CAUSES OF DETERIORATION OF QUALITY IN SECONDARY EDUCATION IN KHYBER PAKHTUNKHWA, PAKISTAN
Submitted by Mohammad Javed
Supervised by Prof. Dr. Mohammad Iqbal PhD (Education)
In Partial fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY IN EDUCATION
DEPARTMENT OF EDUCATION FACULTY OF ARTS, SOCIAL SCIENCES AND EDUCATION SARHAD UNIVERSITY OF SCIENCE AND INFORMATION TECHNOLOGY PESHAWAR-PAKISTAN
Spring, 2015
APPROVAL SHEET
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We approve the thesis of Mr. Mohammad Javed under the title “Causes of Deterioration of Quality in Secondary Education in Khyber Pakhtunkhwa, Pakistan” submitted to Sarhad University of Science and Information Technology, Peshawar in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy in Education.
Prof. Dr. Mohammad Iqbal Signature and date Thesis Supervisor and Chair of Committee
Dr. Niaz Muhammad Aajiz Internal Examiner Signature and date
Dr. Parveen Ishaq External Examiner Signature and date
Prof. Dr. Salim-ur-Rehman Vice-Chancellor
DEPARTMENT OF EDUCATION FACULTY OF ARTS, SOCIAL SCIENCES AND EDUCATION SARHAD UNIVERSITY OF SCIENCE AND INFORMATION TECHNOLOGY PESHAWAR-PAKISTAN Spring- 2015
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DEDICATION ACKNOWLEDGEMENTS
First of all, the researcher is grateful to Almighty ALLAH, Who alone is the primary source of knowledge and wisdom. He gave the researcher the strength and ability to complete this work. Thereafter, all credits go to the Holy Prophet (PBUH) who enjoined the humanity to seek knowledge from cradle to the grave.
The researcher is also grateful to his thesis supervisor, Prof. Dr. Mohammad Iqbal, for his scholarly guidance, motivation and sincere help in completing this work by correcting and re- correcting the manuscript of the thesis with patience and sincerity in the reasonable span of time.
He is also grateful to all the participants of this study, who extended their full co-operation either through sparing their precious time for interviews or filling up opinionnaires. It was, of course, their timely support that enabled him to complete this arduous task. He is also thankful to Prof. Dr. Mohammad Iqbal Majoka, Mr. Abdul Malik (PhD Education Scholar), Malik Shafqat, Shahbaz Khan, for their valuable suggestions and technical support in composing and graphing the contents of the thesis.
Last, but not the least, the researcher is highly grateful to his beloved wife, Fozia Maqbool, who, all along his efforts, encouraged and supported him in completing this study. May God bless all these people.
Mohammad Javed
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ABSTRACT
It was a descriptive study conducted in six districts of Khyber Pakhtunkhwa province of Pakistan. These districts were Bannu, Charsadda, Dera Ismail Khan, Kohat, Malakand and Mansehra, which represented six divisions of the province so that the results of the study could be generalized to the entire province. There is a general complaint that quality of education has deteriorated at different levels of education. The quality of education has been differently defined in literature. However, stakeholders of education in Khyber Pakhtunkhwa province of Pakistan believe that quality of education should be based on the broad definition of education, which requires the holistic development of the personality of learners instead of the only indicator of academic achievements. The focus of the current study was on the analysis of causes of deterioration of quality of education at the Secondary School Level in Khyber Pakhtunkhwa province of Pakistan. Chapter-1 defined quality of education, identified causes of this deterioration and highlighted indicators for quality improvement on the basis of literature review in local and global perspectives. The problem of the study was stated and the objectives and key questions of research provided. The objectives were to study relevant literature for identification of causes of deterioration of quality of education; draw indicators and verify the causes on the basis of responses of school heads, secondary school teachers and students and further to make implementable recommendations for improvement of educational quality. Chapter-2 provided exhaustive review of relevant literature from which indicators for development of instruments for study were drawn. The review also uncovered some causes that contributed to the deterioration of quality of education. Similarly, a number of factors were identified which were reported as the pillars of quality education. Some of the principal factors, which could help promote effectiveness and quality of education included outstanding teaching faculty, well- balanced and challenging curriculum, healthy and well-protected learners, visionary leadership in schools, availability of adequate infrastructural and physical facilities, support of parents and community, use of different teaching methodologies that suit the diverse needs of learners, well- equipped laboratories, well-stocked libraries and sound mechanism for monitoring and supervision. Chapter-3 described methodology and provided clue to the instruments used in the study. Different sources of data collection were highlighted. The technique for analysis of data as well as issues of validity and reliability were also appropriately addressed. A logical approach was made in the selection of six sampled districts from six divisions of Khyber Pakhtunkhwa province of Pakistan. The population of the study included 440 school heads of Govt. Boys‟ Secondary Schools, 1006 secondary school teachers and 20676 students of 9th and 10th classes in six districts, which were selected from six divisions of the province. The sample of the study included 132 (30%) school heads, 302 (30%) secondary school teachers and 6203 (30%) students of 9th and 10th classes. The tools of the study included two opinionnaires containing 45 item each, for teachers and students and six open-ended questions of interviews for school heads. Chapter-4 is the analysis of data, which were given both qualitative and quantitative treatment and presented both in tabular and graphic forms. Chapter-5 contained findings, conclusions, summary and recommendations of the study. The outcome of the study revealed a number of causes of deterioration of quality at the Secondary School level, which included, among others, inadequate mechanism of monitoring and supervision, defective examination system, lack of needed infrastructural and physical facilities, over-crowded classrooms, shortage of qualified teaching staff, unwarranted political interference, obsolete teaching methodologies and lack of modern instructional facilities. Some crucial indicators for quality improvement were given, which included appointment of competent teaching staff, proper training of teachers and school heads, provision of infrastructural and instructional facilities. The study also proposed that different instructional strategies that suited different learners should be used. Moreover, the strength of class should not exceed 30 students to maintain close contact between teachers and the taught.
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TABLE OF CONTENTS
Preliminary Section Page No
Title page …………………………………………………
Approval sheet …………………………………………………
Dedication …………………………………………………
Acknowledgements ………………………………………………… i
Abstract ………………………………………………… ii
Table of Contents ………………………………………………… iii
List of Tables ………………………………………………… vii
List of Figures ………………………………………………… xii
List of Appendices ………………………………………………… xvii
List of Abbreviations ………………………………………………… xviii
CHAPTER-1 INTRODUCTION 1-21 1.1 Background of the Study 1 1.2 Indicators for Improvement 2 1.3 The Importance of Secondary Education 3 1.4 The State of Secondary Education in Pakistan 5 1.4.1 National Curricula of Schools 5 1.4.2 Examination 7 1.4.3 Certification 8 1.4.4 Criteria for Awarding Grades and Remarks According to 8 Percentage 1.5 Structure of Education in Pakistan 8 1.5.1 Primary Education 9
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1.5.2 Secondary Education 11 1.5.3 Higher Secondary Education 12 1.5.4 Higher Education 13 1.5.5 New Approaches 13 1.5.6 Quality Assurance of Education in Pakistan 13 1.6 Role of Govt. in Education 14 1.7 Quality Education 15 1.8 The Role of Quality Education in National Development 18 1.9 Rationale of the Study 19 1.10 Statement of the Problem 19 1.11 Objectives of the Study 20 1.12 Research Questions 20 1.13 Delimitation of the Study 20 1.14 Limitations of the Study 21
CHAPTER-2 LITERATURE REVIEW 22-86 2.1 Theoretical Framework of the Study 22 2.1.1 Human Capital Theory 22 2.1.2 Modernization Theory 23 2.2 Concepts of Education 25 2.3 Quality Education 25 2.4 Important Quality Ideas 29 2.5 Historical Perspective of Quality Education in Pakistan 31 2.6 National Education Policy 2009 33 2.7 Factors Contributing to Quality Education 33 2.8 Multiple Reasons for Delivering Quality Education 35 2.9 Indicators of Quality Education 36 2.9.1 Indicators on Attainment 38 2.9.2 Indicators on Success and Transition 38 2.9.3 Indicators on Monitoring of Education 38 2.9.4 Indicators on Resources and Structures 39
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2.10 Causes of Deterioration of Quality in Secondary Education 39 2.10.1 Irrelevant and Out-dated Curriculum 48 2.10.2 Lack of Well-Stocked Libraries in Secondary Schools 51 2.10.3 Teachers‟ Absenteeism 53 2.10.4 Defective Examination System 53 2.10.5 Inadequate Public Financing of Education 56 2.10.6 Scant Use of Laboratory for Practical Work 57 2.10.7 Inadequate Professional Development and Poor Teaching 58 Quality 2.10.8 Lack of Co-curricular Activities 60 2.10.9 Un-availability of Information Technology in Schools 63 2.10.10 Insufficient Infrastructural Facilities and Un-congenial 64 Learning Environment 2.10.11 Over-crowded Classrooms 66 2.10.12 Lack of Audio Visual Aids in Teaching 68 2.10.13 Disruptive Behaviour of Students and Indiscipline in 69 Schools 2.10.14 Traditional Teaching Methodology 71 2.10.15 Political Interference in Education Sector 74 2.10.16 Multiple Tier System of Education 76 2.10.17 Ineffective School Inspection, Supervision and Monitoring 77 Mechanism 2.10.18 Lack of Students‟ and Teachers‟ Motivation towards 79 Learning 2.10. 18.1 Supportive Teaching Style 79 2.10. 18.2 Healthy School Environment 80 2.10.18.3 Clarity of Goals and Objectives 80 2.10.18.4 Field Trips and Outdoor Visits 80 2.10. 18.5 Provision of Varied Experiences 80 2.10. 18.6 Healthy Competitions in Students and Teachers 80 2.10. 18.7 Rewards, Prizes and Appreciation 81
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2.10. 18.8 Assigning Responsibilities 81 2.10. 18.9 Group Work 81 2.10. 18.10 Encourage Self-Reflection 81 2.10.18.11 Personal Information about Students 82 2.11 Critique of Literature Review 83
CHAPTER-3 METHODOLOGY OF THE STUDY 87-90 3.1 Sources of Data 87 3.2 Population and Sample 87 3.3 Tools of the Study 88 3.4 Pilot Study 88 3.5 Validity and Reliability of the Study 88 3.6 Translation of Opinionnaires for Students 89 3.7 Establishing Rapport with the Research Participants 89 3.8 Data Collection and Analysis 89
CHAPTER-4 DATA COLLECTION, ANALYSIS AND 91-246 DISCUSSION 4.1 Responses of Teachers Based on Opinionnaires 91-161 4.2 Responses of Students Based on Opinionnaires 162-231 4.3 Responses of School Heads based on Interview 232-243 4.4 Discussion of Interviews Held with School Heads 244-246
CHAPTER-5 FINDINGS, CONCLUSIONS, SUMMARY AND 247-275 RECOMMENDATIONS 5.1 Findings 247 5.2 Conclusions 264 5.3 Summary 268 5.4 Recommendations 271 5.5 Implications of the Study 274 References 276 Appendices 289
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LIST OF TABLES
S.No Title of Table Page No. 1.4.4 Criteria for Awarding Grades and Remarks According to 08 Percentage 4.1.1 The quality of education has deteriorated due to unsatisfactory 92 teaching learning process 4.1.2 Adequately trained, qualified and committed teachers are not 93 mostly available to improve teaching learning process 4.1.3 The quality of education in schools is reportedly deteriorated and 95 not acceptable to stakeholders 4.1.4 Teachers apply appropriate teaching methodologies according to 96 the different needs of students 4.1.5 Teachers pay individual attention to every student of classes 98 4.1.6 Teachers make use of Audio-Visual Aids while teaching. 99 4.1.7 Teachers prepare lesson plans and follow scheme of study 101 properly 4.1.8 Teachers complete their courses in time 102 4.1.9 Teachers provide guidance and counseling to students 104 4.1.10 The school has sufficient qualified staff for all the subjects they 105 are supposed to teach. 4.1.11 School infrastructural and physical facilities have great impact on 107 students‟ personality development and academic progress 4.1.12 Your school has (newly constructed) purpose-built building and 108 adequate infrastructural facilities 4.1.13 Your school has a computer lab with internet facility 110 4.1.14 Your school has science laboratories with latest equipments, 111 chemicals and other accessories. 4.1.15 Your school has spacious classrooms to accommodate students 113 4.1.16 Your school has appropriate instructional facilities. 114 4.1.17 Your school has adequate physical facilities like hall, auditorium, 116 toilets, clean drinking water and electricity etc. 4.1.18 Your school has sufficient furniture for students and teachers 117 4.1.19 There is a play ground in your school 119 4.1.20 Your school has a library with sufficient books. 120 4.1.21 Your school provides scholarship to the needy and intelligent 122 students 4.1.22 Incentives and rewards are given to good teachers for 123 encouragement. 4.1.23 Indiscipline in school premises leads to moral degeneration and 125 decline in quality 4.1.24 The teachers and students of your school observe discipline in 126 school premises 4.1.25 In-service training and refresher courses are provided to teachers. 128 4.1.26 The teachers of your school are regular in their duties 129
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4.1.27 There is adequate student-teacher ratio in your school 131 4.1.28 Your school has high completion rates at secondary school 132 certificate level. 4.1.29 Your school arranges co-curricular activities like Debates, Quiz, 134 Art and Craft, Science Exhibition, In-door and Out-doors games. 4.1.30 The transfers, appointments and other administrative decisions in 135 your school are made on merit. 4.1.31 The mal-administration in schools is the major cause of 137 deterioration of quality. 4.1.32 Lack of supervision and monitoring by administrative authority 138 results in poor performance of teachers 4.1.33 Your principal monitors the classes regularly to check the 140 performance of teachers and students 4.1.34 Your principal looks after all the important matters of school and 141 takes stakeholders in confidence (students, parents, teachers and district level education officers). 4.1.35 The District Level Education Officers visit your school regularly 143 to assess students‟ performance and solve administrative problems. 4.1.36 The curriculum at secondary level fulfills requirements of society 144 and meets future challenges. 4.1.37 The curriculum develops student‟s creative thinking and analytical 146 skills. 4.1.38 The curriculum is revised regularly to accommodate current trends 147 and issues at national and international level. 4.1.39 Teachers are involved in the process of curriculum development. 149 4.1.40 The present curriculum is based on theoretical contents and has 150 little practical application. 4.1.41 The existing system of examination at secondary level is not 152 reliable to evaluate the actual knowledge of students. 4.1.42 The examination system of Pakistan improves the analytical and 153 problem solving skills of students. 4.1.43 The examination system of Pakistan provides feedback on 155 pedagogy and ensures achievement of curricular objectives. 4.1.44 The use of unfair means and mal-practices in examination has 156 resulted in over all deterioration of quality of education at the secondary level in Khyber Pakhtunkhwa province of Pakistan. 4.1.45 The examination system of Pakistan tests rote learning and 158 memorization. 4.1.46 Consolidated data for each category of opinionnaires based on 160 teachers‟ responses 4.2.1 The quality of education has deteriorated due to unsatisfactory 162 teaching learning process. 4.2.2 The quality of education in schools is reportedly deteriorated. 163 4.2.3 Your teachers apply appropriate teaching methodologies according 165 to the needs of students.
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4.2.4 Your learning needs are fully attended by the school 166 4.2.5 You are satisfied with the checking of your monthly tests and 168 marking of your answer books by your teachers 4.2.6 Your teachers complete the prescribed syllabus within given time 169 of an academic year. 4.2.7 Your teachers use teaching aids to make the lesson effective. 171 4.2.8 Your teachers plan their lessons according to the prescribed 172 syllabus and follow scheme of study 4.2.9 Your teachers have mastery over the subjects they teach. 174 4.2.10 Your teachers observe high level of attendance and reach the 175 classes in time. 4.2.11 Your school has purpose-built building 177 4.2.12 Your school has a computer lab and internet facility 178 4.2.13 Your school has science laboratories with sufficient chemicals and 180 equipments 4.2.14 Your school has library with sufficient books. 181 4.2.15 Your school has adequate physical facilities like hall, auditorium, 183 toilets and clean drinking water etc. 4.2.16 Electricity is available in your school. 184 4.2.17 Your school has spacious classrooms to accommodate students. 186 4.2.18 There is a playground in your school. 187 4.2.19 There is sufficient furniture available in your school for students 189 and teachers 4.2.20 Your school has appropriate instructional facilities. 190 4.2.21 Your school arranges co-curricular activities like Debates, Quiz, 192 Art and Craft, Science Exhibition, Essay writing, Music of concert etc 4.2.22 Your school provides the facility of indoor and outdoors games. 193 4.2.23 Your school has adequate teacher student ratio to establish close 195 relation between teacher and student. 4.2.24 Your school has high completion rates of secondary school 196 certificate exams. 4.2.25 Your school has parent teacher council to discuss school affairs 198 and students‟ problems 4.2.26 Your parents visit the school monthly to discuss your academic 199 performance with teachers. 4.2.27 Your school provides scholarship to the needy and intelligent 201 students 4.2.28 You visit science laboratories for practical work weekly. 202 4.2.29 Students are admitted in your school on merit, based on test and 204 interview. 4.2.30 The teachers and students of your school observe discipline in 205 school premises. 4.2.31 Your principal monitors the classes regularly to check the 207 performance of students and teachers.
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4.2.32 The Principal looks after all the important matters regarding your 208 academic achievements and discuss with your parents. 4.2.33 Inadequate supervision and monitoring of schools by district level 210 officers is a big reason for poor quality of education. 4.2.34 The mal-administration in your school is the major cause of 211 deterioration of quality in education. 4.2.35 The monitoring cell/inspection committee visits your school to 213 assess students‟ overall performance. 4.2.36 The curriculum of secondary school level taught in your school 214 meets your requirements. 4.2.37 The curricular contents are flexible and correspond to the mental 216 level of average students. 4.2.38 The curriculum is revised on regular basis. 217 4.2.39 The curriculum develops students‟ creative thinking and analytical 219 skills. 4.2.40 The present curriculum captivates students‟ interest and prepares 220 them for better career. 4.2.41 The existing system of examination at secondary level is 222 questionable and does not evaluate actual knowledge of students. 4.2.42 The examination system of Pakistan improves the analytical skills 223 of students. 4.2.43 The examination system of Pakistan provides feedback on 225 pedagogy and ensures achievement of curricular objectives. 4.2.44 The use of unfair means and mal-practices in examination has 226 resulted in over all deterioration of quality of education at secondary level in Pakistan. 4.2.45 The examination system of Pakistan tests rote learning and 228 memorization. 4.2.46 Consolidated data for each category of opinionnaires based on 230 teachers‟ responses 4.3.1 Based on Question No.1. How will you define Quality of 232 Education? 4.3.2 Based on Question No.2. What are the causes of deterioration in 234 quality of education at secondary school level? 4.3.3 Based on Question No.3. What are the indicators of quality 236 education? 4.3.4 Based on Question No.4. What causes teachers‟ performance to 238 deteriorate? 4.3.5 Based on Question No.5. What are those factors, which promote 240 quality of education at secondary school level? 4.3.6 Based on Question No.6. What are the suggestions to improve 242 quality of education?
