not
pay attention to the personal
problems of the students.
12 40 18 60
17
View about that the teachers pay
individual attention to the “special
students.”
6 20 24 80
18 View about that the teachers
celebrate “Parents Day” in your
21 70 9 30
28
school.
19View about the strength of the
students in each class is very high.9 30 21 70
29
ANALYSIS
Statement No: 1.
shows that 60% of the teachers’ opinion is that ignorance and illiteracy of the
parents enhances dropout while 40% does stress on this problem.
Statement No: 2.
indicates that 50% of the teachers’ opinion is that lack of basic facilities
enhances dropout, while 50% do not stress much on this problem.
Statement No: 3
Shows that 20 % of the teachers’ opinions is that due to the harsh attitude of the
teachers many students leave the school, while 80% do not agree with this statement.
Statement No: 4
Indicates very clearly that 10% of the teachers’ opinions is that due to the trend
towards religious education many students leave the school, while 90% do not agree
to this statement.
Statement No: 5
Shows that 30% of the teachers’ opinion is that due to the long distance from
residential area is the cause of dropout, while 70 % of the teachers do not agree with
this statement.
Statement No: 6
Shows that 70% of the teachers’ opinion is that due to the increasing
30
unemployment of educated persons is the cause of dropout, while only 30% do not
stress on this point.
Statement No: 7
Shows that 30% of the teachers’ opinion is that due to the frequent transfer of
teachers s so the students leave the school, while 70% do not stress on this point.
Statement No: 8
Shows that 70% of the teachers’ opinion is that due to the Board examination
many students leave school, while 30% do not stress on this point.
Statement No: 9
Shows that 100% of the teachers’ opinion is that the curriculum is interesting
and it is not a cause for dropout.
Statement No: 10
Shows that 80% of the teachers’ opinion is that curriculum does not fulfill the
demands of the society. While only 20% do not agree with this point.
Statement No: 11
Shows that 100% of the teachers’ opinion is that the students should choose the
elective subjects according to their own interest.
Statement No: 12
Shows that 80% of the teachers’ opinion is that talented students should be
encourage, while 20% do not stress on this point.
Statement No: 13
31
Shows that 100% of the teachers’ opinion is that due to bad domestic
atmosphere many students leave the school.
Statement No: 14
Shows that 30% of the teachers’ opinion is that due to great burden of
homework some students leave the school, while 70% do not stress on this point.
Statement No: 15
Shows that the teachers’ opinion is about their regularity is 100% and due to
non- regularity of the teachers no students leave the school.
Statement No: 16
Shows that 40% of the teachers’ opinion is that due to the lack of teachers’
attention to the personal problems of the students, some students leave school, while
60% do not stress on this point.
Statement No:17
Shows that 20% of’ the teachers’ opinion is that due to the teachers’ attention to
the “Special Students’’ some students leave school, while 80% do not stress on his
point.
Statement: 18
Shows that 30% of the teachers’ opinion is that due to the lack of celebration of
“Parents Day” some students leave school, while 70% do not agree with this point.
Statement No: 19
Shows that 30% of the teachers’ opinion is that due to high strength of the
students in each class some students leave the school, while 70% do not stress on this
point.
32
TABLE 4.3: Number and Percentage regarding responses of the Dropout students
about
the Dropout problem.
N=30
S/No Statement of questionsNumber
of Yes%age
Number
of No%age
1.The question was about the poverty as the
cause of dropout.6 20 24 80
2.The question was about the sharp
punishment given by the teachers.24 80 6 20
3.The question was about the long distance
to school.18 60
12 40
4. The question was about aged parents who 12 40 18 60
33
need Sons’ assistance at home.
5. The question was about to earn a living. 1 8 60I 2 40
6.The question was about the failure in
class 9th.18 60 12 40
7.The question was about the interest in
taking up a job.
18 60
12 40
8.The question was about the displacement
by teacher.6 20 24 0
9.The question was about the fear of Board
examination.
