Gender-based Aspects Of Academic Achievement Among Tribal Students

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Academic achievement is a critical dimension of learning at school and reflects acquisition of competencies to meet the challenges in education at school level and beyond. Several studies have highlighted that trends in academic achievement varies between male and female students at all levels in education. Though the gap is narrowing, much remains to be done to bridge the difference. On this background, a study was undertaken in three ashram schools in tribal areas of Ahmednagar district, Maharashtra state. Total 60 male and 120 female students were included in the study. The data related to school infrastructure was collected with help of schedule for School Profile and parents and teachers were interviewed with respective interview schedule. The marks of students in semester exam were compiled to understand their performance in curriculum-based assessment while test for Minimum Level of Learning was administered to measure the basic competencies attained at respective grades. The group tests, namely Culture Fair Intelligence Test (CFIT) and Draw-a-Man Test of Intelligence (DMTI) was administered for assessing learning abilities. The Achievement Values Anxiety Inventory (AVAI) and School Adjustment Inventory (SAI) was administered to assess the achievement motivation and adjustment at school respectively. The data was analysed gender and grade-wise. The findings revealed that the students have acquired basic competencies in corresponding grades. Male and female students alike underperformed in Maths compared to languages with male students performing marginally higher than females. Similar trend was observed in case of semester exam but the performance was poor since majority students barely passed the exam. The gender difference is not significant. In case of learning abilities, the performance of students was similar irrespective of gender. The motivation level of female students was higher than male while level of school adjustment was same among male and female students. It was thus revealed that the students have potential to excel in academics but their academic achievement is low. The study concluded that the role of gender in academic performance is limited. Unfavourable family background, low quality of education at school and inconsistencies in curriculum are proximate and most significant factors affecting the academic achievement of the tribal students.



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