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LIST OF FIGURE
S.No Title of Table Page No. 1 Education Statistics 2010-11 (USAID) Islamabad, Pakistan. 9 2 The quality of education has deteriorated due to unsatisfactory 93 teaching learning process 3 Adequately trained, qualified and committed teachers are not 94 mostly available to improve teaching learning process 4 The quality of education in schools is reportedly deteriorated and 96 not acceptable to stakeholders 5 Teachers apply appropriate teaching methodologies according to 97 the different needs of students 6 Teachers pay individual attention to every student of classes 99 7 Teachers make use of Audio-Visual Aids while teaching. 100 8 Teachers prepare lesson plans and follow scheme of study 102 properly 9 Teachers complete their courses in time 103 10 Teachers provide guidance and counseling to students 105 11 The school has sufficient qualified staff for all the subjects they 106 are supposed to teach. 12 School infrastructural and physical facilities have great impact on 108 students‟ personality development and academic progress 13 Your school has (newly constructed) purpose-built building and 109 adequate infrastructural facilities 14 Your school has a computer lab with internet facility 111 15 Your school has science laboratories with latest equipments, 112 chemicals and other accessories. 16 Your school has spacious classrooms to accommodate students 114 17 Your school has appropriate instructional facilities. 115 18 Your school has adequate physical facilities like hall, auditorium, 117 toilets, clean drinking water and electricity etc. 19 Your school has sufficient furniture for students and teachers 117 20 There is a play ground in your school 120 21 Your school has a library with sufficient books. 121 22 Your school provides scholarship to the needy and intelligent 123 students 23 Incentives and rewards are given to good teachers for 124 encouragement. 24 Indiscipline in school premises leads to moral degeneration and 126 decline in quality 25 The teachers and students of your school observe discipline in 127 school premises 26 In-service training and refresher courses are provided to teachers. 129 27 The teachers of your school are regular in their duties 130 28 There is adequate student-teacher ratio in your school 132
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29 Your school has high completion rates at secondary school 133 certificate level. 30 Your school arranges co-curricular activities like Debates, Quiz, 135 Art and Craft, Science Exhibition, Indoor and Outdoors games. 31 The transfers, appointments and other administrative decisions in 136 your school are made on merit. 32 The mal-administration in schools is the major cause of 138 deterioration of quality. 33 Lack of supervision and monitoring by administrative authority 139 results in poor performance of teachers 34 Your principal monitors the classes regularly to check the 141 performance of teachers and students 35 Your principal looks after all the important matters of school and 142 takes stakeholders in confidence (students, parents, teachers and district level education officers). 36 The District Level Education Officers visit your school regularly 144 to assess students‟ performance and solve administrative problems. 37 The curriculum at secondary level fulfills requirements of society 145 and meets future challenges. 38 The curriculum develops student‟s creative thinking and analytical 147 skills. 39 The curriculum is revised regularly to accommodate current trends 148 and issues at national and international level. 40 Teachers are involved in the process of curriculum development. 150 41 The present curriculum is based on theoretical contents and has 151 little practical application. 42 The existing system of examination at secondary level is not 153 reliable to evaluate the actual knowledge of students. 43 The examination system of Pakistan improves the analytical and 154 problem solving skills of students. 44 The examination system of Pakistan provides feedback on 156 pedagogy and ensures achievement of curricular objectives. 45 The use of unfair means and mal-practices in examination has 157 resulted in over all deterioration of quality of education at the secondary level in Khyber Pakhtunkhwa province of Pakistan. 46 The examination system of Pakistan tests rote learning and 159 memorization. 47 The quality of education has deteriorated due to unsatisfactory 163 teaching learning process. 48 The quality of education in schools is reportedly deteriorated. 164 49 Your teachers apply appropriate teaching methodologies according 166 to the needs of students. 50 Your learning needs are fully attended by the school 167 51 You are satisfied with the checking of your monthly tests and 169 marking of your answer books by your teachers
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52 Your teachers complete the prescribed syllabus within given time 170 of an academic year. 53 Your teachers use teaching aids to make the lesson effective. 172 54 Your teachers plan their lessons according to the prescribed 173 syllabus and follow scheme of study 55 Your teachers have mastery over the subjects they teach. 175 56 Your teachers observe high level of attendance and reach the 176 classes in time. 57 Your school has purpose-built building 178 58 Your school has a computer lab and internet facility 179 59 Your school has science laboratories with sufficient chemicals and 181 equipments 60 Your school has library with sufficient books. 182 61 Your school has adequate physical facilities like hall, auditorium, 184 toilets and clean drinking water etc. 62 Electricity is available in your school. 185 63 Your school has spacious classrooms to accommodate students. 187 64 There is a playground in your school. 188 65 There is sufficient furniture available in your school for students 190 and teachers 66 Your school has appropriate instructional facilities. 191 67 Your school arranges co-curricular activities like Debates, Quiz, 193 Art and Craft, Science Exhibition, Essay writing, Music of concert etc 68 Your school provides the facility of in-door and out-doors games. 194 69 Your school has adequate teacher student ratio to establish close 196 relation between teacher and student. 70 Your school has high completion rates of secondary school 197 certificate exams. 71 Your school has parent teacher council to discuss school affairs 199 and students‟ problems 72 Your parents visit the school monthly to discuss your academic 200 performance with teachers. 73 Your school provides scholarship to the needy and intelligent 202 students 74 You visit science laboratories for practical work weekly. 203 75 Students are admitted in your school on merit, based on test and 205 interview. 76 The teachers and students of your school observe discipline in 206 school premises. 77 Your principal monitors the classes regularly to check the 208 performance of students and teachers. 78 The Principal looks after all the important matters regarding your 209 academic achievements and discuss with your parents. 79 Inadequate supervision and monitoring of schools by district level 211
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officers is a big reason for poor quality of education. 80 The mal-administration in your school is the major cause of 212 deterioration of quality in education. 81 The monitoring cell/inspection committee visits your school to 214 assess students‟ overall performance. 82 The curriculum of secondary school level taught in your school 215 meets your requirements. 83 The curricular contents are flexible and correspond to the mental 217 level of average students. 84 The curriculum is revised on regular basis. 218 85 The curriculum develops students‟ creative thinking and analytical 220 skills. 86 The present curriculum captivates students‟ interest and prepares 221 them for better career. 87 The existing system of examination at secondary level is 223 questionable and does not evaluate actual knowledge of students. 88 The examination system of Pakistan improves the analytical skills 224 of students. 89 The examination system of Pakistan provides feedback on 226 pedagogy and ensures achievement of curricular objectives. 90 The use of unfair means and mal-practices in examination has 227 resulted in over all deterioration of quality of education at secondary level in Pakistan. 91 The examination system of Pakistan tests rote learning and 229 memorization. 92 How will you define Quality of Education? 233 93 What are the causes of deterioration in quality of education at 235 secondary school level? 94 What are the indicators of quality education? 237 95 What causes teachers‟ performance to deteriorate? 239 96 What are those factors, which promote quality of education at 241 secondary school level? 97 What are the suggestions to improve quality of education? 243
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LIST OF APPENDICES
S.No Appendix No Title of Appendix Page No 1 Appendix-A Letter from Thesis Supervisor 289 2 Appendix-B Opinionnaire for Secondary School Students 290 3 Appendix-C Opinionnaire for Secondary School Students(Urdu) 294 4 Appendix-D Opinionnaire for Secondary School Teachers 296 5 Appendix-E Opinionnaire for Secondary School Heads 300 6 Appendix-F List of Pilot Study Schools 302 7 Appendix-G List of School Heads Interviewed 303 8 Appendix-H List of Govt. Boys‟ High Schools 309 9 Appendix-I Name and Qualification of Secondary School 315 Teachers 10 Appendix-J Reliability of Opinionnaire for Teachers and 325 Students
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List of Abbreviations
ADEOS Assistant District Education Officers B. Ed Bachelor of Education C.D.ROM Compact Disk Rom DEOS District Education Officers EFA Education for All FATA Federally Administered Tribal Areas FBISE Federal Board of Intermediate and Secondary Education GDP Gross Domestic Products HTC Human Capital Theory IBCC Inter Board Committee of Chairmen LC Learning Coordinator M. Ed Master of Education NEP National Education Policy NEAS National Educational Assessment System NGO Non-Government Organization OECD Organization for Economic Cooperation and Development QA Quality Assurance QE Quality Education QC Quality Control SST Secondary School Teacher TQM Total Quality Management
UNICEF United Nations International Children's Emergency Fund UNESCO United Nations Educational, Scientific and Cultural Organization
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Chapter-1 INTRODUCTION 1.1 Background of the Study Secondary education has been recognized as the most crucial stage of students‟ life. It leads to the development of different characteristics and attributes to the personalities of the students so that they perform productively as useful members of the society. It has assumed the role of an industry, which employs large segment of population that contributes to the productivity of the country. It is the qualitative aspect of education that is related to the holistic development of the personality of a student. It plays a fundamental role in preparing the youth for higher studies and employment.
The effectiveness of a national system of education depends upon the quality of its education at the secondary level. In order to keep pace with the fast changing world, quality education is considered as the key for the survival and prosperity of Pakistan. Both access and quality are important in the education system of Pakistan, but education has to be qualitatively improved in order to receive acceptability in market as well as with stakeholders in education. Consequently, quality deserves first consideration without which education is not likely to serve its real purpose to bring about behavioural change in individuals enabling them to lead the nation to the apex of excellence.
Quality Education refers to the extent to which the educational system meets or tends to respond to the economic needs of the society. Quality refers to the best performance of pupils or high standards of attainment in different school subjects that is acceptable to the market and other stakeholders in education.
Deterioration of Quality of Education means that standard of attainment has fallen down to a level that is not acceptable to the market and does not meet the criteria of acceptability, relevance and employability that are established through examination results or other norms of scholastic achievements, and are thought to have gone down, below standard.
1.2 Indicators for Improvement
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Learners: Well-nourished, ready to participate and learn, and supported in learning both by schools and parents. Educational Atmosphere: Safe, protective, and conducive learning environment. Curricular Contents: Appropriately reflected in curricula and textbooks, relevant to environment and practical life. Learning Process: Through which children undergo while learning through appropriate teaching methodologies in well-managed classrooms and schools. Outcome: That encompasses acquisition of knowledge and skills and brings positive behavioural change in students.
The literature review has also uncovered a number of indicators, which include, among others, teachers‟ attendance, need-based curriculum, innovative teaching methodologies, provision of latest technologies, adequate school infrastructure and physical facilities, well- equipped laboratories, competent and visionary school heads, attractive classroom environment, students‟ creativity enhancement projects, proper evaluation and monitoring, allocation of required budget, effective mechanism for implementing National Education Policies, merit-based employment, stoppage of political intervention and progress-based promotion for teachers.
Secondary Education is the level of education which includes junior secondary (classes 6 to 8) secondary (classes 9 to 10) and higher secondary (classes 11-12). This study covered high schools, which falls under the secondary level (Classes 9-10).
There appears an urgent need to explore the causes of deterioration of quality in secondary education (classes 9 to 10) with the help of review of the relevant literature and teaching practices followed world over for the solution of the problems and future needs of the society.
Education is a powerful instrument for change and empowerment. It provides youth with physical, mental and ideological orientation in order to equip them with knowledge and skills required to lead a successful life. It acts as a tool for spiritual as well as economic development.
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In fact, education has always been regarded as the core technology for national development because it provides the nation with concrete and reliable basis.
For successful life, education shapes the destiny of a nation. The future of Pakistan depends upon the quality of education imparted to the young generation. The process of nation building entirely depends on the type of education the public is provided.
1.3 The Importance of Secondary Education Secondary education is an important sub-sector of the entire educational system. On the one hand, it provides middle level work force for the economy and, on the other hand, it acts as a feeder for the higher levels of education. The quality of higher education is based on the quality of the graduates of secondary education. This level of education, therefore, needs to be revamped in such a way that it not only prepares young generation for the pursuit of higher education but also meets the expectations of stakeholders and the requirements of the market.
Secondary education is a stage where a student enters in adolescence. This is the most crucial stage of life. The basic perceptions and modes of behavior start taking shape and problems of adjustment with the new roles in life assume critical significance. Secondary education, therefore, provides an excellent opportunity for the educationists to conceive and launch programmes that bring about positive change in the students. Education system of a country grows along with the passage of time. Due to this growth, quality education at secondary level brings about change in students in line with the expectations of parents, civil society, government, teachers and institutions. Consequently, they look for different attributes and characteristics of quality. They have different expectations from the education system and want them to be fulfilled in concrete terms.
Education is a powerful tool to shape an individual‟s destiny. It is a well-known fact that illiterate nation cannot contribute to the development of its economy. Development and prosperity comes to half in the absence of meaningful education. Secondary school education has long been recognized as vital to produce skilled work force that can function productively to boost up economy. However, developing countries like Pakistan face the dilemma of child
xxi labour where parents force their children to leave schools for earning livelihood due to acute economic pressures on their families.
Eubanks, D., and Eubanks, L., T. (2002:1-4) observed that secondary education and training has been recognized as crucial for developing and enhancing job skills and other attributes, which strengthen the ability to perform positively as useful members of community. Individuals with quality secondary education can make significant contributions to the social and economic development of their nation.
Secondary school education equips the youth with tools that help them survive in the society. Quality education at secondary school level helps them grow their full potential and develop skills appropriate to the needs and expectations of society. The students can reason and make informed judgments in a fast changing world. The end product of the terminal stage in educational ladder is the production of fully equipped work force with skills required to contribute to the development of a country.
Khan, S., H. (2009:604-606) viewed that the present industrial economy is being transformed rapidly into an undefined morphology due to rapid expansion of Information Technology. The nature of job and work place is constantly changing in order to cope with the emerging economic challenges at national and international levels. Quality education at secondary level is regarded as an essential contributor to national self-sufficiency without which technical skills, social stability and employment opportunities are not likely to be achieved. 1.4 The State of Secondary Education in Pakistan Pakistan‟s education system, in general, and secondary education, in particular, is commonly referred to as one of the biggest obstacles preventing the country from achieving its ability to contribute in the global economy. According to a document on „Education Spending Statistics‟ of United Nations Human Development Programme (2009:1-2) Pakistan is one of the twelve countries in the world that consistently spends only 1.8 % of its GDP on education. The failing education system has resulted in a large population of unemployed youth, reason being that they were not fully equipped with the skills required to boost up the economy.
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Secondary education in Pakistan has failed to provide employment opportunities to majority of its youth. Therefore, there is dire need to bring reforms in this area to maintain its quality at the national and international levels. The current study analyzed the causes of deterioration of quality in Secondary Education and suggested remedial solution, for reforms and improvement.
1.4.1 National Curricula of Schools According to a report on „The System of Education in Pakistan‟ by NORRIC (2006a: 9- 12) the National Curricula, the process of examination and certification at the Primary Education level including Grades I-V is either in Urdu or in the regional language. The curriculum includes reading, writing, basics of Arithmetic, General Science, Social Studies, Islamic Education, Urdu, Pashto and Physical Education. The Middle Level Education is composed of Grades VI-VIII. The curriculum includes the compulsory subjects of Urdu, English, Mathematics, Science, Social Studies, Geography, History and Islamic Studies. Non- Muslims are not bound to study Islamiyat (Islamic Studies). Instead, they are offered Moral Education.
Secondary education lasts from Grades IX through X. Students have a choice to specialize either in Science, Humanities, or in Technical Group. Compulsory subjects include Urdu, Islamiyat, Pakistan Studies, English and Mathematics. In addition, students study the following subjects within the different categories: Science Group: Physics, Chemistry and Biology/Computer Science/Technical subject. Humanities Group: General Science and two elective subjects/one elective subject and one Technical subject. Technical Group: General Science and two Technical subjects.
According to a report on Education Sector Reform Action Plan 2001-02-2005-06 (2004:53) by government of Pakistan Ministry of Education, rural areas often offer a limited choice of subjects due to lack of staff and facilities, such as science labs in science streams. Only 35% out of 9,200 secondary and higher secondary schools in Pakistan meet the minimum requirements of an equipped laboratory according to official statistics published in the Education Sector Reforms: Action Plan for 2001/2002 to 2005/2006. The government plans to construct
xxiii new science labs in about 3,000 schools during 2001-2011. Technical education was introduced at the beginning of 21st century. Keeping in view the demand of the market, different technology streams are planned for introduction along with appropriate teaching materials and curriculum. Students passing the examination at the end of Grade X are awarded the Secondary School Certificate.
Higher Secondary Education sometimes called as the "Intermediate Stage", lasts from Grades XI to XII. It often takes place at Higher Secondary Schools or Degree Colleges. Some of the institutions like Army Public Schools, Cadet Colleges, Divisional Public Schools, autonomous colleges and some private sector institutions are commonly recognized as being more prestigious than government schools.
Regional Boards are granted some autonomy on the subjects and combinations they may offer. The students are offered the following subjects and streams by the Federal Board of Intermediate and Secondary Education (FBISE): Compulsory Subjects for all Groups: English, Urdu, Islamic Education and Pakistan Studies. Pre-Engineering Group: Mathematics, Physics and Chemistry Pre-Medical Group: Biology, Physics and Chemistry General Science Group: Mathematics, Physics and Statistics Mathematics, Economics and Statistics Mathematics, Computer Science and Physics Mathematics, Computer Science and Statistics Mathematics, Computer Science and Economics Humanities Group: Any three subjects out of 23 elective subjects Commerce Group: Part One: Principles of Accounting, Principles of Economics, Principles of Commerce, Business Mathematics Part Two: Principles of Accounting, Commercial Geography, Statistics, Computer Science/Banking/Typing.
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Girls are also offered the possibility of Home Economics. Dars-i-Nizami Group (Quran Reading) is introduced at Secondary and Higher Secondary levels to bridge the gap between Madrasah education and the formal education system in Pakistan.
1.4.2 Examination The Govt. of Pakistan has introduced a continuous assessment and examination system. Pupils are assessed through course work, class room activities, and examinations. However, promotion from one grade to another is granted after passing the required courses studied during the academic year. Examination is conducted by the boards. It consists of question papers comprising different sections: Objective Questions, Short Answer Questions and Long Answer Questions.
The Annual Board Examination determines the fate of the students. Those who fail in their Annual Board Examination by three subjects or less, can retake the failed subjects, usually for a maximum of two "Supplementary" sittings. If no subjects are passed after the third and final supplementary examination, the entire set of examinations must be repeated. 1.4.3 Certification Boards of Intermediate and Secondary Education are the examining bodies. After the completion of 10 years of schooling, Secondary School Certificate is awarded whereas Higher Secondary School Certificate is granted after 12 years schooling. The student receives a certificate/diploma with the marks obtained, issued by the relevant Board. The Inter Board Committee of Chairmen attests the certificate.
1.4.4 Criteria for Awarding Grades and Remarks According to Percentage The students are awarded grades according to the following criteria Secondary and Higher Secondary (School) Certificate Marks Percentage Remarks A1 80-100% Outstanding A 70-79% Excellent
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B 60-69% Very Good C 50-59% Good D 40-49% Satisfactory E 33-39% Pass F Below 33% Failed Source: Nordic Recognition Information Centre. Islamabad, Pakistan.