1240 18 60
10.The question was about the difficulty of
course.12 40 18 60
11.The question was about the difficulty of
Mathematics.6 20 24 80
12.The question was about the transfer of
their best6 20 24 80
13.The question was about load of home
work.18 60 12 40
14. The question was about the transport 24 80 6 20
34
facility.
15 The question was about enmity 6 20 24 80
16The question was about the need of a
guide in educational problems.18 60 12 40
17The question was about the teachers’
favoritism with students. 24 80 6 20
18The question was about the weak
memory.12 40 18 60
19The question was about the physical
defect.12 40 18 60
20The question was about the Laziness in
doing homework. 6 20 24 80
21 The question was about pocket money. 6 20 24 80
22The question was about the difficulty of
science experiments. 12 40 18 60
ANALYSIS:
Statement No: 1
it is clear that 20% students are dropouts due to poverty.
35
Statement No: 2
it is clear that 80% students dropout due to the corporal punishment of the
teachers.
Statement No: 3
it is clear that 60% students leave school because of the longer distance of
school from home.
Statement No: 4
Shows that 40% students are dropped out from the schools, as their assistance is
needed at home.
Statement No: 5
Indicates that 60% of students leave their schools for earning.
Statement No: 6
it is clear that 60% of students leave their schools due to the failure in the 9th
class.
Statement No: 7
Shows that 60 % students leave their schools due to their interest in taking up a
job.
Statement No: 8
Shows that 20 % of the students leave their school due to the displacement by a
36
teacher.
Statement No: 9
Shows that 40% of the students leave their schools due to the fear of Board
Examinations.
Statement No: 10
Shows that 40% of the students leave their schools due to the difficulty of
course.
Statement No: 11
Shows that 20% of the students leave their schools due to the difficulty in the
subject of Mathematics at secondary level.
Statement No: 12
Shows that due the transfer of favorite teachers 20% students leave their
schools.
Statement No: 13
Shows that 60% of the students leave their schools due to the load of homework.
Statement No: 14
Shows that 80% of the students leave their schools due to the transport facilities.
37
Statement No: 15
Shows that 20% of’ the students leave their school due to enmity.
Statement No: 16
Shows that 60% of the students leave their schools due to the lack of guidance in
educational problems.
Statement No: 17
Shows that 80% of the students leave their schools because teachers do
favoritism
with some students.
Statement No: 18
Shows that 40% of the students leave their schools due to the weak memory.
Statement No: 19
Shows that 40% students leave their. Schools due to their physical defect.
Statement No: 20
Shows that 20% the students leave their schools due to their laziness in doing
homework.
38
Statement No: 21
Shows that 20% of the students leave their schools because they do not get
Pocket money.
Statement No: 22
Shows that 40% of the students leave their schools because they are facing
difficulty in science experiments.
39
TABLE 4.4: Number and Percentage regarding responses of Parents about the
Dropout
Problem.
N=30
S/NoStatement of the questions
Number
of Yes%age
Number of
No%age.
1.
The question was about that the
present system of education is of
no avail.
12 40 18 60
2.
The question was about the
corporal punishment of the
teachers.
30 100 0 00
3.
The question was about that
parents needed their son’s
assistance at home.
6 20 2480
.
4.The question was about the long
distance to school. 18 60 I 2 40
5.The question was about the desire
for religious education. 12 40 18 60
6. The question was about that
parents were unable to afford the
12 40 18 60
40
expenses of their sons.
7.The question was about the
detention in class 10th. 6 20 24
80
8.The question was about to send
their sons abroad for earning. 12 40 18 60
9.The question was about to deal a
lot of homework. 18 60 12 40
I 0
The question was about to help in
their parents’ work. 1 8 60
1240
11.The question was about that their
sons were not regular in class. 18 60 12 40
12.
The question was about the
solution students’ problems by
their teachers.
18 6012
40.
13
The question was about the
hearing and seeing problems of
students.
6 20 24 80
14
The question was about that the
teachers forced their students in
selection of elective subjects.
