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Table 6.6: Comparison of the Ach1evement scores 1n Mathematics across Educatlonal Qual1ty categorIes ---------------------------------------------------- Better Average Poor ( 1 ) (2 ) (3 ) -------------------------------------------------------- Mean 148:65 50.68 26.84 N 17 19 18 S.D. 32.26 54.30 19.95 S.E. 7.83 12.46 4.70 t between groups 1 & 2 between groups 1 & 3 between groups 2 & 3 = 6.48* = 13.51* ,. 1.75 * sIgnifIcant at 0.05 level. However the obtained 't' value of 1.75 between the average educatIonal qualIty process category and the poor educational quality process category 15 less than the theoretical value of 2.03 at 0.05 level of Significance. Thus the achievement scores of students between these two groups 1n MathematiCs do not differ Significantly. Table 6.7 gives the result of the analySiS With respect to EnVIronmental SCience. 298
Tab 1 e b. 7 : One-way AnalysIs of Variance of Achle~ement Scores in Environmental SCience Across Different Categories Educational Quality Process -------------------------------------------------------- Source df Sum of squares Mean squares F ratiO F prob. ---------------------------------------------------- Between groups 2 4569.46 22848.23 101 .79 .0000 Within groups Total 51 53 11447.40 224.459 57143.87 From Table 6.7 It IS clear that the obtained F value of 101.79 IS greater than the theoretical value of 3.18 and IS Significant at 0.05 level. Hence the hypotheSIS IS reJected. Thus it can be Inferred that the difference In the mean of the achievement scores In EnVironmental SCience IS Significantly different across the three categories of educational process. To find out which of the three pairs of means are Significantly different, t-tests were carrIed out for the achievement scores In EnVironmental SCIence scores between the follOWing groups. Better and average educational quality process. Better and poor educational quality process. Average and poor educational quality process. 299
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INTERACTION OF VILLAGE CHARACTERIST
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DECLARATION I hereby declare that t
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I am particularly grateful for the
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CHAPTER 3 METHODOLOGY OF THE STUDY
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LIST OF TABLES Tab le No. Page No 3
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5.2.4 5.2.5 5.2.6 5.2.7 5.2.8 5.2.9
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7.2. 1 One - l\Jay Analysls achleve
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L1 ST OF F I BURES Figure No. Page
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LIST OF ABBREVIATIONS AD AEO AK BBS
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is much more defined. It will be in
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more compleK state systems. The nat
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esponsibility of training women in
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These developments have been interp
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Although there was a change in the
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However, the interplay of education
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on ethnographic methods to define s
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in the Indian context. Otherwise, i
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But a high priority was given by th
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education of the weaker sections an
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The inter-sectoral allocation withI
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midst of diverse influence on educa
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education. In order to study the na
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CHART 1 OPERATIONAL MODEL OF INTERA
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LIMITATIONS OF THE STUDY This study
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CHAPTER II REV lEU OF LITERATURE Th
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Musgrave P.W. (1988), Socialising C
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Shah, Ghanshyam (1985), "Caste Clas
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Yathiraj, Kumar R. (1981), "School
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Karl Alexander and Edward Mc Dill's
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education provided to disadvantaged
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Robert Hauser ( 1968) in schools an
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serVlces and (5) School facilities.