1.5 Structure of Education in Pakistan The formal education system is divided into four stages: Primary (Grades 1-5) Secondary (Grades 6-10) Intermediate or Higher Secondary (Grades 11- 12) and Degree/Post-graduate (Grades 13-14/15-16). Higher Education is imparted in public and private sector universities and post-graduate colleges with different disciplines and durations depending on the conventional or semester systems and diversified programmes of study.
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Figure -1 Source: Pakistan Education Statistics 2010-11 (USAID) Islamabad, Pakistan.
1.5.1 Primary Education The public sector‟s responsibility in education begins with primary schools. Children are normally admitted to these schools at the age of five and there is progression with internal examination up to grade-5 unless the child drops out of his /her own accord. There are two types of schools: those run by the public sector and those run by the private agencies including Commercial Schools, Foundation Schools and Mission Schools. The majority of schools are single-sex institutions. The size of each school varies and in the rural areas one-teacher or two- teacher schools also exist.
The medium of instruction at this stage is the mother tongue, which is Urdu at the national level and Pashto at the level of the Khyber Pakhtunkhwa. The curriculum places great emphasis on the ideologies of Islam and Pakistan. A high proportion of those enrolled in Grade-1 soon drops out at the end of the first or second year. The average dropout rate from Grades 2 to 5 is about 12% per year, while about 7% students repeat each year on the average. Several mutually reinforcing reasons are responsible for high dropout rates:
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Since children in rural areas often contribute to the household income, parents are not willing to send them to schools. Most of the parents are illiterate and do not value education; hence the home and neighbourhood environment do not value education; this is reinforced by the fact that pupils pay for their own textbooks. Poor school facilities, environment and sometime authoritative teachers encourage children to leave schools. The curriculum does not relate to the rural environment, and there is difficulty for children to follow instructions in a language, which may be foreign to the students. The children may have to miss lessons during the harvesting period to help their parents in the fields. On their return, they may not be able to catch up; hence, they have to leave or repeat. There are only few good teachers in rural areas because incentives are poor, especially for single female teachers. Problems of access, lack of transportation and social taboos exist, particularly for girls.
1.5.2 Secondary Education The secondary stage of education is divided into the middle school level (Grades 6 to 8) and high school level (Grades 9 to 10).The secondary education curriculum is heavily biased towards general education. Though, there is a vocational and technical education system from the middle school level onwards, only a small proportion of the students opt for it. The current trend is that about 60 to 70 percent of secondary students are enrolled in Humanities, Science, Technical and Vocational Courses.
According to Cuadra, E., and Moreno, M., J. (2005a :1-3) “The demand for secondary education worldwide is soaring due to progress towards universal primary school completion, large cohorts of young people searching for the key to a better life, and the global demand for an increasingly sophisticated labour force. This heightened demand, for secondary education, is accompanied by the need to respond to the twin challenges of increasing access to, and, at the same time, improving quality and relevance of secondary education. One of the main challenges for policy makers is to ensure that secondary education is accessible to young people. In many
xxviii countries, inequity in access to secondary education is a major barrier to human development, and, therefore, to economic growth and poverty reduction. Reform efforts in both developed and developing countries assume that the most direct and effective way of raising instructional quality is to introduce changes in teacher education and recruitment, improve the knowledge and pedagogical skills of teachers, and to ensure that organizational conditions promote effective instruction. As the demand for secondary education increases, there must be an accompanying emphasis on increasing the quality and relevance of that education. The demand for higher skilled workers to actively and effectively participate in the global economy is driving the push for quality and relevance. Policymakers and educators must re-examine every facet of the secondary education system to ensure that young people are gaining the skills and knowledge that they need to be successful in today‟s world. Only through increasing quality and relevance that secondary education can truly serve as a catalyst to economic growth and poverty reduction”.
Cuadra, E., and Moreno, M., J. (2005b: 4-5) documented that traditional modes of organizing and governing secondary education in the 21st century, are no longer relevant. Long- established forms of governance based on a system of publicly authorized, publicly funded, and publicly operated schools supported by centrally defined norms and regulations are being replaced by an array of governance arrangements in which the central government continues to play a central role in steering and monitoring the system, but lower level government and private sector share in the funding and operation of schools. Countries that have had reasonable success in providing most of their young people with quality secondary education share four common elements in governance: transparent, well-known regulations; a sharp definition of responsibilities; strong public management; and a precise definition of outcomes and measurement of results. Moreover, secondary education system today must be of high quality, flexible enough and responsive to the rapidly changing environment and balancing students‟ needs with management issues in the global information age.
There is a need to diversify secondary education if it is to play its functional role of equipping the students with relevant skills for employment. The majority of students, whose formal education terminates at the end of this stage, do not have the survival skills to enable
xxix them to find gainful employment in the modern sector of economy nor are they prepared to work in the traditional economy such as agriculture or crafts.
1.5.3 Higher Secondary Education Higher Secondary Education (Grades 11-12) is provided in Higher Secondary Schools, Intermediate and Degree Colleges, which usually offer courses in Arts and Science. Enrolment is low because only a small proportion of secondary school students progress to this level. Students follow a set curriculum except for one vocational subject and four electives chosen from Science, Humanities, Social Science, Language and other subjects. Of those enrolled at this stage, about two–third are male.
Again, enrolment is higher in the courses of Arts and Humanities. The government is adopting some measures to achieve a balance, though the effort is often hampered by lack of facilities. A major problem encountered by students is their lack of adequate proficiency in English language, which is the language of instruction at this stage for science subjects only.
1.5.4 Higher Education The duration for obtaining a bachelor‟s degree is two years and extends over classes 13 and 14 to correspond with ages 17 to 18. It is the first-degree stage. A bachelor‟s degree is awarded in Arts or Sciences to students, who successfully complete its requirements. The duration of Post-secondary Education varies in technical and professional fields. A polytechnique diploma is a three-year course. A bachelor‟s degree in medicine requires five additional years of studies. Degree courses in engineering, agriculture, veterinary and medicines require four years of study. A period of two additional years is required to complete master‟s degree and a PhD degree may require up to five years after the award of the master‟s degree.
1.5.5 New Approaches All forms of education, i.e. formal, non-formal and informal require institutional infrastructure. The existing structure of education is largely connected to the formal education of schools, colleges and universities. Their organizational stability is an asset, which should be exploited for extending the services of these institutions to other forms of education.
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1.5.6 Quality Assurance of Education in Pakistan According to a report on „The System of Education in Pakistan‟ by NORRIC (2006b: 29- 30) an overall quality assurance body within secondary and higher secondary education with the authority to monitor and supervise the quality of secondary educational institutions and impose sanctions if the standard of quality is not adhered to, does not exist in Pakistan. The Curriculum Wing of the Ministry of Education is empowered to work out the central curriculum in co-operation with provincial bureau of curriculum. The Inter Board Committee of Chairmen (IBCC), established in 1972 under a resolution of the Ministry of Education, coordinates activities of the boards of secondary and higher secondary education and tries to standardize academic, evaluation and curricular standards as well as to implement federal curricular guidelines.
The authority of implementation of curriculum and quality assurance is within the provinces and the boards of secondary and higher secondary education. So, the standard varies from province to province as well as from board to board. Additionally, since the boards derive their income from fees from the schools they are supposed to monitor, there may be an incentive for derogation built into the system of control.
The quality of secondary and higher secondary education depends on a lot of factors: economic resources, in-service teacher training facilities, text books, the means of conveying new curricula to all stakeholders, school facilities, teaching methods, teachers' education etc. Government reports, as well as reports prepared by the international community, show that Pakistan is deficient in these respects.
The reports about education in Pakistan, in general, stress the great differences in quality of secondary and higher secondary education closely linked to the type of school: semi- autonomous schools for the elite, rural and urban government schools, with rural schools, in particular, lacking equipment and trained teachers, private schools including those established by Non-Governmental Organizations (NGOs), for-profit organizations (e.g. private English medium schools) as well as the religious seminaries.
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1.6 Role of Government in Education Education in Pakistan is supervised by the Federal Ministry of Education and the provincial governments. After the passage of 18th amendment in the Constitution of the Islamic Republic of Pakistan, the responsibilities to run the education system were divided among the federation and the provinces. The provision of quality education is now the exclusive responsibility of provinces. However, the institutions operating under federal government are still looked after by the Federal Ministry of Education. According to a report of the Institute of Social and Policy Sciences of Pakistan (2011: 17-27) the provinces were made responsible to design curriculum; set syllabi; ensure standard of education, look after Islamic education and make planning and policy regarding different affairs of education in the province. The federation will continue to be responsible for planning and policy making; external affairs; signing, implementing and monitoring of bilateral and multi-lateral educational agreements, pacts, protocols, MoUs; controlling of libraries, museums, and similar institutions, federal agencies i.e. FATA, special study centers, inter-provincial matters and coordination; legal, medical and other professions: making national planning and national economic coordination including planning and coordination of scientific and technological research and launching National Education Policies.
1.7 Quality Education Quality education is indispensable in a society that needs to break the cycle of poverty, ignorance and disease. It is an integral part of the social, political, economic prosperity of all societies. Societal development can only be realized if policy makers match their words with positive actions. A society whose education system is in shambles cannot expect any reasonable level of national development.
The concept of quality is multi-dimensional. The scholars have coined various definitions at different stages in life. According to Oxford Dictionary (2013:1) the word quality came to Middle English from French word „qualite‟ and Latin word „qualitas‟ meaning state, nature, disposition and particular property or feature. The Collins English Dictionary (2013:1) digs out
xxxii the origin of the word as belonging to 13th century when Cicero coined the word to translate the Greek word „poiotes‟: a simple nomenclature for quality in Greek.
Rata, G., Petroman, I., and Petroman, C. (2010: 51-54) viewed quality as a perceptual and conditional attribute which may change its meaning according to the changing context. However, it can be defined as the totality of features and characteristics of a product or services that bear on its ability to satisfy the stated or implied needs. Quality is an established standard of a variable used to measure other things of a similar kind. According to Oxford Advanced Learner‟s Dictionary (2005: 1233) quality is the standard of something when it is compared to other things in order to evaluate that how good or bad something is. It is a distinctive attribute or characteristics possessed by an animate or inanimate thing. It signifies a unique character with respect to fitness and fineness.
Obanya (2003: 29) (as cited in Dienye 2011: 22) opined that quality education should start by laying a good foundation at the primary level. He referred to it as lifelong functional education. He further explained that quality education involves ensuring the functionality of literacy and numeracy, inculcating the life skills of manipulative reasoning, social and knowledge application and instilling a love for learning and continuous self-improvement. It also includes ensuring an intensive adult literacy programme and a highly diversified secondary school system that satisfies the diverse needs of students.
Dienye (2011: 15) reported that developed nations did not attain their levels of development by merely wishing it; their dreams and aspirations were actualized through a well thought out, planned and executed education system. The giant strides made by most Asian countries that are fast competing with the developed countries of Europe and North America had to work on the quality and relevance of their education system to ensure that it met their needs of science and technology.
Kerzner, H. (2013: 1-4) defined quality as a measure of excellence or a condition of a product being free from defects, deficiencies and significant variations. It is brought about by
xxxiii firm and consistent commitment to specific standard that achieves perfection and uniformity of a product in order to satisfy the requirements of the customers.
Galabawa, J. C. J., and Alphonse, N. (2000:1-10) documented that quality is the level of giving excellent performance, which is to be measured by establishing acceptable criteria. In educational context, quality can be defined as the worthiness of education system acceptable to the learners. Quality education brings about the desired change in learners. In fact, quality of education is the supreme measure of the efficiency and effectiveness of education. When anything goes wrong with the system, the quality of education deteriorates sharply.
Mkonongwa, P. (2012: 66-67) viewed that quality education emphasized equity, excellence and perfection in issues related to education. Equity was concerned with rectifying imbalances in the system, so that everyone could receive a high quality education irrespective of their gender discrimination, geographical background, ethnic group or capacity to pay for education. Educational excellence should be the extent to which the different stakeholders should be satisfied with the education provided in terms of knowledge, social skills, economic sufficiency, self-reliance and educational achievement. The attainment of quality education depended upon the availability of many factors in education system of a country. These factors included national education policies, relevance of curriculum, latest teaching and learning material, evaluation of learning outcomes, availability of properly trained and qualified staff, continuous professional development of teachers, high quality of teaching -learning process, command over medium of instruction, presence of required school infrastructure and incorporation of modern technology in teaching-learning process.
Quality education is the required state of education system in a country, which can deliberately fulfill the needs of those who go through the education system. It brings about the desired changes and innovations in the society in order to maintain the standard which is acceptable at international level.
The quality of education at the secondary level is very poor in Pakistan. It has a declining trend. There is an acute shortage of trained teachers. The curriculum taught at secondary level is
xxxiv outdated and irrelevant; the libraries and laboratories are poorly equipped. It has been observed that some teachers do not have mastery over the subjects they teach in the classroom because they do not possess the required minimum level of general qualification. Cheating in the examinations and overcrowded classrooms further add fuel to the fire. The developing countries are facing the problem of decline in quality of education seriously. The students in the developing countries have very low level of academic standard. Their performance in school subjects and other related activities has deteriorated significantly. Being an elusive concept, quality has been defined differently in different settings. However, the scholars agree round the fact that it is a fundamental element for acquiring desired educational objectives to fulfill the aspirations of the nation.
1.8 The Role of Quality Education in National Development Hussain, L., Sultana, R., Ziauddin, Nasir, J., and Rehman, A. (2009: 1-2) stated that quality education significantly contributed to economic sufficiency and productivity. Just one additional year of education could increase productivity in wage employment by 10 percent even after controlling other factors. Skill development through quality education has been identified as a key determinant of comparative advantage and manufacturing export performance. In fact, quality education is a valuable tool in national development. It converts learners from less knowledgeable individuals to more knowledgeable individuals; makes them more confident and bold; changes them from dependent to independent persons and make them as job creators instead of being job seekers. Quality education emphasizes upon constructing new knowledge instead of favouring rote learning. It refers to the worth and practical application of curricula and teaching-learning process in bringing about positive changes in the behaviour of learners.
Quality education plays an important role in human capital formation. It lifts up the productivity of work force, improves efficiency of individuals in different sectors and produces skilled personnel in every field of education who should be capable of leading the nation towards peace and prosperity. Importance of education for human resource development does not need any justification. The developing countries of the world attach highest priority to quality education but unfortunately, they have neither sufficient resources nor political will to achieve this goal. The Government of Pakistan is no exception to this case. The Constitution of Pakistan
xxxv accepts education as one of the fundamental rights of its citizens. The Government of Pakistan claims to provide free education to all of its school going children but such claim has not been fully materialized till date.
1.9 Rationale of the Study The rationale of the proposed study is based on the consideration that the present system of education at the secondary school level is not adequately responding to societal needs. That is why, it is no longer valued by stakeholders. Due to declining standard of education, it is unable to adjust itself to the needs of the market and expectations of the society. A number of causes for the deterioration of educational quality were investigated and identified in this research for remedial solutions of the problem. It is unfortunate that educational policies quite recently took cognizance of the importance of quality parameters and that is why research in Pakistan is scarce in this area. In this respect, it is hoped that this study will provide a base for improvement to educational planners, policy makers and to all other concerned quarters of education department.
1.10 Statement of the Problem The flawed education system of Pakistan, in general, and that of Khyber Pakhtunkhwa, in particular, at the secondary level has proved itself to be one of the biggest hurdles in educational development of the country. It is being criticized for its failure as it has not delivered good according to the expectations and aspirations of the people of Pakistan as envisaged in several National Education Policies, launched in Pakistan, since the independence of the country in 1947. There are a number of causes, which obstruct Secondary Education in contributing to quality education. The identification of the problem and causes of deterioration of educational quality at the secondary level (classes 9 to 10) is imperative because research is scarce in this area. This required a systematic study to find out causes of the deteriorating standard of quality in secondary education and suggest possible solutions of this problem. Keeping in view the importance of quality in education at the secondary level, the current study was undertaken to dig out research based real causes of deterioration in secondary school education, duly supported by the opinions of the major stakeholders such as school heads, teachers and students.
1.11 Objectives of the Study
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The following objectives were formulated for the study: 1. To find out the causes of decline in educational quality at the secondary school level. 2. To draw indicators for the instruments from literature review and base the causes for deterioration of quality in education on the responses of key stakeholders in education. 3. To make implementable recommendations for improvement of educational quality at the secondary education level in Khyber Pakhtunkhwa province of Pakistan.
1.12 Research Questions The following key questions were framed: 1. What are the causes of deterioration of educational quality at the secondary school level? 2. What are the indicators of quality education in relevant literature? 3. What viable recommendations this study could make for improvement of educational quality at the secondary school level in the province?
1.13 Delimitation of the Study The scope of the study was delimited to Govt. Boys‟ High Schools both in urban and rural areas of the target population in the six districts. Private and Govt. Girls‟ High schools did not come under the purview of this study. The problem was studied in the six sampled districts of Khyber Pakhtunkhwa province of Pakistan namely Bannu, Charsadda, D.I. Khan, Kohat, Malakand and Mansehra. There are six divisions and 25 districts in the province. The sample of six districts was found adequate and the results of the study could be generalized to the Khyber Pakhtunkhwa province of Pakistan. 1.14 Limitation of the Study The limitation of the study could be those problems that crop-up during the case of investigations. There were apprehensions that some of the respondents might not co-operate in giving their responses to the opinionnaires, while others could not be knowledgeable enough to respond to the questions or items in the way, the study expected from them. The resource constraints and law and order situations could also delay the completion of work. However, all these constraints were overcome and the study was completed in time.
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Chapter - 2 REVIEW OF LITERATURE The purpose of literature review is to know what other researchers did in similar type of studies and further to fit the problem of the current study in the general framework of research. Education has been differently defined in the context of its concept, role and need. In addition to its role for holistic development of the personality of the learner, it provides basis for social and economic development and enhances the productive capacities of individuals for improvement of the political, economic and scientific institutions of societies. Education has no value unless it is beneficial to mankind in terms of quality and relevance.
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2.1 Theoretical Framework of the Study The study on the deterioration of quality of education has to be placed under the theoretical framework to see what has warranted the improvement of quality education. The Human Capital Theory and Modernization Theory form the theoretical framework of the study. The two theories emphasize the importance of quality education in national development.
2.1.1 Human Capital Theory Human capital is a stock of resources which include knowledge, personality traits, skills, wisdom and creative thinking to perform the task which has economic value. These resources represent a form of wealth, which is utilized to accomplish national goals and objectives. The advocates of human capital theory consider education as a kind of investment in people to increase their economic productivity. They stress the significance of quality education and training as the key to participation in national development and global economy.
Mulongo, G. (2012:1-3) stated that quality education has positive impact on economic growth of a country. Individuals bear the cost of education because they expect from it future stream of benefits in the form of higher productivity and handsome wages. Moreover, quality education also influences the distribution of income among masses and plays pivotal role in alleviating poverty from society.