24 80 6 20
41
ANALYSIS:
Statement No: 1
Shows 40% parents were of the view that present system is of no avail, so they
were constrained to discontinue the study of their children.
Statement No: 2
Shows that 100% of the students leave their schools due to corporal punishment
of the teachers.
Statement No: 3
Shows that 20% students caused dropout, as parents need their assistance at
home.
Statement No: 4
Shows that 60% dropout are due to the long distance between school and home
of the students, so school were situated at walking distance.
Statement No: 5
Shows that 40% of dropouts were, as their parents wanted to admit them in
religious educational institutions.
Statement No: 6
42
Shows that 40% of students were dropped out, as parents were unable to afford
their expenses.
Statement No: 7
Shows that 20% of’ parents responded that their children have been dropped out
because they have been detained in class 10th.
Statement No: 8
Shows that 40% dropouts were, as their parents wanted to send them to foreign
countries for earning more money.
Statement No: 9
Shows that 60% parents of dropouts were against of a lot of homework, so they
dropped their children out of the school.
Statement No: 10
Shows that 60% dropouts were, as the parents wanted to help in their work.
Statement No: 11
Shows that 60% dropouts were, as they do not take classes regularly, so parents
dropped them out of the school.
Statement No: 12
Shows that 60% dropouts were due to the lack solution of students problems by
their teachers.
Statement No: 13
43
Shows that 20% parents dropped their children out of the schools because they
were weak in hearing and seeing.
Statement No: 14
Shows that 80% students were dropped out from schools due to the force by the
teachers in the selection of elective subjects.
OTHER CAUSES OF DROPOUT: -
30% of the teachers and 50% of the parents’ opinion that the extra ordinary coverage
and protocol of the Government to Cricket and TV artists seriously effecting the
students attitude towards education and causing dropout, Similarly the misuse of
Internet is another factor which is performing a major role in dropout, because most
of the students wasting their time in using Internet in a wrong way.
44
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS/SUGGESTIONS
5.1 SUMMARY
In this dissertation the causes of dropout at secondary level (male) in district
Charsadda have been brought under study. It is a critical & analytical review of the
causes of dropout in our educational institutions. In this research study, attempt has
been made to identify the causes of dropout & to adopt the means to minimize the
dropout rate in our institutions.
The first chapter of this thesis is an introductory one & contains introduction,
the significance of the study, statement of the problem, objective of the study,
delimitation, hypotheses, population & the sample taken for this study.
Chapter two is the review of the related literature. It includes secondary
education, its needs and importance, reasons of dropout, how to minimize the ratio of
dropout and factors causing dropout, aims, need & importance of education in Islamic
perspective, why our education standards are falling?
The third chapter belongs to methodology used for the collection of information
in the research process.
Chapter four is the tabulation & analysis of the collected data. Each table
consists of various information, which has been analyzed at the end of each table.
Chapter five consists of the summary of whole work, findings, conclusions &
recommendations to improve the present situation.
45
5.2 FINDINGS
Following are the findings of the study:
1. 100% of the teachers responded that illiteracy and ignorance of the parents were the
cause of dropout.
2. 80% teachers and 40% parents were of the view that the curriculum does not fulfill
the demand of the society, which cause the dropout.
3. 100% teachers and 80% parents were of the view that the students should choose
the elective subjects according their own interest, without it dropout will occur.
4. 16.67% teachers, 80% students and 100% parents were of the opinion that harsh
attitude and corporal punishment of the teachers causes dropout.
5. 60% teachers, 60% parents and 60% students were of the view that the long
distance between school and home cause dropout.
6. 30% teachers, 60% parents and 60% students were of the opinion that a great deal
of homework also causes dropout.
7. 70% teachers and 40% parents were of the view that the increase in unemployment
of educated persons is also the main cause of dropout.
8. 40% teachers and 60% parents were of the view that students are facing many
problems during their study, if these problems are solved, it will decrease dropout.