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4. Some studies which have examined
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• income distribution of SCs and
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did not have any effect on attendan
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finding the quantum of wastage and
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examined were mainly : ( i ) the li
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the middle castes and business for
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Moreover, the participation at the
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percentage of enrolment. The reason
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aspect of the educational opportunI
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inevitable result of scarcity where
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when the d1stribution 1S in terms o
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and cultural background of the entr
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etween classroom climate and academ
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Gupta (1979) studied the role of la
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fIndings the intervention strategie
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among different castes in a village
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• the occupational structure of I
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hierarchy of the higher educational
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compounding factor, contributing to
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in understanding the nature of subo
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6 To compare the patterns identifie
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In the present conte)(t the quality
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configuration of the village commun
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conducted by the ISEC project. Henc
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ooks and frequency of issue of book
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were used to relate the educational
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headmasters/mistress at the taluka
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(b) Area of playground ~ student: T
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The responses to the above mentione
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Per Pupil Expenditure: The value of
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composite indew, the ratings of eac
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Differential analysis using Chi-~qu
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Based on the data generated on the
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schools. The schedule consIsted of
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which related to punishments. Incid
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METHOD OF ANALVSIS USing the system
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CHAPTER IV PROFILE OF TUMKUR DISTRI
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PROFILE OF THE EDUCATIONAL FACILITI
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Number of Teachers : The data avail
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than 61 per cent of the rural upper
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Educational and Professional Qualif
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Table 4.7 . Average pupil teacher r
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77.04 per cent of the schools Tumku
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though 1n general the resources ava
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CHAPTER V DISCRIPTIVE AND DIFFERENT
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7 Provision for Tlme Keeping 1) Pre
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BUllt-1n area per student 1. Less t
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It may seen that two-thirds of the
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1 Percentage of teacher sent for in
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Table 5.1.3 Percentage dlstributlon
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Table 5.1.4 Percentage dlstrlbutlon
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Table 5.1.6 shows the distrIbutIon
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Tab 1 e 5. 1 .7 Percentage dlstrlbu
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2) Visits by other Agencies. The ca
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Tab 1 e 5.1.10 shows that In genera
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ecause of the fact that the standar
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This is presented separately for th
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From the discusslon of the percenta
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eference to the overall hypothesIS
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Table 5.2.1 Percentage distrIbutIon
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Table 5.2.2 I Percentage distributi
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3. The average length of serVice of
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There is no significant difference
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Table 5.2.4 I Percentage distributi
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Tab I e 5.2.5: Percentage distribut
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To test the above hypothesIs the ch
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Table 5.2.7: P~rcentage distributio
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From the Table 5.2.8 it IS clear th
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To test the above hypothesIs the ch
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To test the above hypotheses the ch
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theoretIcal value of 9.49 and hence
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5.99 and 9.49 respectively at 0.05
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achievement scores in Mathematics a
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present section an attempt will be
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Table 5.4.2 I Comparison of the Mat
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To fInd out which of the three pair
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egin with, a profile of school qual
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villages and to compare the qualita
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LOCATION OF CASE STUDY SCHOOLS TUMK
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SECTION I VILLAGE PROFILES VALANADU
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source for drinking water are wells
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It has a primary school situated In
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the income category 01 Rs., 7001-10
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cent have hlgher primary educatlon;
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classlfied under non-traditional oc
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living in 43 households. Out of a t
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total population of 1148, 302 males
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from the villagR. Wells form the so
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It has one primary school which has
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households have had education upto
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the ewperts' opinions on the qualit
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poor households and belong to ths l
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some of them may not pick up at the
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the villagers. He however e~presses
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text books. Examples cited by him a