The Human Capital Theory postulates that the economic growth and advancement of a nation depends on the quality of education received by its youth. It is argued that the cycle of intergenerational transmission of poverty can be broken only through education. Besides economic benefits of education, human capital theory also recognizes non-monetary benefits, which consist of positive behavioural change, longer life expectancy, national cohesion and holistic development of personality. It is a universally acknowledged fact that education is one of those investments, which bestow upon human beings countless blessings at local and national levels. In fact, quality education plays significant role in the socio-economic development of a nation.
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Deneulin, S., and Shahani, L. (2009: 207-227) argued that education is central to human flourishing. Quality education opens the mind to further horizons and helps in acquiring valuable capabilities. Without education, people fall victim to abuses by most powerful elements in society. Low quality of education confines them to menial jobs that do not fulfill their requirements. Moreover, without education, the oppressed and marginalized segment of society does not have courage and other resources to denounce the atrocities and injustices it suffers at the hands of exploiters. Education is a motivating force, which brings change in society. It brings empowerment and develops the capabilities of individuals to enhance their economic productivity.
2.1.2 Modernization Theory Khun, A. (2005: 1-4) viewed that Modernization Theory, as a socio-economic plan, underlines the important role played by the developed countries in modernizing and facilitating the sustainable economic growth in the under-developed countries through financial aid and modern knowledge of science and technology. The admirers of the theory attribute the reasons of poverty across the world to the lack of modern scientific knowledge, traditional methods of farming and manufacturing and economic backwardness due to absence of capital investment in industry. Rostow, W. W. (1960: 4-16) postulated a five stage model of development, which included traditional society, economic growth, take off stage, drive to maturity and high mass consumption. The traditional society stage is associated with those countries, which are underdeveloped and majority of the people are involved in subsistence agriculture. Lack of quality education and backward frame of minds are mentioned as major barriers to economic prosperity in the underdeveloped countries. Economic growth is the second stage of development, which is based on the shift from agrarian to industrial society. Investment opportunities and other commercial activities are broadened to reach international markets. The third stage, the take off stage of development, is characterized by dynamic economic growth, which is resulted due to increase in industrialization.
Drive to Maturity is the fourth stage that refers to the period of time when a country develops its education system and applies modern technology to its reservoir of resources for the
xl well-being of masses. The fifth stage is that of high mass consumption, which is characterized by an increase in per capita income, high output levels and higher employment opportunities.
The analysis of what was stated in the foregoing paragraphs indicates that quality education plays significant role at all the five stages of economic growth in order to bring about the desired development in society. In the traditional society, education is fundamental to improve old methods of farming in order to increase agricultural products. In the second stage, education helps people to develop their understanding about international market in order to increase the investment levels. Likewise, education plays critical role in the take off stage where it enables the people to have access to modern scientific knowledge to promote industrial sector. The role of education at the maturity stage of development becomes more crucial because the knowledge and skills of technology have to be transferred to every sector of society through educated work force. In fact, education makes people aware of their rights and opportunities in the society. These stages of economic development are very important for socio-economic revolution in the world but quality education is thought to be a pre-requisite for each of the stage to happen successfully. 2.2 Concepts of Education According to Wikipedia, the free encyclopedia (2014) Education is defined as the deliberate transmission of accumulated knowledge, skills, culture and value of a society from one generation to another. Rosado, C. (2000:5) defined education as harmonious development of the physical, mental, moral (spiritual), and social faculties of a person, which constitute four dimensions of life, for dedicated service. He considered cognitive and psychomotor development of personality as the focal point of education.
Education means bringing out of a person‟s hidden potential so that he can be developed socially and morally to make himself not only to become sensitive to his individual and social choices but also react them. The knowledge that the individual obtains from education trains him to acquire certain skills, and become disciplined in society. In fact, education places the person in the right frame of mind and behaviour to fit into any environment he may find himself in.
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Education is considered a medium of interaction that is intended and is durable to promote learning. The type of learning that takes place should be able to develop the skills of persons so that they can manage their own resources and live in a way that they can determine what their future should look like. Indeed, education is a preparation of practical life and, to a great extent, a process of building up new knowledge for useful applications of a nation.
2.3 Quality Education According to Iqbal (2005:18-25) quality refers to the level of improvement in the learning of skills and behaviour acceptable to the society, which are influenced by certain factors and inputs that the government attempts to increase. Quality also refers to the pupil‟s performance or standards of attainment in different school subjects. The complaint about a downfall in educational quality in Pakistan indicates that standards of attainment are believed to have fallen to the average level of achievement as established through examination results; or other norms of scholastic achievements are thought to have gone down. Educational quality is the extent to which educational system meets or tends to respond to the expectations of the society. In fact, access to quality education is the right to every child and that quality is a significant factor that determines enrolment, retention and achievement. Quality education plays a significant role in the socio-economic development of a society.
Chapman, D., and Adams, D. (2002a: 5) included examination in their definition of quality education. They explained quality education in terms of inputs, processes, outputs and outcomes. The inputs have to deal with the number of teachers, in-service and pre-service training and textbooks. The processes are related to the duration of the instructional period whereas, the active learning and outputs include measurement of performances, i-e, obtained marks in school subjects and the rate of grading. The last component, which is outcome, concerns the ability of individuals to use the knowledge and skills acquired to secure employment, which has the potential of poverty reduction.
Gbenu, J. P. (2012: 7-11) documented that quality education always remained a base for the development in the world. The nations, throughout the world, have agreed upon the fact that the way out of the series of troubles they are facing is through quality education only. In many
xlii developed countries technical, vocational and scientific education are the major forms of education, which have transformed their economies, with latest available facilities provided to bring about the desired change. It has been observed that the main reason of differences between the economies of developed and developing countries lies in the quantity and quality of education offered to their masses. The quality of education imparted in the developed countries enables the recipients to create jobs instead of relying upon others for the provision of employment opportunities.
According to National Education Policy (2009a:10) “Our education system must provide quality education to our children and youth to enable them to realize their individual potential to contribute to development of society and nation, creating a sense of Pakistani nationhood, the concepts of tolerance, social justice, democracy, their regional and local culture and history based on the basic ideology enunciated in the Constitution of the Islamic Republic of Pakistan.” UNESCO (2000a:14-18) considered the quality of education as the most important determining factor of „Education for All‟. It proclaimed in „The Dakar Framework for Action‟ that access to quality education was the right of every child. It makes pledge to ensure that by 2015 all the children living in difficult circumstances and those hailing from ethnic minorities have access to free and compulsory education of good quality. Moreover, the sixth Dakar goal includes commitment to reform all aspects of education quality so that every child can avail the opportunity of better learning experiences especially in literacy, basic knowledge of mathematics and essential life skills.
Chapman, D., and Adams, D. (2002b:14-16) viewed quality education as attainment of specific standard. They believed that quality of education depends on the reputation of an institution in the programme that it pursues and the method of schooling that brings about changes in knowledge acquisition, attitude, values and behaviour as well as ideological acquisition and usage of learning.
UNICEF (2000: 3) in a report documented on quality education, touches on five key areas namely; healthy learners, ideal school environment, content, process and outcome. These elements are given as under:
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1. Learners should be properly catered for and supported by their parents or guardians and members of their communities, in order to actively take part in learning. 2. The learning environment should not only provide maximum facilities for learning but also should be a safer and a protective place for both teachers and learners irrespective of their gender. 3. Content wise, the curriculum designed should, apart from providing skills in literacy and numeracy to learners, also lead to knowledge acquisition in gender, health, nutrition, HIV/AIDS prevention and promotion of peace. 4. Trained teachers should use child-centered approach and appropriate system of examination in the process of teaching to eliminate discrimination. 5. The outcome of learning should be provision of knowledge, skills and attitude that are relevant to national development and participation in governance.
Campbell, C., and Rozsnayi, C. (2002:17–20) viewed education as an industry and described quality of education from different angles, which include quality as excellence, quality as zero error, quality as fitness for purpose and quality as transformation. The notion of quality as threshold, quality as value for money and quality as pursuit for continuous improvement are also given to clarify the concept. The understandings of different stakeholders in education indicate that quality as excellence is the traditional view of educationalists, who attach high value to quality in education and expect educational institutions to produce excellent academic results in the form of students‟ high scores and grades in boards‟ annual examinations. Quality as zero error does not apply to educational institutions, as the products (students) are not expected to be the same. Quality as fitness for purposes indicates that the requirements and needs of learners and other stakeholders in field are to be met satisfactorily.
The notion of quality, as transformation, implies that students have to be empowered with required skills, knowledge and positive attitude to enable them to earn their own livelihood, and work for the betterment of others in society. The concept of quality, as threshold means setting specific criteria for educational organization and educational programmes. Institutions, which fulfill this criterion, are deemed to be of high quality. Quality, as value for money, reflects the notion of accountability. The stakeholders in education demand high quality product, which will
xliv be acceptable in market in lieu of investment made on it. Lastly, quality as enhancement emphasizes the need to develop and improve academic achievements of students and institutions. In fact, maintaining quality in institutions is thought to be an ethos of high academic standard.
Garvin, D. (2014: 1-5) stated eight dimensions of quality which include performance, features, reliability, conformance, durability, serviceability, aesthetics and perceived quality. Performance refers to the characteristics and measurable attributes of a product. In education, it applies to teachers and students‟ performance in various academic and co-academic activities. Features are additional characteristics of a product. They can be translated as visible positive changes expected to occur in the behaviour of learners.
Reliability indicates that the product (learners) will not fail to deliver good to people in society, whereas conformance gives indication of fulfilling the specified criteria for maintaining quality in education. Durability and serviceability manifest the productivity of skilled graduates supplied to the market in terms of their valuable service and contribution to national economy. Aesthetics reflect public response and appreciation of the performance and achievements of the skilled human capital. Lastly, perceived quality is the image and reputation associated with an educational organization to produce excellent academic results based on students‟ gains.
2.4 Important Quality Ideas Sallis, E. (2002a: 16-25) propounded three important quality ideas, which include Quality Control, Quality Assurance and Total Quality Management. Quality Control refers to identifying and eliminating the components or the product that are below standard. Inspection, monitoring and testing are the commonly adopted methods of quality control, which are widely used in education to ascertain whether the specified standard is being met. Quality Assurance is a process, which starts earlier and during the event to prevent faults which may occur and spoil the whole product. It ensures that the product is produced to a predetermined specification.
Total Quality Management is an intended and systematic approach to achieve appropriate level of quality that meets the needs of society. Constant innovations, improvement of quality and customers‟ satisfaction are the important ingredient of Total Quality Management. It is an
xlv efficient management technique that requires the full engagement of all employees to ensure the achievement of targeted objectives. It also incorporates quality assurance and develops it to create a quality culture in organizations. Total Quality Management is acknowledged as an important management philosophy. It has been used very successfully in education, as most of its applications have been in the management and administrative sides to ensure quality education. However, the institutions and policy makers have also applied it to curriculum development.
Mehrotra, D. (2014: 1-2) viewed that the concept of Total Quality Management is applicable to educational institutions. It provides guiding principles to bring about required educational reforms. Total Quality Management emphasizes synergistic relationship among management, teaching faculty and learners for the development of students‟ potential, character and interests.
Quality control is a regulatory process, which is used to reject what is defective. In school setting, quality in education can not be maintained only through inspection and rejection notion of quality control mechanism. Quality of education has to be ensured in teaching learning process for students‟ academic accomplishments. For this purpose, quality assurance provides a system, which is used to prevent quality problems and improve overall quality of education. Quality assurance ensures that students receive best possible qualitative education, which gives them satisfaction and converts them into more productive work force for national economy.
Besides Quality Control and Quality Assurance, Total Quality Management in school setting aims at continuous improvement of quality education and redefines the role and responsibilities of school. It helps create staff development programmes and emphasizes supervisory role for teachers to coach and mentor the students.
Sallis, E. (2002b: 2-5) described certain motivating forces as quality imperatives which include Moral Imperative, Professional Imperative, Competitive Imperative and Accountability Imperative.
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Moral Imperative refers to the moral obligation of educationalists and other high ups in the field to provide quality education to learners. The clients of education service deserve the best. Professional Imperative means a commitment of professionals to meet the needs of students and other customers in the field by employing the most suitable pedagogical approaches. The educators have professional duty to improve the quality of education and to ensure that both teaching learning process and the management of institution are being operated to the highest possible standard. The Competitive Imperative is based on the notion that competition is a reality in the field of education. Institutions compete for enrolments and excellent results. The policy makers and educationalists can meet the challenges of competition by improving the quality of teaching force, physical facilities and curricular contents.
Accountability Imperative refers to an adequate mechanism for supervision and improvement. It links the schools with society, policy makers and other stakeholders in the world of education. Schools are required to meet the cultural and political demands of education and categorically set up high standards in order to become more accountable for the outcome of educational processes and programmes.
2.5 Historical Perspective of Quality Education in Pakistan According to Khan, A. H. (1997: 647-653) the reports of All Pakistan Education Conference and National Education Policies of Government of Pakistan have laid emphasis on the type of education which promotes quality and meets the world standards in the area of education. The need for diversification of curriculum and promotion of Scientific and Technological education as well as character building of students were given priorities in the National Policies of Pakistan. The common objectives of all these documents were to arrest the declining standard of education, equalize educational opportunities and improve quality of education by reinforcing the role of teachers and updating curriculum.
According to Bengali, K. (1999:25) the following issues and challenges of elementary and secondary education were identified in the National Education Policy 1998. More than 5.5 million primary school age (5-9) children are left-outs. Approximately 45 percent children drop out of school at the primary level.
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Teachers‟ absenteeism is a serious issue in schools, especially in the rural areas. Instructional supervision and monitoring is weak at the elementary and secondary school level. About one-fourth of primary and secondary school teachers are untrained and the present training mechanism does not appear to improve the quality of instruction. Learning materials are inadequate and of poor quality. Teaching methodologies are harsh and uncongenial for motivating pupils.
The policy laid emphasis upon improving the quality of education, expanding access for out of schoolchildren, especially disadvantaged groups, improving management and supervisory services, capacity building, institutional development and financial sustainability.
According to Saleem, M. (2000: 67-69) salient characteristics of the National Education Policy (1998) about Primary and Secondary Education include the following: Enactment for compulsory primary education. Quality of elementary and secondary education shall be improved. Access to elementary education shall be increased through effective and optimum utilization of existing facilities and services as well as provision of new facilities and services. Character building of youth shall be given top priority. Teachers' competence shall be built and the relevance of training programmes for teachers shall be ensured. Disparities and imbalances shall be eliminated to promote equity. A monitoring system shall be developed to make teachers accountable. A new and more logical, demanding and challenging curricula will be developed. DEOs, ADEOs and LCs will be trained in management in order to improve the quality of administration and teaching in the schools. The current examination system administered at secondary school level will be reformed.
2.6 National Education Policy 2009
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According to the National Education Policy (2009b:27-38) the government is determined to improve the quality of education in the country. To achieve this purpose, the government has stated various steps in the policy including training of teachers so that they could be able to impart quality education to the students. The government has announced to revise the curriculum and improve the course, keeping in view the trends and issues at national as well as international level. The training of teachers would be helpful in providing latest education to the students enabling them to be at par with the international standard.
Quality of Text Books and learning material will be improved to raise the educational standard. The government has announced that new and improved textbooks would be provided to the students in elementary and higher schools. Improving the quality of education is an important step that will help in improving the living standard. The policy is also aiming at improving the assessment procedure of the examination to achieve fair and transparent system of evaluation.
2.7 Factors Contributing to Quality Education There are several parameters, which contribute to quality education. However, even limited number of these factors, if adopted properly in educational institutions, would exercise positive impact on the sustainable quality development of education. According to Abaalkhail, M., and Irani, Z. (2012: 94-97) the principal factors, which act as pillars of the quality-based education system include strong and visionary leadership, professionally trained educators, well- planned and updated curriculum, alignment of national objectives with textbooks, research-based teaching, knowledge management, quality pedagogy, academic achievement and adequate change management system. Sallis, E. (2002c:1-2) opined that the best institutions whether public or private must understand the secret of imparting quality education to youth. The secret lies in a number of factors, which include among others, high moral values, competent teaching faculty, excellent academic result, parents and community support, availability of needed resources, use of information technology, able leadership of heads and well-balanced curriculum.
Imran, M. (2008:44-45) stated that the quality of education depends upon a number of factors, of which mention can be made of high quality staff, relevant and flexible curricula,
xlix students academic accomplishment, infrastructural facilities, required financial resources and teaching methodology.
Chohan, M. Y. (2010: 3-5) documented that quality education consisted of some essential factors, which educational organizations should take into consideration to make their functions meaningful. These factors include mission and vision of school leadership, effective management, promotion of quality culture in school, implementation of process-based approach, establishing performance measures and setting up quality control unit.
All the key factors discussed above play critical role in improving the quality of education at secondary level, which is a turning point in the educational stream of young generation. Educational organizations should consider them seriously. However, it needs more investigation and research to find out other important factors upon which educational advancement and quality improvement could be based. Due to global challenges and competitiveness, educationists lay emphasis upon implementing quality concepts in educational institutions.
Khan, J. M. (2005: 9-12) viewed that the education system of Pakistan failed to produce civilized and enlightened individuals committed to the cause of national ideology. Unfortunately, it could not expose to the general masses the reasons, which caused the very creation of an independent state. The fatal results of this ignorance and deliberate negligence can be seen in every sphere of life. Lack of financial resources, in-appropriate teaching methods, irrelevant curricula, lack of political commitment and poor implementation of the policies are some of the factors responsible for the deterioration in quality of education at secondary level.
According to Ghazi, S. R., Ali, R., Khan, M.S., Hussain, S., and Fatima, Z, T. (2012: 9- 13) the education system of Pakistan needs drastic measures for its complete overhauling. It appears to be spiritless and indifferent to the developmental needs of the society. Poor quality of education and low literacy level are considered as the main elements for the deteriorating standard of education in Pakistan. There are a number of factors for poor quality of education such as insufficient financial resources, political interference, irrelevant curricula, poor quality of
l teachers and ever-increasing rate of population growth, which cause the downfall of education. The existing system of examination has also aggravated the situation by encouraging memorization and rote learning. In fact, Pakistan is too far to occupy a reasonable position in the literacy graph of the world.
2.8 Multiple Reasons for Delivering Quality Education Quality education is an important issue discussed the world over in the current century. Each country has its utmost desire to maintain quality in its educational system. Ncube, N. J. (2004: 45-52) stated various reasons for delivering quality education at the secondary level, which included state‟s legal responsibility, economic and social development, reward for invested money, interlinking quality with quantitative expansion, technological advancement, political direction of leaders, market needs and intense pressure of globalization.
According to the Dakar Framework for Action (2000: 14-18) it is required to achieve “Education for All” by 2015. It requires all nations to not only utilize their resources for quantitative expansion but also try their best to improve all aspects related to quality education and ensure excellence in order to achieve measurable outcomes of learning especially in basic literacy, numeracy and life skills.
In fact, the spirit of Dakar Declaration makes it quite imperative for all the nations of the world to introduce quality concepts in their respective education systems. Quality is creating an atmosphere where parents, teachers, community leaders, planners and educationists work together to provide students with future academic needs and fulfill societal demands.