9. 70% teachers were of the view that the Board should not conduct examination, it
causes more dropouts.
10. 100% teachers were of the view that domestic atmosphere influences the students’
education. For example the separated and professional (technical, mechanical, artists,
farming) parents, influence the children education. They get professional education
and training which causes more dropouts.
11. 60% students and 20% parents were of the opinion that failure in detention also
causes dropout.
12. 40% teachers responded that frequent transfer of teachers is also one of the causes
of dropout.
46
13. 20% students responded that they left their schools due to the subject of
mathematics.
5.3 CONCLUSIONS
The analysis of data collected through questionnaires from teachers, dropout
students, and parents of dropout led the researcher to draw the following conclusions
about the
(male) dropout students at secondary level in District Charsadda.
The students, the teachers and the parents of dropout were of the view that the
problem of dropout was due to the following reasons.
1. The parents are responsible for dropout of their children because of their poverty,
employment of their children to perform domestic duties, their unawareness of the
aims, goals of education and their illiteracy.
2. The Government is responsible for the dropout as:
The Govt. is not inviting its attention to the problems of teachers, students and schools
are not providing facilities to the schools, not providing playgrounds and not
providing peaceful environment.
3. It is concluded that the attitude of the teachers is harsh and brutish towards the
students which causes dropout.
4. It is concluded that the schools also responsible for dropout because of the
following reasons:
Lack of professional and vocational education, lack of useful skills in the curriculum,
lack of basic facilities and co-curricular activities at school.
5. The teachers and Head Masters are responsible for dropout because of their
frequent transfer, their corporal punishment to the students, the failure in class 9th
and
detention in class 10th in order to save themselves from blames and show good results
in S. S. C. examination.
6. The students themselves are responsible for dropout because of their poor
performance.
7. It is concluded that increase in unemployment of educated persons is a big hurdle in
47
the way of the students to continue their studies.
8. Too much homework is also a big cause of dropout.
9. It is concluded that the present system of education is not a valuable and does not
fulfill the demands of the society.
10. It is concluded that the trends towards religious education are a cause of dropout.
11. It is concluded that weak background of the students in the subject of
Mathematics is the barrier in the way of their continuation in further studies.
5.4 RECOMMENDATIONS/SUGGESTIONS:
After a deep study of the Causes of dropout (male) at secondary level in District
Charsadda, the Findings and conclusions were drawn. The following
recommendations are made on the basis of those findings and conclusions.
1. Most of the parents of this district are below the poverty line. The Government
must give scholarships to the poor students in greater number and control the price
and quality of books and other stationary, so that a common man can easily buy the
books for his children.
2. Efforts should be made to encourage wealthy and influential people of the society
to provide financial assistance to the poor and needy students to continue and
complete
their education. In addition to this the community must keep itself in touch with
schools, so that their problems and difficulties are sorted out.
3. This is also recommended that Government should provide free uniform, free
textbooks, remission of school funds and interest free loans (Qarze-Hasana) to poor
students.
4. Educational awareness programs should be introduced for adults.
5. It is also suggested that the Government should investigate the parents to give
proper attention to their children. It is also the prior duty of the Government to inform
the parents about the value and importance of education through mass media like TV,
Radio, Newspaper and Magazines.
6. It is also suggested that the Government should provide basic facilities like
drinking water, electricity, latrine, sitting—mats, furniture and black board on priority
bases.
7. Co-curricular activities must be started in high schools on a large scale to engage
48
the attention of’ the students in their daily programs.
8. The Government should start some religious education programs at secondary
school level for the spiritual development of the students.
9. The curriculum should be designed according to the actual needs of the society.
10. Vigorous change should be brought into curriculum and in the methods of
teaching. Children from agricultural background and environment should be given
practical opportunities for gardening and farming in the school.
11. Our present educational system is mostly theoretical emphasizing rote
memorization. Government should introduce activity curriculum (learning by doing)
and should discourage rote memorization. Activity method should be made
compulsory to ensure the development of an inquiring mind, a liking for manual and
technical work.
