Buradasınız

Gender-based Aspects Of Academic Achievement Among Tribal Students

Journal Name:

Publication Year:

Keywords (Original Language):

Abstract (Original Language): 
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.

REFERENCES

References: 

_______ “Gender Differences in Educational Outcomes: Study on the Measures
_______ National Academy of Sciences (NAS) (2006) Beyond Bias and Barriers: Fulfilling the
Potential of Women in Academic Science and Engineering, Washington, D.C. The
National Academies Press.
Taken and the Current Situation in Europe” (2010), Education, Audiovisual and Culture Executive Agency,
2010,Brussels
Agarwal, Sapna (2000), CINI ASHA: Building bridges for urban children, in Ramchandran, V. (ed.),
Getting children back to school, case studies in Primary Education, Sage Publications, New Delhi.
Campbell, J. R., Verna, M. and O'Connor-Petruso, S. (2004) Gender paradigms. Paper
presented at the IRC-2004 Conference, Lefkosia, Cyprus. Downloaded on 31/03/2008,
Available at: .
Govinda, R. (ed.) (2002), India Education Report: A Profile of Basic Education, New Delhi: Oxford
University Press.
Francis, Becky. 2000. Boys, Girls and Achievement: Addressing the Classroom Issues.
Halpern, D. F. (2006) Biopsychosocial contributions to cognitive performance. Panel 1: Cognitive and
Biological Contributions. Paper presented at the National Academies Convocation on Maximizing the
Success of Women in Science and Engineering: Biological, Social, and Organizational Components of
Success, held December 9 in Washington, DC. Washington, DC: The National Academies Press.
Downloaded on 20/03/2008, Available at:
Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. and Williams, C. (2008) “Gender similarities
characterize math performance”, Science, V.321, pp.494-495.
Hyde, J. S. and Mertz, J. E. (2009) “Gender, culture and mathematics performance”, PNAS, June 2, V.106.
N.22, pp.8801-8807.
Joscha Legewie, Thomas A. DiPrete (2011), School Context and the Gender Gap in Educational
Achievement, Columbia University, New York
Jabbi, M.K. & Rajyalakshmi, C. (2001) Education of Marginalised Social Groups in Bihar, JAI Press, New
Delhi.
Jha, J. and Kelleher, F. (2006) Boys' Underachievement in Education. An Exploration in Selected
Commonwealth Countries. Commonwealth Secretariat and Commonwealth of Learning.Kundu, M.
(1990), Cultural Anthropology and Tribal Education, Amar Prakashan, New Delhi.
Kundu, M. (1994), Tribal Education: New Perspectives, New Delhi: Gyan Publishing House.
Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and intelligence as predictors of
academic achievement: A cross-sectional study from elementary to secondary school.
Personality and Individual Differences, 42(3), 441-451.
Linn, M. C. and Petersen, A. C. (1985) “Emergence and characterization of sex differences in spatial
ability: a meta-analysis”, Child Development, V.56, pp.1479–1498.
Kaur, R. and Gil, T.K., 1993, Sex difference in academic achievement in different subjects of rural and
urban students. Indian Psy. Rev., 40(12): 20-24.
Li, Q. (2007) “Mathematics, Science, and Technology in Secondary Schools: Do Gender and
Region Make a Difference?”, Canadian Journal of Learning and Technology, V.33, N.1. Winter. Available
on-line: .
Martin, M. O., Mullis, I. V. S. and Chrostowski, S. J. (eds.) (2004) TIMSS 2003 technical report. Chestnut
Hill, MA. TIMSS & PIRLS International Study Center, Boston College.
Mullis, I. V. S., Martin, M., O. and Kennedy, A. (2007). PIRLS 2006 International Report. IEA's Progress in
International Reading Literacy Study in Primary School in 40 Countries, Boston.
Panda, B.N., 1992, Study habits of disadvantaged and non-disadvantaged adolescents in relation to sex and
academic performance. Indian J. Psy Edu. (ISSN 0378-1003), 23(2) : 91-96
Pickering, Jon. 1997. Raising Boys' Achievement. Network Continuum Education.
Plomin, R. (1997) “Genetics and intelligence” (pp.67-74), in N. Colangelo and G. Davis (eds.) Handbook
of gifted education (2nd ed.). Boston, MA. Allyn and Bacon.
Shukla, Sureshchandra & Kaul, Rekha (eds.) (1998), Education, Development and Underdevelopment,
Sage Publications, New Delhi.
Singh, Bhupinder (1996), “Education and Development of Tribal in India”, Journal of Education and Social
Change, Vol. X, No. 2, pp. 22-39.
Skelton, Christine. 1997. “Primary Boys and Hegemonic Masculinities.” British Journal of Sociology of
Education 18:349–369.
Sujatha, K. (1987), Education of the Forgotten Children of the Forests A Case Study of Yennadi Tribe,
Konark Publishers, New Delhi.
Vijayalaxmi, N. and Natesan, H., 1992, Factors influencing academic achievement. Research
Highlights, 2: 62.
Vendramin, P., Valenduc, G., Guffens, C., Webster J., Wagner,I., Birbaumer, A., Tolar, M.,
Ponzellini, A. and Moreau, M.P. (2003) Widening Women's Work in Information and Communication
Technology: Conceptual framework and state of the art. Downloaded on 20/03/2008, Available at:
http://www.ftu-namur.org/www-ict/.

Thank you for copying data from http://www.arastirmax.com