Peano (2002:8) viewed that education should be planned in a way that will ensure delivering quality because it determines how future resources will be allocated keeping in view the needs of different stakeholders. Quality is underpinned in satisfying customer needs.
Mishra, S. (2007:13-15) viewed that quality in education means that the educational process ensures the achievement of national goals and thereby fulfils the needs of society and brings about national development. Various concerns and reasons are pointed out, which include
li competition among institutions, urge to maintain standards, accountability, motivation and fame. All these elements are driving force for maintaining quality in educational institutions. Due to healthy competition, accountability of funds and constant motivation, an institution can make efforts to improve quality of educational transactions. However, the study has ignored to mention evaluation and examination as valid reasons to improve quality of work in schools.
2.9 Indicators of the Quality Education Indicators are variables used to measure the change and provide information in knowing whether the objectives have been achieved or not. The definition and concepts of quality in education make it clear that there are several indicators, which ensure that quality has been maintained by an educational organization.
Natarajan (1993:11) (as cited in Ncube, N. J. 2004: 57) stated that there are nine indicators of quality education, which include literacy ratio, enrolment of students in different age groups, dropout and retention rates, increasing the reservoir of world knowledge, emergence of distinguished personalities, social relevance of education, production of skilled manpower, morale of teaching profession and examination system to check the caliber of students.
The study has mentioned very important indicators, which have critical role to play in improving the standard of education of any educational organization. However, some crucial indicators like infrastructural facilities, teaching methodology and well-balanced curriculum have been ignored which go a long way in bringing about educational development.
OECD (2012: 1-4) in a report documented three educational indicators, which include class size, estimated class duration that took into account the number of hours utilized by an educator and received by a pupil and lastly teacher-student ratio. This document did not mention other crucial indicators such as curriculum, instructional strategies and measurement for improving quality. In Pakistan, these indicators are not applied properly. The average class size is very high. The numbers of hours given by teachers are insufficient whereas the student-teacher ratio fails to establish a close relation between the teacher and the taught.
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According to Gujjar, A. A. (2010:1-7) there are various quality indicators for school education, which include experienced teaching staff with required professional skills, instructional pedagogy, use of information technology, class size, academic environment, examinations and assessment as well as students‟ feedback. The indicators of school quality given by Gujjar are related to improving students‟ learning. However, these indicators cover only two areas of school, which include characteristics of teaching faculty and quality of teaching learning process. The two significant areas of indicators i.e. infrastructural facility and spending of financial resources have been totally bypassed. Despite this, it can be agreed that the above- mentioned indicators do enhance the understanding and learning of students.
Vos, R. (1996: 3-5) proposed to distinguish four types of indicators, which can be certified as input indicators, access indicators, output indicators and outcome indicators. The input indicators contain number of teachers, building, teaching material, cost and level of expenditure on education etc. The access indicators comprise variables of the supplied services, such as the geographical distance of school from home, family background of students, direct personal expenditure on education by parents etc. The output indicators include enrolment ratio by gender and region, retention and completion rates, achievements and result scores etc. Output indicators measure as to what extent the national objectives are achieved. The outcome indicators contain productivity by an individual, income of graduates and better employment opportunities.
According to „European Report on the Quality of School Education‟ (2000: 13) the working committee of educational experts selected 16 indicators of quality education which fall into four areas and are given as under:
2.9.1 Indicators on Attainment In this area, there are seven indicators, which include basic learning in Mathematics, reading skills, rudiments of Science, knowledge of information technology, proficiency in foreign languages, learning to earn and preparedness for effective citizenship.
2.9.2 Indicators on Success and Transition
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There are three indicators, which fall into this category, i.e. dropout rates completion rates of upper secondary education and participation in tertiary education.
2.9.3 Indicators on Monitoring of Education Two indicators fall into this area. These are „evaluation and steering of school education‟ and „parental participation‟. Both are concerned with stakeholders‟ participation. However, heads of schools, teachers, students and parents are key stakeholders, consumers of information and active players in school improvement. 2.9.4 Indicators on Resources and Structures This category includes four indicators, each concerned with key aspects of infrastructure, which underpin school performance and pupils‟ success. These are „educational expenditure per student‟, „education and training of teachers‟, participation rates in pre-primary education and „number of students per computer‟. The working committee of national experts gave a comprehensive list of 16 quality indicators. These indicators render valuable contribution in increasing the reservoir of existing knowledge and give a clear direction for course of action to the policy makers. Indeed, poor quality of education has posed serious threats to all the stakeholders at national as well as international level. The indicators presented in this report provide a reminder that countries should look outward to see how they are performing in comparison to their neighbour. They emphasize high level of quality education competencies and skills, which were considered basic conditions for effective citizenship, national unity and job opportunities.
2.10 Causes of Deterioration of Quality in Secondary Education A report of the National Education Assessment System (NEAS) of Pakistan (2008: 1-12) stated that there is significant deterioration in educational quality that confirms vast perceptions of the people of Pakistan. For raising the standard of education, there is a dire need to bring innovations in teaching practices, curriculum contents, evaluation system, infrastructure and learning atmosphere in the institutions. The quality of teaching, guidance and counseling of students and leadership skills are the most important factors in shaping the destiny of education and youth. Unfortunately, the education system of Pakistan is devoid of all these factors.
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According to Ahmed, I. et al. (2013: 85-93) the system of education in Pakistan is ranked as the lowest in terms of quality in South Asian countries. There are various causes, which lead to deterioration of quality in education at the secondary level. These causes include insufficient financial support, political interference in appointments and transfers, lack of social recognition, non-availability of accommodations, meager professional development opportunities, estranged relations among staff, lack of parental participation in school affairs, unrealistic working conditions, lack of physical and learning resources, weak supervision and curriculum issues.
Rashid, K., and Mukhtar, S. (2012a :332-339) documented that the main reasons for declining standard of education include low allocation of funds for education, wide disparity of system among different regions, medium of instruction, non-availability of committed and potential candidates for teaching, inadequate preservice and inservice trainings, dry curriculum, gap between teachers and curriculum design, corruption, lack of accountability, teacher absenteeism, obsolete teaching methods, rapid mushroom growth of private schools and poor examination system. It was identified that there is dire need to focus upon teachers‟ professional development, revising curricula, developing quality textbooks revolutionizing examination system, improving students‟ learning and making classroom environment conducive to education.
According to Frempong, E. (2011:14-22) there are a number of factors that have been identified as causes of poor academic performance and deterioration of quality in education. These causes include lack of teachers‟ commitment to teaching, teachers‟ low qualification and professional competence, class size as determinant of academic performance, lack of motivation, non-availability of teaching learning material, absenteeism of teachers, lack of parental involvement in school affairs and inadequacies in the supervision of schools.
In fact, these and many other causes are responsible for significant deterioration of quality in education and rendered the education system so ineffective and out-dated that it delivers no good to the general masses. The educational institutions in Khyber Pakhtunkhwa province of Pakistan have failed to produce the needed human capital. They only produce half- baked persons, which are of no use to the nation.
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Suleman, Q., Aslam, H. D., Hussain, I., Butt, M. N., and Ahmed, S. (2012a:324-328) viewed that there are various causes which affect the quality of education negatively and lower the standard of education at secondary level. These causes include lack of physical facilities, unattractive salary package, overcrowded classrooms, poor financial status of teachers, inadequate teaching material, lack of required training and refresher courses, autocratic environment of schools, non-availability of standard laboratories and well-equipped libraries. The study also found that shortage of teaching staff, excess of workload, teachers‟ part time engagements, posting in remote areas and different administrative duties assigned to the teachers to collect data or to facilitate the administrative heads and provocative and aggressive attitude of the students also deteriorate the quality of education at the secondary level.
Ahmed, I., Rauf, M., Rashid, A., Rehman, S., Salam, M. (2013: 324-329) stated that Pakistan lagged far behind the developed nations of the world in science and technology due to its weak education system. It could neither equip the youth with skills required to face the challenges of life nor enrich their minds with new ideas leading to creativity in different fields. There are various causes leading to downfall of education, which include lack of financial resources, financial corruption, structural and management problems, poor policy implementation, lack of supervision and assessment, out-dated examination system and malpractices, political instability, ineffective communication between staff and administration and teachers‟ absenteeism. Lack of professional development, acute shortage of learning resources, absence of sound mechanism of accountability, lack of co-ordination between schools and administrative officers, curriculum issues, political interference leading to nepotism and culture of multi-medium of instruction are also cited as the major causes, which decline the quality of education.
Saeed, M. et al. (2013a: 172-173) documented that education had never remained a priority of Government of Pakistan since its creation. In terms of quality, the system of education in Pakistan stands in the lowest rank in its comparison at the international level. There are numerous causes, which can be held responsible for deterioration of quality in teaching learning process at secondary level. These causes include inadequate financial support, politically
lvi selected incompetent staff, involvement of political actors in school affairs, lack of social recognition for teachers, frequent transfers, teachers incompetency to cope with challenges in the field, shortage of staff and workload, teachers‟ involvement in promoting personal businesses, lack of friendly relations between staff and administration. It has also been observed that lack of proper supervision, absence of co-ordination and co-operation between staff and administration, curriculum issues, non-availability of quality textbooks and lack of motivation among teachers towards teaching profession affect the quality of education negatively.
Jabeen, T., and Malik, N. (2003:89-91) stated a number of causes for deteriorating standard of education. These, among others, include non-availability of trained and qualified teaching staff, insufficient financial resources, obsolete teaching methodology, lack of teachers‟ training and orientation workshops, shortage of qualified teaching staff in rural areas, irrelevance of curriculum to real life situation, multi-medium of instruction, which create class differentiation, politically motivated appointments, lack of proper physical infrastructure and cultural taboos.
Saleem, F., Naseem, Z., Ibrahim, K., Hussain, A., and Azeem, M. (2012: 242-249) stated that the literacy rate of Pakistan and the development in the social sector was one of the lowest in the world. Almost one-third of the population lives below the poverty line because the education sector of Pakistan has failed to curb illiteracy and promote quality education. The study uncovered various causes responsible for poor quality of education, which include misuse of public funds, sharp division in the educational system, poverty, un-bridged gap between teachers and curriculum design, lack of professional development, absence of safe and orderly environment, material constraints like well-constructed and well-furnished buildings, uncontrollable class size, lack of vision and goals on the part of leadership.
The analysis of the aforementioned citations indicated that education system in Pakistan requires immediate interventions to remove the causes, which negatively affect the quality of education. The educationalists and critics have mentioned various causes, which are responsible for deterioration of quality education at secondary level. These causative factors are obsolete curriculum, unbridged gap between teachers and curriculum design, lack of professional
lvii development, teachers‟ absenteeism, wrong posting against different subjects, lack of infrastructural facilities, and non-availability of library and well-equipped science laboratories. It has also been observed that lack of computer technology in secondary schools, political interference in education sector, nepotism and favoritism in posting and transfers, lack of motivation for staff, out-dated examination and evaluation system, lack of social recognition and low status of teachers further worsened the situation.
Modisaotsile, B. M. (2012:1-6) documented that proper education system is crucial for ensuring human development, maintenance of prosperous economy and balanced political system. However, there are a number of reasons, which hinder learners from acquiring good standard education and cause downfall of the quality education. These causes include lack of good leadership in schools, parents‟ lack of participation in their children‟s education, weak functioning of Parent Teacher Council and School Governing Bodies, inadequate basic resources, overcrowded classrooms, unskilled and under-qualified teachers, ill-equipped classrooms and poor teacher training system. Lack of commitment by teachers, poor support for learners at home, shortage of resources in education, violence and abuse in schools, non- availability of information technology in classrooms, poor working conditions and lack of discipline in schools are also mentioned as the major reasons to bring down quality of education at the secondary level.
Parveen, Iqbal, M., and Shah, J. (2012: 81-84) documented that the main causes which plague education system of Pakistan and consequently deteriorate the quality of education at the secondary level include lack of financial resources, population explosion, scarcity of qualified human capital, inconsistency in the policies of various regimes, political intervention, instability and inefficient educational management system. It was also found that wastage of resources, poor implementation of educational activities, inadequate admission standard and poor quality of teachers, unmotivated staff, overcrowded classrooms, impoverished infrastructural facilities, communication gap among teachers, parents and community and ill-equipped laboratories have also been proved to be a matter of great concern due to which the quality of education is weak and sub-standard.
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Lodhi, F. A., and Faizi, W. N. (2009:1-11) viewed that quality education is the basic right of each citizen in a country but it is very unfortunate that educational standards in Pakistan are declining with each passing day of the academic year. The causes responsible for deteriorating quality are inefficient management system, imperfect inspection system, poor health facilities, lack of co-curricular activities, non-availability of talent scholarship, out-dated teaching methodology, shortage of competent and proficient teachers, lack of knowledge about classroom management techniques and discrimination in financial matters.
Shah, S. (2005:47-51) documented that Pakistan needed a robust education system which should be capable enough to meet the human resource requirements. The present system of education does not produce skilled workers and technicians, qualified doctors and practicing engineers, efficient teachers and competent scientists. The quality of education at the secondary level needs considerable improvement in order to meet the challenges of 21st century. The major causes responsible for declining quality of education include incompetent teachers, lack of modern teaching techniques, ineffective examination mechanism, weak and low quality curriculum, lack of facilities, two tier education system, inadequate classroom facilities and ill- equipped libraries and laboratories.
Memon, G. R., Farooq, M., Joubish, and Khurram, M. A. (2010: 672-677) stated that quality education improves the efficiency of individuals and produces skilled work force capable enough to lead the economy towards the path of sustainable economic development. The causative factors responsible for the deterioration of quality include wide disparities between regions and genders, deficiency of proper teaching material, poor physical infrastructure, lack of trained teachers, ineffective governance, defective curriculum, ill-equipped laboratories, non- existence of computer laboratories and libraries, dual medium of instruction at secondary level and poor quality of teachers. Moreover, cheating in the examination, overcrowded classrooms, politically motivated appointments and transfers, absence of an effective monitoring and supervisory mechanism and shifting of high qualified human capital abroad have also weakened the education system in Pakistan.
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It is a matter of great concern that qualified doctors, engineers, scientists and professors prefer to serve abroad because of handsome salaries and other facilities. Moreover, the scholars in remote areas are also deprived of even basic physical facilities. In these areas, female education is also considered as a taboo. The quality of education is ignored at all levels in Pakistan. In the 21st century, it has become a global agenda to improve quality of education at all levels and more so at the secondary level. In fact, quality basic education not only provides a solid base for subsequent higher educational levels but also equips learners with the basic skills required to lead a successful life. There should be a shift towards scientific, technological and purposeful education.
Odia, L. O., and Omofonmwan, S. I. (2007:81-85) described education as the bedrock of national development. Unfortunately, the system of education at the secondary level is bisected with myriads of problems leading to deterioration of quality. These problems include poor funding, lack of educational infrastructure, inadequate classrooms, non-existence of teaching aids like computers, projectors, laboratories and libraries, paucity of properly qualified teachers, polluted learning environment, weak supervision of children by parents, negligence towards maintenance of physical facilities and absence of an independent inspectorate committee.
Arong, F. E., and Ogbadu, M. A. (2010: 183-198) raised their concerns about the falling quality of secondary education, the world over. The issue of declining quality education is most often debated among different educational stakeholders at national as well as international levels. The root-causes bringing out decline in quality of education include lack of instructional materials, shortage of qualified teachers, poor library facilities, negative attitude of pupils towards learning, poor remuneration for teachers, lack of parental responsibilities and low priority to education by successive governments. In fact, supervision and monitoring plays central role in the attainment of goals and objectives of an educational organization. A proper mechanism of monitoring ensures quality control and true supply of educational services. It is perceived as a source of guiding, advising and stimulating teachers to be successful in their assigned duties. The emphasis upon monitoring and supervision is justifiable because various evils spring up in the absence of monitoring mechanism that permeate in the system of education.
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Rehman, H., and Khan, N. (2006a:70-82) viewed that the system of education in Pakistan faces many problems which ultimately bring about downfall of education. The causes leading to decline in quality include multiple system of education, promotion of class distinction in society, lack of professional teachers, dropout of talent, poor examination system, inadequate physical facilities, overcrowded classrooms, over-burdened teachers, outdated curriculum, ineffective administration and weak supervision, political interference and bureaucratic interventions. Moreover, lack of implementation and inconsistency in educational policies, insufficient budget allocation, lack of accountability and transparency as well as regional inequalities are also proved as serious hurdles in the way of quality education.
Babalola, C. A. (2006: 1-9) stated various causes leading to declining standard of education which include inadequate funding, old infrastructure, overworked and under-paid staff, acute shortage of human resources, obsolete laboratory equipment, poorly equipped libraries, irrelevant curricula, indiscipline, examination malpractices, absenteeism of teachers and students as well as indiscriminate admission of unfit candidates. In addition to the aforementioned factors, the study also pointed out strikes, lack of security on campuses, inadequate accommodation and unethical and unprofessional practices of teachers as causative factors for the precipitous decline in the quality of education.
Rafiq, M., Akhtar, R., Ashfaq, M., and Anwar, M. (1999: 53-56) stated various causes of deteriorating quality of education at the secondary level which include high population growth, lack of infrastructural facilities, specially in rural areas, non-availability of well-trained teaching staff, expensive cost of books, irrelevance of study courses with job requirements and poor quality of textbooks. The study also disclosed that reliance of students and teachers on substandard guidebooks, low educational level of parents, high student-teacher ratio, non- availability of laboratory facilities and library service, shortage of trained teachers and lack of playgrounds for sports and other co-curricular activities are also some of the major problems due to which the quality of education is weak in Pakistan.
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Saad, R. (2009:18-20) documented that Pakistan was ranked 160th out of 177 countries in the world with 49.9% literacy rate. A number of causes responsible for dismal condition of education sector and resultant decline in quality of education at secondary level include poor governance and management, traditional methods of pedagogy, inflexible and outdated curriculum, shortage of trained teaching staff, incompatibility of existing infrastructure with the requirements, poor examination and assessment system, faulty supervision and lack of control over administrative heads. Moreover, political intervention in appointments and transfers, gender and regional disparities and dual medium of instruction are also matter of great concern for educationalists and other stakeholders in this area.
The analysis of the aforementioned citations boiled down to the fact that political interference has brought the education sector almost at the verge of destruction. There is complete absence of monitoring and evaluation mechanism to detect discrepancies and provide timely solution for problems. The contents of curriculum taught in the schools do not match the market demands. The budgetary allocations for this sector are also insufficient. Moreover, the teacher training institutes do not equip our professionals with adequate training and professional skills to make them at par with the standard at international level. Dual medium of instruction further divides the society in different classes and categories.
The causes of deterioration of quality at secondary level as identified by different educationalists, policy makers and critics are placed under relevant headings and discussed below in detail.
2.10.1 Irrelevant and Outdated Curriculum The issue of curriculum is also important in finding a solution for qualitative improvement of education. The curriculum, in Pakistan, is either not well planned or it is not updated from time to time. The problems also crop-up due to its non-acceptance by teachers and society at large who are main stakeholders in education. It seems significant to discuss these issues in some detail.