12. The Government should start teacher-welfare programs to reduce the problems of
teachers. In this way the teachers would be able to give due attention to their duties
and students.
I 3. Due to the long destination of the rural areas of District Charsadda and the lack of
teaching staff at schools of concern areas dropout is caused. So the Government
should make a strong policy for the particular areas to avoid the lack of staff.
14. Too much homework is a cause of dropout, so to avoid this problem; teachers
should not give too much homework, which become a burden for the students.
15. The students have weak background in the subject of Mathematics. Therefore it is
recommended that the Government should give proper attention to the primary
education and appointed responsible and qualified staff to provide a strong base to the
students on primary level.
16. The Government should stop the failure in the class 9th and detention at the
secondary level.
17. P. T. A. (Parents-Teachers Associations) must be made to solve the problems of
dropout students at secondary level.
18. Government must set up industries to minimize the problem of unemployment of
educated persons.
49
BIBLIOGRAPHY
Calihan St. Clarck. (1983) Foundation of Education America: Macmillan
Publishing Company.
Khalid. M. T. (1998) Education Philosophy & History Karachi:
V S. M. Printers.
Shahid. S. M. (2000) Hamara Nizam-i-Taleem Islamabad. Z. A. Printers,
Afridi, Arbab Khan (2000), Educational Administration and School Organization
Peshawar: The Printman
Ali, Arshad ( 1999) Principles of Education, (4 th Ed.) , Peshawar: The Printman
Allama Iqbal Open University (2004) Educational Research, Code No. 837,
Islamabad: Allama Iqbal Open University
Gay, L.R. (1987), Educational Research: Competencies for Analysis and
Application (3rd Ed.),London: Merril Publishing Company
Ghaffar, S.A. (2005), Research in Education and Social Sciences Peshawar: The
Printman
Iqbal, Muhammad (2005), Essentials of Educational Administration
Khan, Wazim (2000) Educational Research Peshawar: Azeem Publishing House
Shahid, S.M. (2000) Educational Administration Lahore: Majeed Book Depot
50
51
Appendix A
QUESTIONNAIRE FOR TEACHERS
Title: A Study of Dropout Students at Government Secondary Schools in Rural Areas
of District Charsadda. (For research purpose only)
PERSONNEL INFORMATION:
Name: -------------------------------------------
Designation: ------------------------------------
Qualification: -----------------------------------
Name of school: --------------------------------
Service: ------------------------------------------
Note: Please tick “Yes” or “No” before every statement.
QUESTION: Do you have more dropouts due to the following reasons?
S/No Description Yes No
1. There is a great ignorance and illiteracy among the people.
2. There are shortages of basic facilities in your school.
3.Lack of science laboratory in your school.
4 Non availability of science teacher in your school.
5 Harsh attitude of the teachers with students.
6.There is a big trend towards religious education among the students.
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7. The school is far away from residential area.
8 Increase in unemployment of educated persons.
9. Frequent transfer of teachers.
10. Conduction of Examinations by Board.
11. The curriculum is not interesting for the students.
12. The curriculum does not fulfill the demands of the society.
13 The students select subjects according to their own interests.
14 Talented students are not encouraged.
15 Domestic atmosphere influences the students’ education.
16 “First Aid Facilities” are available in your school.
17 You give a lot of homework to the students.
18 You take classes regularly.
19 You do not pay attention to the personal problems of the students.
20 You pay individual attention to the “special students.”
21 You celebrate “Parents Day” in your school.
22 There is a well- equipped library in your school.
23 The strength of the students in each class is very high.
24Many students are dropped out due to the separation of their parents.
Thanks from:
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Anwar Said
Student of M.Ed.
Khyber College of Education Mardan.