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the children have to be retained in
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objectives, it would be worthwhile
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Dlirt J : 5chool-wis, distribution
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long periods of service in the same
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Insplte of it having an operatlonal
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functioning of the sac has seen the
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They resent the community and in tu
Page 269 and 270: average length of a school day. Eve
Page 271 and 272: schools are respectively 3 hours, 1
Page 273 and 274: and helplng them to respond. lnspit
Page 275 and 276: them. If any attention was paid to
Page 277 and 278: Table 6.2 Percentage Distributlon o
Page 279 and 280: The detailed descriptions of the cl
Page 281 and 282: This mode of teaching 1S labelled a
Page 283 and 284: (M i i ) There were no lessons done
Page 285 and 286: This mode of learning can be labell
Page 287 and 288: and helped students in writing the
Page 289 and 290: Teaching is generally oriented to t
Page 291 and 292: were read copy mere spectators. Aft
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Page 295 and 296: continued to read. This method enco
Page 297 and 298: (viii> An English lesson "The parts
Page 299 and 300: All the above Illustrations are dis
Page 301 and 302: not have a single instance. Balanap
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Page 305 and 306: Chart 51 Classification of the scho
Page 307 and 308: personal attributes of the individu
Page 309 and 310: transactions which was due to frequ
Page 311 and 312: drinking water for him is brought b
Page 313 and 314: the AEO's offlce at Gubbi, since es
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Page 317 and 318: of achievement. The significance of
Page 319: Table 6.5 gives the result of the a
Page 323 and 324: After having established the influe
Page 325 and 326: level of the heads of the household
Page 327 and 328: ( i i ) Moderate concentration of t
Page 329 and 330: I I I I I I I I I I I I I I I I I P
Page 331 and 332: Students' Attendance: It may be rec
Page 333 and 334: From Figure-4 it can be inferred th
Page 335 and 336: Fig: 5 Occupation Distribution Type
Page 337 and 338: lible 7.1.2 I Percentage distributi
Page 339 and 340: 120, I I I I I 100 ~ I I 80 p e r c
Page 341 and 342: -------------, Education Distributi
Page 343 and 344: I I I I Fig: 9 I I Education Distri
Page 345 and 346: Fig : 10 Education Distribution Typ
Page 347 and 348: Based on the gini coefficients pert
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Page 351 and 352: Fig: 13 Income Distribution Types S
Page 353 and 354: Fig; 14 Income Distribution Types l
Page 355 and 356: lable 7.1.~ Percentiqe distribution
Page 357 and 358: Fig: 16 Land Distribution Types Tea
Page 359 and 360: educes wi th the increase in the in
Page 361 and 362: Fig: 19 Land Distribution Types Len
Page 363 and 364: Fig: 20 Land Distribution Types Edu
Page 365 and 366: positive mind set regarding the mea
Page 367 and 368: ,.... I I Fig: 23 Caste Structure T
Page 369 and 370: IS comparatively lower in schools l
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The other bases of stratification i
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different types of villages perform
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Table 7.2.3 gives the result of the
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Table 7.2.4: Comparison of the Achi
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This is done by a combination 01 st
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OBJECTIVES OF THE STUDY: 1 • To m
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villages in Tumkur District. The sl
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The School Quality Indicator Questi
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FINDINGS The school quality inputs
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Except for the provision of kho-kho
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found that latter. the former group
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Channigappanapalya, Areyur, Brahmas
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3. Nature and e~tent of student par
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(38.46) are pooled in the functiona
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quo. The power structure In the pre
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a copy of the text book for the tea
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uSing time-sampling, amounting to s
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Environmental Science of Std IV wer
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also be real ised that in the rural
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All these years the teachers traini
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APPENDICES
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(~~ a:>Glo..iJejJ ~.do~ O1a:jrG:Sn1
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(~) ~~"Y"P 30n~n~rtn ( ~) ~,Jo::nc;
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8 ~'nJ..u 9 ~.,~ .. 10 ~t.J' ~t.:f
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APPENDIX II MATHEMATICS competencle
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7 Understands the factors contrlbut
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P ::'0 .1.) 350 + 3G1 ::. 5) ';;(1
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" o l) 11 '1' 11 6 .) '''1' .1" 5 r
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.. · :)-:a. -."1""_ ....... 1" ..
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,41. _'~ -,,,~• .""",., •. '='
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1.3. -;- ..... , - / ." - -'-~., ..
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.~ -),.: (. rh~ ...) tj :") '3 )] ,
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3.1.;; C;:;~.JJ ~. '. '" .:E..;-.)
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'1b U ..,)~ :> ~ H )".: I '" ).) x
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'Qo ... '\II }1" ',) ,:: 't)'6 . H)
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.. , .;.......,.".....-v..i ~''''''
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~ J~~ 'iJ IQ' .~ tJ ", ,',' ", ~:tJ
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!: • J. 1 j,. ~'S;~P",~OJ "~~:n;-
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APPENDIX VII OPINIONNAIRE Do the fo
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Community Resources 8 Frequency of
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TEACHING AIDS 18 The list of teachi
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27 Average length of the school day
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37 The mode of conductlon of litera
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47 The hidden curriculum of IndivId
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NOTE: Here uniqueness ImplIes somet
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APPENDIX VIII OBSERVATION BUIDELINE
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Literacy The total No. of books in
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The length of the school day on the
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On the day of observation details o
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Lower level of applicat Ion based H
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APPENDIX X CALCULATION OF CHI-SQUAR
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Where is equal to the total sum at
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BIBLIOGRAPHY Acharya, Poromesh (198
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Brophy, Jere Learning" E. (1982) "C
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Friere. Paulo (1972), Pedagogy of t
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Friere, Paulo (1972), Pedagogy of t
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Heyns, Roger Complex 8. W. (1984),
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