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Quality of education depends on what is being taught at educational institutions. The main purpose of improving quality of education is to prepare students for better careers. This aim can be obtained if the institutions develop and follow appropriate and quality curriculum, which is not only relevant to local environment but also takes into its fold global perspective of education. It would be impossible to have high quality students, qualified teachers, and visionary leadership without having the required quality curriculum. All of these issues would be worthwhile if they support delivery of quality education based on quality curriculum.
In fact, curriculum specifies the content, sequence, and pacing of what should be taught at each grade level. The organization and delivery of the curriculum has been the subject of much criticism. Curriculum development, in Pakistan, usually takes place at the federal level. There is frequently little teacher input to design the national curriculum, and often the content is too difficult or too extensive for pupils.
Sayed, T. (2006:11-12) stated that the curriculum designed for secondary level of education in Pakistan is based upon theoretical contents only. It has very little practical application in the field and the knowledge base does not equip the youth with necessary skills to meet the market requirements. It was argued that the current curriculum being taught in schools does not lead to a systematic progression from easy to difficult. The curricular contents do not respond to the needs of economy. Indeed, curriculum is the guide that provides learning path to students and determines the methodology used in the teaching process. The current curriculum taught at secondary level does not cater to the diverse needs of youth. Therefore, education system of Pakistan needs to recognize and assimilate the multitudes of cultures of different regions, tribes and castes.
Hussain, S., Sarwar, M., Bashir, M., and Shah, A. A. (2013: 15-18) viewed that curriculum is the sum total of learning experience, teaching strategies, continuous evaluation and students‟ learning styles. Curriculum should equip learners to face the challenges of the changing world and ensure that they are capable enough to play positive role in national and global perspectives. The study found that the curriculum taught in Pakistan at the secondary level does not respond to the changes occurring in the world around. Therefore, constant efforts are
lxiii required to revise and improve curriculum to meet the challenges and demands of society. Keeping in view the changing scenario at national level, new ideas and latest information are required to improve quality and relevance of secondary education in Pakistan, in general and in Khyber Pakhtunkhwa in particular.
According to Ashraf, I., Tabbasum, R., Kayani, T., and Bajwa, M. J. (2011: 140-166) curriculum is the sum of learning experiences which learners undergo during their educational career to achieve the desired objectives of education. It must contain the most useful values of life to transmit the cultural and social tools to the learners to enable them to grow socially, emotionally, mentally and spiritually. It was argued that the current curriculum inherited from the British rule, does not fulfill the future manpower needs of the country. It neither develops students‟ ability of creative thinking nor possesses vigour to meet the emerging challenges in global perspective. There did not exist any balance between theory and practical components of the curriculum.
According to Primrose, K., and Alexander, C. R. (2013: 1-4) the quality of national curriculum depends on the extent to which it meets the demands of national economy, needs of the market and future challenges, the nation is confronted with. The curriculum must promote national development through individual achievements. However, the current curriculum at the secondary level requires revision in order to produce responsible, productive and self-reliant citizens of a civilized society. The ideological, political and economic factors are to be considered seriously, which are unfortunately ignored.
According to Rehman, N. A. (2010: 1-4) the curriculum taught in Pakistan at the secondary level is limited in scope and lacks relevance to the needs of the society. It seems to have been designed by the experts without including any input from the teachers and the taught. The aims, goals and objectives can hardly be translated into attainable learning outcomes. Textbooks have been developed without considering the age levels and learning capacities of children. Consequently, teaching becomes ineffective and results in failure of students. Dennis, K. H. (2002: 56-68) viewed curriculum as essentially lifelong learning experiences to be provided to the students for attaining the objectives of education. The school curriculum should
lxiv focus upon the holistic development of the personality of children so that they can become responsible and contributing members of the nation and the global world. Quality curriculum for the twenty first century should contain a comprehensive but flexible framework of knowledge, which can easily be modified according to the ever-changing needs of society.
The analysis of the aforementioned citations indicates that quality of secondary education plays an important role in the development of students‟ personalities, on one side, and the national development, on the other side. However, the curriculum at the secondary level in Pakistan has remained too far from delivering results satisfactorily for either national development or the development of the students‟ hidden potential and talent. The contents of the curricula do not respond to the needs of society. The curriculum neither promotes problem solving-skills nor emphasizes practical application of knowledge in the field. The vocational and cultural needs of the community are also ignored.
2.10.2 Lack of Well-Stocked Libraries in Secondary Schools According to Yang, L. (2011:195-197) quality education is closely linked to the meaningful use of library. Libraries are the places where students are provided access to human and cultural resources, reservoir of knowledge and learning experiences and scientific and technological innovations. Indeed, libraries perform an important task of improving and expanding the knowledge of students and serve as an extension of class teaching. The ultimate end of library is to cultivate high quality talent in learners to meet the emerging challenges of society.
Adio, G., and Olasina, G. (2012: 3-13) defined library as a depository building constructed to house collection of books and other valuable materials such as periodicals, journals, newspapers, pamphlets and records etc. for the purpose of reading and reference. The digital library also contains a collection of texts, images etc., encoded so as to be stored, retrieved and read by computer. It is an organized electronic form accessible through internet or CD-Rom disks.
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The use of library in a secondary school improves knowledge and skills of students. Library services are required to enable students to develop their full potential and widen their understanding and perceptions of worldly affairs in society. A well-equipped library is an indispensable element for intellectual, spiritual and moral advancement of students. An educational organization without library can never alone impart education and quench the thirst of students for knowledge.
Itsekor, V. O. (2011: 8-14) stated that libraries make significant contribution to make education process more effective. They always serve as tools for educational advancement in a country. It is an established fact that a well-stocked and professionally stuffed school library assists individualized learning, improves students‟ academic performance and broadens their vision. In fact, library plays key role in providing right type of information resources that strengthen educational institutions to produce highly resourceful human capital to impact positively on national development.
Ramzan, M. (2011: 20-24) stated that it is important for an academic institution in Pakistan to have a well-stocked library within its premises to support teaching process. Adequate number of books, periodicals, and newspapers must be provided in the reading room to improve and expand the knowledge of students and faculty members in an elegant reading atmosphere. However, it is very unfortunate that 80% schools do not possess library facility in the country. The situation of majority of public sector schools at the secondary level is extremely poor because there is no concept of using library to cultivate high quality talent. The major problems confronted by school libraries in Pakistan include lack of legislation to ensure possession of library by schools, inadequate physical facilities for libraries, un-functional arrangement for space and stock, non-qualified staff, untrained teachers in charge of libraries, and lack of provision for libraries in the annual budget.
The crux of the citations reproduced above is that libraries hold extremely important position in providing quality education to the youth. They are the best places for cultivating moral values in students, improving their scientific and cultural qualities and enhancing their
lxvi analytical skills. A well-stocked library can provide the students with more comprehensive knowledge and solid information to stimulate the all-round development of their personalities.
It is rather unfortunate that teaching learning process does not encourage use of libraries in schools in Pakistan, as it is based on memorization and rote learning only. Libraries are not considered as integral part of school education. There is neither proper selection policy for books nor any regular provision for libraries in the annual budget. Furthermore, books if found in libraries, are not according to the curriculum taught in schools. They are either too scholarly or extremely poor in style, matter and contents. It is also very painful to see that students do not have easy access to the libraries. Books are usually locked in cupboards because there is no proper policy to appoint qualified professionals as librarians to manage libraries properly. Students are rarely given any chance to visit libraries.
2.10.3 Teachers’ Absenteeism According to Denteh, W. O., Yeboah, E. A., Sam, C., and Monkah, J. E. (2011: 7-16) absenteeism is defined as the regular absence of an employee from the place of job without good reason. It is evident that the present high school education system is characterized by inefficient management and lack of monitoring mechanism, which ultimately leads to teachers‟ absenteeism. Due to teachers‟ absence from schools, the students‟ learning is disrupted. They learn very little and show poor performance in the examination. The causes of absenteeism include lack of job satisfaction, serious illness, low morale, workload in schools, lack of leadership and weak supervision.
Al-Hassan, S. (2009: 24-26) opined that teachers‟ absenteeism affected the learning of students negatively. It reduces the quality of education in teaching learning process. The completion of the prescribed course becomes impossible and students are left with half-baked knowledge. Continuous assessment of the students also becomes impossible. In fact, one of the major causes of deteriorating quality of education at the secondary level is absenteeism of teachers and reduced time-on-task.
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The analysis of what was reviewed under the given title indicates that absenteeism has negative pedagogical impact and hinders students‟ academic achievements. It has become an issue that affects the schools and students of developing countries very seriously. Absenteeism results in the loss of school days, which adversely affects students‟ performance level. Teachers‟ absenteeism also results in students‟ low morale, stress, anxiety and disruptive behaviour in school premises.
2.10.4 Defective Examination System Idowu, A. A. (1998: 1-3) viewed evaluation and examination as the process of ascertaining whether the objectives of a particular educational programme have been achieved or not. The success of an educational system depends upon efficient management, proper financing and effective evaluation system. The subject teachers or the evaluators should assess the students‟ progress while covering all the areas of their subjects. The education system of Pakistan does not have adequate evaluation mechanism. The examination system whether internal or external conducted by boards or universities tests rote learning and memorization only. It does not bring about students‟ originality and innovative ideas.
According to Rehmani, A. (2003:1-12) examination plays significant role in determining what happened in classrooms regarding teaching learning process. It tests children‟s understanding of what they have learnt and evaluates the acquired knowledge and skills. The present system of examination lays too much emphasis upon rote learning, memorizing factual knowledge and producing it in papers. The present system of examination implements the curriculum only but does not assess students‟ critical thinking and analytical abilities. It has failed to play any positive role in improving quality of education.
Wilayat, M. (2009:1-9) viewed examination as the central point upon which the success and efficiency of the whole education system depends. Due to fair examination system, nations develop their economies, touch the peak of their political glory and emerge as the source of intellectual guidance for the entire world. The present examination system has degenerated to such an extent that it is no longer regarded as a test to assess the performance and scholastic achievement of students‟. Moreover, the use of unfair means and other malpractices like
lxviii allotment of choice centres, appointment of choice staff, replacing answer books and impersonation have contributed to the overall deterioration of quality of education at the secondary level in Pakistan.
Heyneman, S. (2008:1-3) termed examination as a normal process of building the nations on the basis of an individual‟s personal potential to compete in the society. Examinations are quite necessary to ensure quality assurance mechanism. The study indicated that examinations provide timely feedback on the effectiveness of pedagogy and achievement of curricular objectives. However, in most of the developing countries the examination system is biased and distorts what is being taught in the schools. It only strengthens rote memorization of theoretical knowledge, which is divorced from practical life of an individual. Such type of examination system not only harms public education but also corrupts the young generation.
The subject teachers or the evaluators should assess the students‟ progress while covering all the areas of their subjects. The education system of Pakistan does not have adequate evaluation mechanism. It tests rote learning and memorization only. Moreover, it does not bring about students‟ originality and innovative ideas.
Fasasi, Y.A. (2006:1-6) regarded examination as an instrument used to form a decision about the performance, ability and educational advancement. It evaluates, assesses and tests the knowledge and analytical skills of an examinee, which were acquired during the teaching learning process. However, the outcome of such examinations may not be valid all the times because malpractices have been afflicting the education system for a long time. In fact, there seems to be a complete breakdown of the education system in Pakistan at the secondary level. The educational authorities observe an overall increasing trend towards the use of unfair means in examinations on the part of the students. They have failed to take corrective measures to eradicate this evil. The malpractices committed in examination include leaking out question papers, taking prohibited material into examination halls, impersonation, bribery, cheating, allotment of choice centre, appointment of choice invigilating staff, changing answer sheets in boards‟ offices, misconduct, threatening the duty staff during examinations and any other activity considered unfair and unlawful.
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The analysis of what was stated under the heading is that unfair means in examination do hamper quality of education. As a result, the ill-equipped youth affected the national development negatively. Moreover, the incompetent and inefficient human capital shows poor performance in concerned fields and area of interest which ultimately leads to poor productivity for the country. In this way, the national development and sustenance of human resources will be at stake, which may prove to be fatal for the whole nation if not provided timely remedy.
2.10.5 Inadequate Public Financing of Education According to Malik, R., and Naveed, A. (2010: 1-9) Pakistan is a poor country with low per capita income. More than six million children are still out of schools without acquiring the basics of education. The quality of education at the secondary level also declines gradually due to under-financing and low investment level in education sector. It has been estimated at the international level that 4% of GDP as the minimum level of investment is required to ensure access and quality of education in order to fulfill constitutional commitments and international agreements by Pakistan. The provision of buildings, revision of curricula, training and workshops of teachers, monitoring mechanism and other aspects of qualitative improvement require adequate financial resources.
According to a report of UNESCO (2006b: 10-60) on options and recommendations for education sector budget support in Pakistan, it is documented that the Government of Pakistan is committed in its resolve to provide quality education to every citizen. However, the Government does not have sufficient resources to fund educational institutions to address quality and access issues simultaneously. It spends less than 2% of its GDP, which is quite insufficient to meet the needs of education sector due to inadequate budget allocations. The education sector faces various problems regarding physical condition of schools. The report reveals that 15% schools do not have buildings and 55% schools are without boundary walls in Pakistan. Similarly, clean drinking water is not available in 44% schools whereas 60% institutions lack washroom facility.
The analysis of the aforementioned citations reveals that education sector of Pakistan is in a pitiable situation. Due to lack of sufficient funding, the government has failed to improve
lxx qualitative and quantitative issues of education. Therefore, under-financing and low investment level in education sector leads to significant deterioration of quality of education at the secondary level in Pakistan, in general and in Khyber Pakhtunkhwa in particular.
2.10.6 Scant Use of Laboratory for Practical Work Akbar, R. A. (2012: 1-7) viewed that practical work in science laboratory is considered as a key factor in making education more effective and meaningful. The advantage of performing practical in science labs is that it enhances motivation towards learning and creates excitement among the learners by keeping them in touch with unique objects and events. Moreover, the practical work of science subjects develops analytical skills and brings forth the hidden potential of students at work. Science laboratories in secondary schools of Pakistan are lacking in modern equipments, important material and required facilities, which result in decline of quality education at this stage. Absence of refresher courses for science teachers further complicates the process of performing different laboratory work activities, which require very sophisticated approach in handling the equipments and chemicals.
Hofstein, A., and Lutta, V.N. (2003:28-48) documented that the laboratory in science education has been given a distinctive role because laboratory activities develop the latent potential of the students and serve as an important medium to introduce the students to conceptual knowledge and critical thinking skills. The students in the laboratory are supposed to use scientific methods to study particular phenomena to solve problems and pursue their interests. They also understand as to how the scientists developed the knowledge of the natural world. Moreover, practical work also stimulates them to adopt inquiry approach to construct new knowledge.
According to a report on „The System of Education in Pakistan‟ by NORRIC (2006c: 10- 12) there is an acute shortage of qualified science teaching staff and other facilities such as science laboratories in public schools of Pakistan at the secondary level. Only 35% out of 9200 secondary and higher secondary schools in Pakistan fulfill the minimum requirement for carrying out practical work in science laboratories. Even in these schools, the students are seldom allowed
lxxi to do practical work, which is included in their prescribed syllabus by educational boards or curriculum bureau.
The ground realities regarding the use of science laboratories in Pakistan show that practical work is almost ignored in secondary schools by teachers. The labs are also not adequately equipped with scientific equipments in public institutions. Majority of the schools even do not have science laboratories. Furthermore, the teachers are often not well informed about the use of chemicals and modern laboratory equipments and their bearings upon curriculum and teaching.
2.10.7 Inadequate Professional Development and Poor Teaching Quality Farooq, M. S., and Shahzadi, N. (2006: 47-50) stated that education is the gradual process of acquiring knowledge and developing character and intellect of teachers. The success of the entire process depends upon the quality of teachers who act as the agents of change and develop students‟ potential in a systematic way. However, in order to become an effective teacher, proper academic and professional qualifications are required. The study revealed that teachers with better educational training and with more years of schooling show better results as compared to those with lower qualifications and inadequate professional training.
Fredriksson, U. (2004: 7-13) documented that a good teacher has command over his subject, possesses pedagogical skills, knows his professional duties and develops students‟ commitment towards learning. He also performs various managerial duties. Effective teaching is, in fact, the result of meaningful education, professional experience and proper training and workshops. Professional development of teachers leads to quality education of students. In order to improve the education of teachers, the government has to ensure that teachers receive high quality education in teacher training colleges. Teacher Education must consist of four components including pedagogy, methodology, teaching practice and curriculum area. It was indicated that not only the developing countries but also large numbers of developed countries are facing the dilemma of properly qualified teachers‟ shortage. Due to this reason, quality of education was consistently declining in the developing countries.
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Pasha, A. (2011:1-3) stated that policy makers, stakeholders and educators have always emphasized the role of quality teachers in national development in Pakistan. However, they could not take practical measures to produce good teachers in teacher education institutions. The successive national education policies including NEP 2009 emphasized to reform pre-service training and standardize professional qualifications of teachers, which are essential requirements for improving the overall quality of education in Pakistan.
However, the stakeholders did not pay due attention to this area and it is not sure that this target will be achieved within the stipulated period of time. Although the professional development of teachers has assumed great importance in achieving the goals of quality education at the secondary level in Pakistan but the quality of teacher education was always criticized by various stakeholders.
According to National Education Policy (1998: 47-48) the qualitative discussion of teacher education has received very little attention of policy-makers and concerned government circles. Due to this negligence, it has resulted in mass production of teaching with shallow understanding and knowledge of curriculum content and teaching methodology. In fact, the growing demand of teachers at different level has resulted in quantitative expansion but it is unfortunate that the quality of teachers‟ professional development has always been compromised.
Dilshad, R. M. (2010: 85-94) opined that quality education has surfaced as one of the most desirable goals all over the world. The competence and enthusiasm of teachers are required to achieve this goal. However, without good quality teachers, the system cannot rise to the apex of excellence. On the other side, teacher education is undergoing serious problems, which hinder its overall performance and result in deterioration of quality. The most common problems include inadequate financial resources, poorly equipped training institutions, limited scope of curriculum, absence of research and lack of supervision and accountability.
The analysis of what has been stated above indicates that poor quality of teaching force was predominantly a drawback in deterioration of quality at the secondary school level. The
lxxiii concept of poor teaching quality means that teachers at the secondary school level in Pakistan, in general and in Khyber Pakhtunkhwa, in particular are either under-qualified or poorly trained. Most commonly, they lack knowledge and skills required to teach the prescribed courses. As a result, they skip over difficult topics and fail to impart conceptual knowledge to the learners. The lack of professional skills and subject knowledge were further related to low standard of education in teaching colleges where teacher educators could not meet modern challenges to education. Therefore, half-baked teaching staff creates gaps in students‟ learning and affects the quality of teaching negatively. The Government of Pakistan has always aspired to recruit well- qualified individuals into teaching, equip them with the required professional skills and provide incentives for better job performance but unfortunately, this dream did not materialize as yet.