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Appendix B
QUESTIONNAIRE FOR DROPOUT STUDENTS
Title: A Study of Dropout Students at Government Secondary Schools in Rural Areas
of District Charsadda. (For research purpose only)
PERSONNAL INFORMATION:
Name: -----------------------------------------
Father’s Name: ------------------------------
Place: ----------------------------------------
In which class did you leave the school? ------------------
Year of leaving school: ---------------------------------------
Note: - Please tick “Yes” or “No” before each statement,
QUESTION: You left your study uncompleted because:
S/No Description Yes No
1. Your economic problem was increased day by day.
2. The teachers punished you very sharply.
3. Your school is far away from your house.
4. Your parents are aged, and they need your assistance at home.
5. Your parents pursued you to earn living.
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6. You are failed in class 9th.
7. Your class-fellow were very naughty, they often made a fun of
you.
8. You were interested in taking up a job.
9. A particular teacher displaced you.
10. You are afraid of’ Board examination.
I 1. The course was very difficult.
12. The subject of Mathematics was very difficult for you.
13. Your parents did not allow you to school due to their separation.
14. Your best teacher was transferred.
15. All the teachers give you a lot of homework.
16 Lack of transport facilities.
17 Due to enmity.
18 You needed a guide in your educational problems.
19 Teachers did favoritism among the students.
20 You have a weak memory.
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21 You have got a physical defect.
22 You were lazy in doing homework.
23 You did not get pocket money.
24 Science experiments were difficult for you.
Thanks from:
Anwar Said
Student of M.Ed.
Khyber College of Education Mardan.
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Appendix C
QUESTIONNAIRE FOR PARENTS (ELDERS) OF DROPOUT
STUDENTS.
Title: A study of Dropout Students Government Secondary Schools in Rural Areas of
b District Charsadda. (For research purpose only)
PERSONNAL INFORMATION:
Name: ---------------------------------
Village: -------------------------------
Qualification: ------------------------
Profession: ---------------------------
Note: - Please tick “Yes” or “No” before every statement.
QUESTION: You dropped your son out of the school because,
S/No Description Yes No
1. The present system of education is of no avail.
2. Corporal punishment of teachers was very high.
3. You needed your son’s assistance at home.
4, The school is far away from your house.
5. You wished to get your son religious education.
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6. You were unable to afford the expenses of your son.
7. Your son was detained in class 10th.
8. You wished your son t earn a living.
9. You wished to send your son abroad for earning money.
10. Teachers give a great deal of homework to your son.
11. You needed your son to help you in your work.
12. Your son did not take classes regularly.
13. Class teachers did not help the students in solving their problems.
14. Your son was hard of hearing and seeing.
Thanks from:
Anwar Said
Student of M.Ed.
Khyber College of Education Mardan.
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Appendix D
Class-Wise Enrolment and Percentage of Dropouts in class 9th and 10th, During
Academic Year 2007-08 in Government High schools of District Charsadda.
NAME OF SCHOOL: ---------------------------------
Signature of Head Master: ----------------------------
CLASS 9th CLASS 10
Total enrolment Dropouts %ageTotal enrolment
Dropouts %age
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Appendix E
NAMES OF SELECTED SCHOOLS
S. No Name of schools
1. G. H. S. Sherpao Charsadda
2. G. H. S. Shodag Charsadda
3. G. H. S. Hasan Zai Charsadda
4. G. H. S. Soor Kamar Charsadda
5. G. H. S. Mardand Charsadda
6. G.H.S. Dosehra Charsadda
7. G.H.S. Mangadargai Charsadda
8. G.H.S. Umar Zai Charsadda
9. G.H.S. Dakki Charsadda
10 G.H.S. Shabqadar Charsadda
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APPENDIX F
CERTIFICATE FOR RESEARCH STUDENTS
Dear Sir
Research is a compulsory subject in the Khyber College of Education Mardan
at M.Ed. level.
Mr. Anwar Said S/O Dawa Said Roll. No. 157 is a regular student of this
institute. Kindly provide her all help and facilities in administering the questionnaire.
I shall be very grateful to you for this co-operation.
Thanking you in anticipation.
Principal
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