The standard of pre-service and in-service teacher trainings is so low that the courses taught do not guarantee the production of competent teachers. Moreover, with the changing technology at international level, innovations are emerging, which influence the curricular contents. In such a critical situation, even the trained and properly qualified teaching staff needs to learn to cope with the emerging trends and issues arising at national and international levels.
2.10.8 Lack of Co-curricular Activities Basher, Z., Hussain, S., and Javed, T. (2012: 53-55) viewed that co-curricular activities are considered as integral part of education system. Education does not mean to memorize certain facts, theories and learning some particular skills but it is all-round development of the personality of a student. Therefore, co-curricular activities are pre requisite for social, emotional, spiritual and mental development of students.
Kariyana, I., Maphosa, C., and Mapuranga, B. (2013:159-167) observed that co- curricular activities are significant components of curriculum. Co-curricular activities contribute to comprehensive and holistic development of human personality. Such activities increase the health and well-being of learners and prevent diseases across population. Sport is a valuable tool for establishing vibrant community, enhancing self-esteem and collective pride. The study also indicated that people learn social values, discipline, respect for others and lesson of fair play and
lxxiv teamwork. Through the inclusion of co-curricular activities in school curriculum, the institutions become stable, vibrant and functional.
Mehmood, T., Hussain, T., Khalid, M., and Azam, R. (2012: 139-143) stated that co- curricular activities play significant role in developing the personalities of secondary school students. Co-curricular activities go a long way in achieving curricular objectives. Such activities in schools provide a chance to students to utilize their potential fully. The study also reveals that co-curricular activities develop manners and sense of justice among students and provide them an opportunity to practice in playground, what they have to perform in real life in future.
Habib, Z. (2012:1370-1380) documented that modern education system aims at developing the all-round personality of students. In shaping an ideal person and reforming manners, co-curricular activities play a vital role. However, it is very unfortunate that our education system is incapable to provide facilities for introducing co-curricular activities in schools and incorporating them practically in curriculum. A sizeable number of schools do not have playgrounds, libraries and necessary infrastructure for holding co-curricular activities. Co- curricular activities are also helpful in maintaining a balanced relationship between teacher and students. Teachers also avail opportunity to understand the psychological problem of these students. Students who participate in such activities also show good progress in academic achievements.
Ismat and Saleem, R. (2003:214-219) stated that education brings change in the behaviour and personality of a child. Modern approaches of education emphasize on the holistic development of personality. The educationalists divide the process of education into two parts; i.e., curricular and co-curricular activities. Co-curricular activities develop physical, emotional, social and intellectual abilities due to the constant efforts of school. However, a substantial part of schools in Khyber Pakhtunkhwa at the secondary level does not have the required appropriate infrastructure for conducting these activities. They also don‟t have specialized teachers to monitor these programmes inside and outside the schools. The study also found out that the attitude of a large number of head masters and teachers are not in favour of holding co-curricular
lxxv activities as they consider these only the wastage of time. However, it is a well-known fact that co-curricular activities never obstruct the smooth course of academic achievement. These activities rather facilitate students in enhancing their knowledge and develop a spirit of competition among them to move ahead in practical life.
The analysis of what has been described above indicates that co-curricular activities play vital role in holistic development of personalities of students. Such activities promote active life style among students, increase employment opportunities, create a sense of belongingness and develop self-esteem and national pride among them. The students, who participate in co- curricular activities, develop positive attitude towards their studies. They also learn social values, develop a spirit of competition and hard work, and become highly disciplined in life. These activities make schools stable, vibrant and functional where the future of young generation is shaped.
However, a sizable number of institutions in Khyber Pakhtunkhwa lack these facilities. The students are deprived of participating in co-curricular activities on different pretexts. The schools mostly lack playgrounds, auditorium and resource rooms. The administration usually complains about shortage of funds and physical facilities to hold such activities.
2.10.9 Unavailability of Information Technology in Schools Tunio, M. N., Arain, N. R., and Tunio, S. P. (2013:13-15) stated that integration of Information Technology in secondary school curricula has paved the way for learning new technology across the world. The development brought about by computer has great impact upon our lives. The world has shrunk into global village and depends upon information technology and its proper utilization in order to play effective role for the service of humanity. However, the use of Information Technology at the secondary level is very scarce in Pakistan. Efforts have been made to introduce computer in the public sector schools but no serious attention is paid to fill this digital gap. The schools, which do not adopt the use of this technology, render their students unable to compete at national as well as international levels.
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Although the urban areas of Pakistan have this facility to some extent but the students are allowed very rarely to visit the computer labs. On the other side, the schools in rural areas lack this facility mostly. Consequently, the students suffer from discriminations of class system and receive low quality education.
Khan, S. B., and Tahir kheli, S. A. (2013:126-130) described computer as the latest and most wonderful technology which provides incredible service to the people. The developed countries have done miracles in the field of education through the use of computer. The Government of Pakistan has also realized the importance of computer education for the youth. Computer Science as an elective subject has been introduced from grade 6 to grade 8 at the secondary level, and has been included in the curriculum as a subject against Biology.
In fact, computer education at the secondary school level trains the students with basic use of computer so that they may be able to earn their livelihood. It also benefits those who go for higher education. However, despite the tall claims of subsequent governments through national education policies, computer science could not be introduced as a compulsory subject. The computer laboratories have not been installed properly in the schools at the secondary level. The government has yet to appoint computer science teachers. These facts present a gloomy picture of education in the context of computer literacy of Khyber Pakhtunkhwa province of Pakistan.
2.10.10 Insufficient Infrastructural Facilities and Uncongenial Learning Environment Joshua, A. A., and Modupe, A. A. (2012: 62-64) stated that the physical condition of schools has an important impact on students‟ academic performance. The facilities required to facilitate effective teaching learning process in an educational organization include furniture items, buildings, classrooms, offices, science laboratories, libraries, play grounds and sports equipments. Comfortable classrooms, well-equipped laboratories and high standard buildings with required facilities enhance teachers‟ effectiveness and provide the students with opportunity to receive quality education and exhibit better performance as compared to those students who study in schools with substandard buildings.
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Physical infrastructure of schools and learning environment contribute to quality education for all students. Effective management and provision of physical infrastructure and learning environment is mandatory in order to make the educational institutions a pleasant centre that will motivate students to participate whole-heartedly in curricular as well as co-curricular activities.
Gujjar, A. A., Khan, N., Baig, M, N., Ramzan, M., and Safi, S. (2010: 688-698) opined that quality education at the secondary level is very important because it prepares the youth for higher education. Physical facilities are among those crucial factors, which play vital role in improving the quality of education, which ultimately leads to the attainment of educational objectives. Physical facilities bring about the desired improvement in the academic standard of an institution. Resultantly, the institutions produce confident, self-reliant and competent individuals who contribute to the socio-economic development of the nation.
The study revealed that a sizeable number of institutions do not have adequate physical facilities. The head of the institutions are not satisfied with the physical condition of infrastructure. Libraries are ill-equipped and playground are not available in the schools. Clean drinking water is beyond the reach of children. Majority of the schools do not have toilets, electricity, examination halls and auditorium. Some school buildings are also in dilapidated condition. The infrastructure in the use of students is also insufficient.
Naz, A., et al. (2013:463-472) viewed that infrastructural facilities are considered as the compulsory components of an educational organization. Students‟ academic performance and their personality development have great relevance with building quality, proper lighting and ventilation, availability of furniture, advanced laboratories and well-equipped libraries. Facilitated buildings with modern teaching equipments have positive impact upon socio- psychological aspects of learns‟ personalities. However, there are schools, which lack facilities like science laboratories, libraries, students‟ furniture, toilets and playgrounds. The absence of such facilities leads to mismanagement, which results in deterioration of quality in education.
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The study revealed that the education sector at elementary and secondary level has remained vulnerable due to meagre physical and instructional facilities. The Government of Pakistan paid little attention to raise the standard of education. As a result, it could not provide social foundation to basic education. In this way, this sector was restricted to paper work only. It is fact that old buildings, sub-standard classrooms, old furniture, lack of clean water and sanitation facilities, drop-out rate and inadequate physical facilities have resulted in quality decline in Pakistan, in general and in Khyber Pakhtunkhwa, in particular.
Saeed, M., and Wain, K. R. (2011:105-123) viewed that physical facilities in a school play significant role in providing creative educational environment that is conducive to higher achievements of students. The provision of such facilities results in a comfortable environment where they learn peacefully by undergoing concrete experience. The availability of such facilities like clean drinking water, electricity, washrooms, furniture, playground, boundary wall, libraries, well-equipped laboratories and dispensaries are very crucial in the context of quality and access issues. The study indicated that low achievement level among students can partly be associated to inadequate physical facilities of schools in the developing countries. It was also revealed that majority of the public schools in Pakistan are facing problems such as inadequate buildings, shortage of classrooms, broken furniture, poor ventilation, lack of pure drinking water, absence of toilet facilities and inadequate equipments for science and computer labs.
The analysis of what has been stated under the relevant heading indicates that a school having good physical facilities strengthens the educational process. The quality of school buildings also exercises positive impact upon students‟ behaviour. The educationalists consider physical facilities as the fundamental factor in determining students‟ learning. The absence of such facilities affects the academic performance of students adversely and results in deterioration of quality in education.
2.10.11 Overcrowded Classrooms Shah, J., and Inamullah, H. M. (2012: 9-11) reported that well organized classrooms promote learning activities and reduce behavioural problem of students whereas overcrowded classrooms exercise negative impact on students‟ personality development. Teachers prefer to
lxxix teach in small classrooms with reasonable number of students because students remain well- disciplined and the teachers give them individual attention easily.
Earthman, G. (2002: 10-13) stated that over crowdedness in class means stuffing more students than it is designed to accommodate according to a prescribed criteria. When the prescribed limit of students is exceeded, the pressure automatically falls upon all the facilities that the students and teachers need for an effective educational programme. Overcrowded classrooms result in painful and unpleasant working conditions. The teachers remain busy in non-instructional duties while controlling noisy classrooms and spending most of the time in handling disruptive behaviour of students.
The study further revealed that overcrowded classrooms not only affected the students‟ learning adversely but also created physiological, sociological and psychological problems, which obstructed physical, social, emotional and intellectual development of the students. Students in smaller classes learn basic skills and become more creative and innovative as compared to classes stuffed with large number of students.
Khan, P., and Iqbal, M. (2012: 10162-10165) stated that a classroom can be said to be overcrowded in which the total number of students exceed the acceptable limit. It causes problems like noise and disturbance, indiscipline and behavioural disruption and instructional problems in class, which result in poor performance of students in examinations. The study also revealed that due to overcrowded classrooms, the quality of education is going from bad to worse in government schools at the secondary level. The average number of students in a classroom ranges from 70 to 120. In such type of environment, effective teaching is not possible and teachers cannot give extra attention to weak students of class.
Karimkhanlouei, G., Rahbar, B., and Bayat, B. (2013: 965-971) documented that overcrowded classrooms keep students at greater risk for lower achievements as compared to those students who study in smaller classes. The students with disabilities are deprived from getting individualized attention, which they need to groom their personalities. The students also wait for their turn to seek help and feedback from their teachers. The waiting period leads to non-
lxxx productive activities, which results in strains on teachers‟ classroom management and renders teaching learning process ineffective.
According to a report published by daily Dawn (2010:1) over crowdedness in classrooms results in mismanagement and indiscipline in schools. The use of library and science laboratory becomes impossible. The complaints about not seeing the black board and not listening to the lecture become frequent. The report also disclosed that the proportion of pupils to the number of teacher in a class should be 35:1. However, maximum of 40 students could be enrolled in a single section of class.
The analysis of what has been stated above, is based in local and global review of literature which indicated that overcrowded classrooms in government schools in Pakistan, in general, and in Khyber Pakhtunkhwa province in particular, have proved to be a serious hurdle in imparting quality education to the youth. Over crowdedness affects classroom activities and instructional process adversely. The teachers hardly cover the prescribed syllabus without giving any explanation of difficult topics in classrooms and also find it impossible to do practical work in science laboratories. It takes a lot of time of a teacher to ensure that all the students have textbooks to look at and get their assignments checked. Furthermore, the teachers also find it difficult to explore students‟ hidden potential and capabilities. The student-teacher ratio should be 30:1 at the most for improving teaching learning process in classrooms.
2.10.12 Lack of AudioVisual Aids in Teaching Muneer, R., Joubish, F., and Khurram, M. A. (2010:1510-1516) stated that Audio Visual Aids are those aids which facilitate teaching learning process and make it more effective, interesting and sophisticated. They assist in achieving learning objectives and transmit experiences through sense of listening and seeing. The use of Audio Visual Aids enhances students‟ creativity and make the teaching profession research-oriented.
Ali, Z., Ghani, F., and Ali, A. (2011:161-167) stated that Audio Visual Aids are devices, which can be employed to make the learning experience more realistic, more concrete and more dynamic. The learning process is carried out through the sense of seeing and listening. The
lxxxi students get an opportunity to deal with complicated material in a practical way. However, the availability of Audio Visual Aids in government schools of Khyber Pakhtunkhwa is very scarce. The educational technology, especially radio, television, audio cassettes, video cassettes and documentaries are not accessible to students. It was also found that majority of the schools not only lack Audio Visual Aids but also deprive students of study trips and educational exhibitions. It is also disappointing that there does not exist any mechanism in the main stream of education to provide formal training to the teachers to use Audio Visual Aids.
The analysis of foregoing citations indicated that Audio Visual Aids make teaching learning process more interesting, effective and research-oriented. Such type of instructional material discourages students‟ inclination of becoming bookworm and facilitates the process of transforming experiences successfully. Through observation of various phenomena, students get accurate idea of things and retain them in memory for a longer time. However, the availability of AudioVisual Aids in government schools of Khyber Pakhtunkhwa is a big challenge because the government is not only facing the problem of scarcity of funds but also lacking political commitment, which is required to ensure the provision of instructional technology in schools.
2.10.13 Disruptive Behaviour of Students and Indiscipline in Schools Al-Amarat, M. S. (2011: 37) viewed that academic and behavioural problems arising out of mischievous activities of students have negative impact upon teaching learning process. The problems leading to indiscipline in classrooms include frequent absence of students from school, forgetting school tools at home, theft, violence against teachers, hyperactivity, disobedience, aggressiveness and refusal to do school work.
The classroom management is the most important factor in educational process. Without maintaining order in the class, the teacher cannot perform the assigned task and consequently the desired objectives are not achieved. The study also revealed that due to ambiguous and unclear educational objectives and traditional methods of teaching, students get stressed and cause classroom management problems. Furthermore, the teachers also face students who suffer from faltering, memory problems, oral expression, mental backwardness and dispersal of attention. This also triggers problems of indiscipline in class.
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Ghazi, S. R., Shazada, G., Tariq, M., and Khan, A. Q. (2013: 350-354) stated that indiscipline and disruptive behaviour of students in classroom have been ranked as one of the most serious hurdles in effective teaching learning process. Issues of school discipline and violence in classrooms overburden teachers with mental stress, anxiety and additional duties at the expense of academic activities in the classrooms. Disruptive behaviour directly puts the students, teachers and parents in embarrassing situation and does not allow them to continue educational activities in class and at home. It also retards the ability of teachers to teach effectively, diverts students‟ attention and keeps school administration away from its implementation of educational mission.
Haider, Z., Khan, H., Munir, F., Latif, F., and Bari, S. (2012: 113-116) reported that education is a continuous process of learning and brings about changes in human behaviour. Discipline, being an integral part of education, removes negative behaviour and substitutes it with positive one. Discipline maintains order in the classrooms, establishes authority of teacher over students and introduces an internalized system for controlling their behaviour on regular basis. It brings the conduct of pupils into conformity with the standards established by educational institutions. In fact, the purpose of school discipline is to assist individual in acquiring knowledge, developing positive habits and promoting interests and ideas, which not only groom his personality, but also benefits the whole society.
Sharf, N., Ishaque, M, S., and John, S. (2011: 1125-1128) viewed education as the most important factor in human development because it promotes a productive and informed citizenry, which competes at all levels for social, moral and economic development of the nation. However, indiscipline in educational institutions seriously affects the teaching learning process and, if allowed to continue uninterrupted, it will certainly spoil the future of young generation. The study also reveals that age factor, academic and professional qualifications and teaching experience have strong impact upon the maintenance of discipline in schools. The discipline problems crop up where the school administration is inexperienced and teachers are less qualified and do not possess the required skills to cope with disruptive behaviour of students.
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The analysis of the foregoing citations indicated that the standards of discipline in government schools of Khyber Pakhtunkhwa are deteriorating at fast speed. Indiscipline problems and disruptive behaviour of students create unrest among teachers, classmates and parents as well. The secondary school teachers have considered indiscipline as one of the most serious hurdles in providing quality education to students. Indiscipline in educational organizations not only disturbs the smooth functioning of teaching learning process but also spoils the future of youth. Sometimes, in severe cases, it jeopardizes the entire system of schooling. On the other side, adherence to disciplinary rules and regulations by students leads to development of social conscience, which makes them contribute positively in the national development.
2.10.14 Traditional Teaching Methodology Umer, S., and Siddiqui, J. A. (2013: 146-152) stated that teaching methods used to transfer knowledge in class have very significant impact on the academic performance of students. The academic achievements of students mostly depend upon how teachers use various teaching methods and strategies in their classes. Structured and properly planned teaching activities prove more effective in delivering quality education than conventional methods of teaching in class. The traditional teaching methodology rampant in public sector schools of Pakistan, in general, and Khyber Pakhtunkhwa, in particular, have proved to be ineffective for the development of students‟ hidden potential and intellectual growth. In order to promote conceptual learning at the secondary school level in Pakistan, teachers have to use innovative teaching methods, which include Individual Presentation Method, Lecture Method, Group Discussion, Problem-Based Learning, Project Method, Query Method, Inquiry Method and Creative Writing Task etc. The study further revealed that traditional teaching methods such as reading from textbook, copying material from black board, memorizing theoretical facts devoid of practicability in real life impedes the growth of critical thinking skills among students. Consequently, the students perform very low when involved in conceptual tests.
Mehmood, T., and Rehman, Z. (2011: 313-316) viewed teaching as a complex process, which requires proper teaching methodology in order to transfer knowledge to the young
lxxxiv generation. Competent and committed teachers find out new ways and employ new methods to teach the youth in order to enable them to cope with the ever-changing needs of the society. However, majority of the teachers in Pakistan use traditional methods of teaching at the secondary level. It is deplorable that even science subjects such as Physics, Chemistry Biology and Computer Science are taught through traditional and obsolete teaching methodology. Consequently, students are deprived from conceptual learning and are left totally unaware even about the rudiments of subjects. Due to ineffective teaching methodology, the quality of education further declines and renders youth unable to perform better in market. The study indicates some effective teaching methods at the secondary school level which include Direct Instruction Method, Inquiry-Based learning, Co-operative Learning Method, Group Discussion Method, Project Method and Demonstration Method.
Khurshid, F., and Ansari, U. (2012:46-53) stated that students learn actively by observing and performing different activities personally during teaching learning process. The modern methods of teaching make the process of learning more effective because they emphasize practical implementation of knowledge and skills of life. On the other side, conventional methods of teaching are limited to factual knowledge and theory, which lay emphasis upon memorizing certain facts and reproducing them in papers to pass the examination. In classrooms, students are supposed to copy notes from board and receive information as delivered by teachers without passing any comments or raising any query to quench the thirst for learning. Applied and real life knowledge is almost ignored. Furthermore, the conventional methods of teaching do not fulfill the individual needs of the students and as a result fail to clarify the basic concepts of a subject in their minds.
Guloba, M, M., Wokadala, J., and Bategeka, L. (2010-32-46) documented that teaching methods have deep effect on the academic achievement of pupils. Student-centered teaching methods are found to be more effective as compared to teacher-centered methods of teaching. The innovative teaching methods, which are child- centered, require a lot of input on the part of teachers to teach in the class. The required efforts and inputs on the part of teaching faculty include preparation and use of Audio Visual Aids, demonstrations, project works, question answer sessions, group work and other effective strategies to yield better results from teaching
lxxxv learning process. Unfortunately, teachers, who often remain irregular in performing their duties, tend to apply the traditional methods of teaching, which are restricted to copying notes from the board and memorizing them to get through examination. The study clearly reveals that wide application of these methods in classrooms affects students adversely and results in poor quality of education delivered to them.
Hussain, L., Sultan, R., Ziauddin., Nasir, J., and Rehman, A. (2009: 51-57) stated that teaching methods are the important elements, which make the teaching learning process successful. A good teacher may fail to deliver the best due to applying non-suitable methods of teaching. In the present era, teaching methodology has undergone considerable changes by the development of new technologies such as computer, projector, multimedia and other electronic devices. The traditional methods have lost their importance because they have been proved to be ineffective in developing the potential of students. However, it is dilemma of our country that all the subjects including sciences are taught while reading original text from book and delivering general lecture. Students are totally denied the opportunities of developing critical thinking skills and doing practical work, which leads to conceptual learning.
The analysis of what has been discussed above indicated that teaching methods applied in classrooms play significant role in producing knowledgeable human capital in a country. Through the application of innovative teaching methods in class, students not only learn effectively but also enhance their capacity to solve real life problems and widen their understanding of social and economic issues in society, at large. On the other hand, traditional teaching methods impede the intellectual growth of students. They produce the stuff which, although has reading, writing and listening skills but is unable to think critically. It is unfortunate that conventional methods of teaching are still used in public sector schools of Pakistan. The teachers especially in rural and low-privileged area schools hardly manage to attend the schools on regular basis due to their engagement in personal businesses or some other domestic activity. Owing to these circumstances, they find conventional methods of teaching as easier way to complete their courses through superficial lectures only. The mal practices and age-old conventional approaches have lowered the overall standard of education in Pakistan.
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2.10.15 Political Interference in Education Sector Saeed, M. et al. (2013b: 169-174) viewed that the education system of Pakistan is full of flaws. The educational institutions have become the den of politics. The fate of teachers and students is decided by political actors in the society. Political interference has eroded the quality of education and sanctity of the education sector. The educational institutions act as nurseries to flourish the political parties of Pakistan. The excessive political interference has rendered teaching faculty unable to perform their duties diligently. In addition to this, teachers are also frequently transferred from one station to another on the basis of nepotism and favouritism. Sometimes, they are sent to remote and far-flung areas of the province in order to teach them a lesson for not being supportive in election or having affiliation with rival candidates.
Aly, J. H. (2007:13) stated that political interference and corruption have exerted negative impact upon education sector. The appointments, transfers and postings of teachers are greatly influenced by political interruptions of subsequent governments in Pakistan over the last three decades. In fact, constant political intervention in schools has reduced the autonomy of managerial heads in making independent decisions in the best interest of students and staff. It appears that politically influential elements have held the whole education sector hostage to satisfy their personal motives.
According to a report of Daily Times by Ahmed, T. (2014, April 21) respect of teachers is being neglected in educational institutions and instead, they face different threats from students having political affiliation. Political intervention is the topmost factor behind the destruction of education in Pakistan. The political actors are involved in changing examination results after receiving heavy bribes. In fact, education sector is highly politicized. Teachers are recruited on the basis of their political affiliations instead of following merit. It is commonly observed that politically appointed teachers serve as workers of different parties in electoral process at local as well as national levels. These politically appointed incompetent teachers are one of the significant factors causing downfall of education standard in Pakistan.
Suleman, Q., Aslam, H, D., Hussain, I., Butt, M, N., and Ahmad, S. (2012b:328) reported that political interference is one of the major problems faced by education system in Pakistan.
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Those teachers who are not eligible for appointments on merit are inducted through political intervention in education department. As a result, such teachers act as political workers of different parties in community and neglect their professional duties altogether. In case of any resistance on the part of officials to uphold merit, they are punished severely by crippling their powers and transferring them to remote areas.
The analysis of the foregoing description is that the quality and standard of education in a country is closely associated to the quality and competitiveness of its teaching force. Unfortunately, very little attention has been paid by successive governments to improve the quality of teachers. Teachers are dragged in politics because their appointments, transfers and promotions are decided on the basis of political affiliations. Political interference in administrative matters, recruitment policy and conduct of examinations in public sector education has further resulted in decline of academic standards. Professionally committed teachers and officers are threatened with dire consequences if they refuse to obey the illegal and unlawful orders of political authority. On the other side, politically appointed personnel in education sector act as field workers to protect the interests of political figures who, in return, reward them with illegal postings of their own choice. In fact, political interference in such a full swing has eroded the very credibility of education system in Pakistan.
2.10.16 Multiple Tier System of Education Rehman, H., and Khan, N. (2006b: 73-74) stated that the education system of Pakistan is an amalgam of multiple tier school systems. The system is so divisive that it has created a huge gap among different classes of society. The different tiers have been created intentionally to strengthen the rule of elite class over the poor segment of society. The rich avail all the facilities, which are required to provide quality education in costly private schools whereas the poverty- stricken people send their children to government schools where they receive substandard education and make them incapable to perform effectively in the market.
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Different tires of education system have been created in Pakistan over the period of 60 years, which include Cambridge Education System, Pakistan Secondary Education System and Madrassah Education System. Cambridge Education System is exclusively meant for the children of those who are very rich and want to send them abroad for higher education. Pakistan Secondary Education System contains public sector schools and private schools. The former are meant for the poor and downtrodden people of society whereas the latter cater to the needs of middle class people who can afford to pay their fees and meet other educational expenses. The medium of instruction in government schools is mostly Urdu but private schools have adopted English as medium of teaching. Madrassah Education System provides religious education to the deprived and neglected students of society whose parents/guardians are left with no other alternative but to send their children to Madrassah for free education.
Rashid, K., and Mukhtar, S. (2012b: 336) viewed that there is multiplicity of education system which leads to social imbalance in society and bifurcates the masses into social and economic classes. The students from upper class enjoy the privilege of studying „O‟ and „A‟ level curriculum whereas, the students belonging to middle and lower middle classes are compelled to follow the inflexible and stagnant curriculum taught in secondary schools. The stuff produced by public sector in Urdu medium schools is usually destined to serve as clerks and assistants in different departments. Religious Madrassahs create yet another class in society, which is totally oblivious of the world outside their own perceptions.
2.10.17 Ineffective School Inspection and Monitoring Mechanism Ahmad, I. et al. (2013: 814-819) stated that inspection and monitoring of schools are carried out to strengthen the system of education. It is a process to monitor the quality standards and efficiency of educational institutions. The main purpose behind inspection is to provide supervision to improve teaching learning process, uplift administrative standards and present solutions to the problems identified during monitoring. Inspection is a powerful tool to monitor the system of education because it ensures that work is performed according to the laid down criteria.
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However, it is unfortunate that the education system of Pakistan is facing a crisis of effective school inspection and monitoring mechanism. The district level education officers are assigned the duty to carry out inspection with the aim to improve quality of teaching and learning in schools. Unfortunately, the inspectors known as education officers adopt autocratic approach while assessing the performance of low rank teachers and workers. They treat the juniors as their servants. As a result, there exists a vast gap between inspectors and school personnel, which adversely affects the quality of teaching and learning in schools.
Saeed, M. (2007: 47-50) reported that inspection, supervision and monitoring of school education is mainly the responsibility of district level education officers. Secondary schools in Pakistan are supervised and monitored by District Education Officers. Sometimes, the said officers may constitute a team of the professionals of same department to carry out inspection to provide guidelines regarding academic and administrative matters. The provincial governments have also established monitoring cells to supervise the public sector school affairs. However, the overall management, supervision and monitoring mechanism in education system of Pakistan is weak. Lack of accountability and absence of sound management system further weakened this sector in terms of quality dimension. Shah, D. (2009: 1-15) stated that monitoring and supervisory visits are carried out in public sector schools to collect information and take necessary measures to remove weaknesses and solve the problems indentified. The District Education Officers are responsible to monitor the academic activities carried out in schools and also solve the administrative problems. The supervisors authorized by the said authority also visit schools to check teachers‟ absenteeism and classwise attendance of students. However, there does not exist any independent monitoring cell in the education system of Khyber Pakhtunkhwa to provide academic and pedagogical guidance to the teachers. The monitoring visits carried out by supervisors are also ineffective because they do not have authority to solve problems indentified in schools. In case of appointments and transfers, they yield to political pressure and bypass merit policy. Furthermore, the supervisors known as education officers are overburdened with administrative works and official assignments. As a result, they fail to pay due attention to the instructional supervision of schools.
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Malik, Z. I., Amin, M. N., and Irfan, Y. (2012: 13-51) documented that monitoring and supervision are significant management tools used in educational organizations to measure progress and facilitate decision making process. The quality of education can be monitored in schools through regular visits of district level education officers, evaluation reports, regular school census, board examinations and test results. In the system of education, supervision also plays vital role in assisting, supporting and advising students, teachers and school heads to improve teaching learning process and strengthen monitoring system. Although the monitoring and supervision mechanism exists in some form in the education system of Pakistan but it has failed to deliver positive results. It is beautifully mentioned in papers but badly practiced in field. Moreover, supervisors are not professionally trained enough to carry out instructional supervision and give their input to solve problems identified during the process. They also treat teachers of low rank as their servants. This attitude has diminished the purpose of monitoring and professional supervision in schools and rendered the whole process as ineffective.
2.10.18 Lack of Students’ and Teachers’ Motivation towards Learning According to Inamullah, Sagheer, S., Sattar, T., Khan, S. (2013: 90-105) motivation to learn is the commitment, dedication and involvement of students to learn and achieve higher academic accomplishments, which will facilitate them in their occupational career in practical life. It is basically the attribute that urges learners and teachers to move ahead and do something. Motivation is the best medium that engages the learners in higher order thinking and creates analytical insight in them. Under the influence of the driving force of motivation, the learners struggle hard to achieve desired goals through certain courses of action. The study revealed certain key factors that have significant impact on students‟ and teachers‟ motivation towards teaching learning process. These factors include interaction of teachers with students, peaceful class environment, adequate class size, professional competency of teachers and relevance of curriculum contents. All these factors play crucial role in motivating students and teachers to make teaching learning process more effective.
Rehman, A., and Haider, K. (2013:139-146) stated that motivation energizes both teachers and students towards the achievement of a predetermined goal. It is a key factor in learning and accomplishment of students during academic career. Teachers use motivation as a
xci weapon to develop students‟ interest in different subjects. It increases students‟ performance by providing them energy, enthusiasm and a spirit to move forward. A healthy competition is developed among different organs of school organization, which makes easier to achieve the desired goal. The study reveals some ideas to improve students‟ learning and teachers‟ efficiency, which are briefly described in what follows:
2.10.18.1 Supportive Teaching Style Supportive teaching style allows students maximum autonomy and increases students‟ interest, enjoyment, engagement and performance.
2.10.18.2 Healthy School Environment Healthy school environment motivates students towards learning. Instead of awarding physical punishment and intimidating students, teachers should understand their problems.
2.10.18.3 Clarity of Goals and Objectives It is necessary for students to know the objectives of assigned task. Therefore, teachers should explain what the objectives of the assignments are. Clear objectives and rules motivate the students towards higher level of academic accomplishments.
2.10.18.4 Field Trips and Outdoor Visits Although students learn a lot of things in the classroom but both students and teachers get bore for remaining a long time in a class. To renew their interest in class and subject, change is necessary. Therefore, school should arrange field trips according to curriculum under the supervision of teachers. Due to study tours, students and teachers increase their interest in school subjects and they are motivated to achieve the targeted goals.
2.10.18.5 Provision of Varied Experiences It is commonly observed that all the students of class do not respond to lessons in the same way. For some, hands-on experiences may be the best. Others may love to read books quietly or to work in groups. In order to keep all students motivated, teachers should mix the
xcii class, so that students with different preferences will get focused on the things they like the best. This will help students and teachers stay engaged and pay attention. In order to foster intrinsic motivation, teachers should create learning activities that are based on topics and relevant to students' lives.
2.10.18.6 Healthy Competitions in Students and Teachers Competition among students motivates them to learn and inspires the teachers to perform effectively. It develops the habit of hard work and increases their reservoir of knowledge. Students learn more with their class fellows. Therefore, positive spirit of competition is required to be developed for better learning.
2.10.18.7 Rewards, Prizes and Appreciation Students and teachers like rewards, prizes and appreciation because they develop motivation among them. It is an excellent way for motivating them towards hard work. For students, reward may be simple like sweets, stickers on a paper or any gift because they always crave for praise, recognition and encouragement.
2.10.18.8 Assigning Responsibilities The school administration must give different responsibilities to students and teachers because these responsibilities develop a sense of motivation among them. Students perform classroom duties and enjoy the tasks. It is very useful to allow students and teachers to do different works in schools. This factor motivates them to do hard work and creates a sense of responsibility.
2.10.19.9 Group Work Teachers should provide an opportunity to students to work in groups. When they solve the problems in groups, they learn more. In group form, social interaction is developed in students and they are excited to do the task and reach the goals. Students can have increased level of motivation when they feel some sense of autonomy in the learning process, but the motivation declines when they have no voice in the class structure.
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2.10.18.10 Encourage Self-Reflection Students always have ambitions to do miracles in their educational career, if motivated properly. A suitable way to motivate them is to let them have a hard look at themselves and determine their own strengths and weaknesses. Students are often much more motivated by creating these kinds of critiques of themselves than by having a teacher do it for them, as it makes them feel in charge of creating their own objectives and goals. 2.10.18.11 Personal Information about Students Teachers must know about their students and memorize their names to show affection and kindness. In this way, they develop feelings of love and respect for their teachers and get motivated to learn.
Atta, M. A., and Jamil, A. (2012:427-429) viewed that students at secondary school level require motivation, proper supervision and maximum guidance to improve their performance because they have to compete with their peers at various levels not only in school life but also during their occupational career. Therefore, high motivation and proper engagement in learning is consistently required for increased level of students‟ success at various stages, which promotes positive thinking towards learning. The study reveals three types of motivation, which include intrinsic motivation, extrinsic motivation and motivation to learners. In intrinsic motivation, students participate in various curricular and co-curricular activities for recreation and enjoyment. In extrinsic motivation, students and teachers perform and join different activities to receive prize, gifts, and rewards or to avoid punishment. Students are encouraged to improve their academic grades. Motivation to learn is related to the value and benefits of academic tasks. It may come either from intrinsic or from extrinsic sources.
Amir, F., and Kamal, Y. (2011:242-247) viewed learning as a multidimensional and life long process, which requires an active participation of learner and educator. However, motivation is an essential element to ensure active participation of the teacher and the taught. The critical factors, which improve students‟ and teachers‟ motivation include teaching methodology, students‟ positive thinking and attitude, self-regulated process and personal dedication of instructor and students. The study also emphasizes two types of motivation, which
xciv include intrinsic motivation and extrinsic motivation. Both of the types play significant role in motivating students and teachers towards reaching their predetermined destiny.
Inayatullah, A., and Jehanghir, P. (2013: 78-84) stated that motivation is a driving force that compels an individual to achieve certain goals set before him. Motivation has a direct and positive effect on students learning and teachers‟ job performance. The performance of both teachers and students can be determined by three factors, which include motivational level, working environment of an institution and potential to do work. Poorly designed working conditions, lack of appreciation, absence of rewards and monetary benefits and autocratic attitude of higher authorities lead to de-motivation. The analysis of what was reviewed above indicates that motivation is a key factor and noteworthy medium that not only increases the conceptual learning of students but also enhances their performance level. There are many factors which may either increase or decrease motivational level of students and teachers towards teaching learning process. These factors, among others, include encouragement of teachers to their students, ideal class size, adequate student teacher ratio, competition among students, clarity of goals and objectives before students, provision of varied experiences, healthy school environment and application of latest teaching methodologies and incentives and rewards both for teachers and students.
Above all, teachers should work as motivators at the secondary school level and appreciate students for all the positive activities carried out during teaching learning process. They should realize the students the importance of their fundamental role to be played in establishing an educated and civilized society. They should also adopt teaching methods according to students‟ psychology, age and curricular contents. In fact, motivation is a psychological force that determines the direction of a person‟s behaviour and course of action during life.
2.11 Critique of Literature Review The study attempted to analyze the causes of deterioration of quality of education at the secondary school level on the basis of review of local and global literature. The purpose was to
xcv identify relevant citations that could help the study in defining the quality of education and highlighting the causes that are responsible for deterioration of quality of education at the level of Govt. Boys‟ Secondary Schools in Khyber Pakhtunkhwa province of Pakistan. It was, therefore, considered imperative to review vast volumes of literature for the identification of indicators that could be used in the instruments for collection of the needed data and solution of the problem.
Literature review has provided different definitions of quality of education. Quality is a complex and contextual term that changes its meaning in the changing context. It means state, nature, disposition or particular feature of anything. Quality has also been defined as the totality of features and characteristics of a product or service that is intended to satisfy the needs of its customers. It is the condition of a product being free from defects, deficiencies and significant variations.
Quality education, at the secondary school level, means excellence, which refers to pupils‟ remarkable achievement in different school subjects. Quality education also refers to the extent to which educational system meets or tends to respond to the economic and social needs of society. The development of students‟ potential and capabilities is a vital component of quality education. Quality education develops students‟ hidden potentialities and competencies, which include, among others, general ability to think rationally, act wisely and react accordingly. Education, without quality is not likely to serve its real purpose to bring about behavioural change enabling youth to lead successful life.
Quality education, at the secondary school level, is also conceived to cultivate creative and analytical skills, imaginative power, good communication skills and problem solving techniques among youth in order to make them self-reliant in society. Quality education is the ability of education system to form skilled human capital for economic growth and national development. Behind the competency and proficiency of education system, there are four main driving forces, which include moral obligation, professional responsibilities, highly competitive environment and accountability imperative. The aforementioned motivating forces enable
xcvi institutions to deliver what is required of them. The model of total quality management also emphasizes the need of invigorating the educational organizations to fulfill societal requirements.
Pakistan‟s education system, in general, and secondary education, in particular, is commonly referred to as one of the biggest obstacles preventing the country from achieving its ability to function in the global economy. The whole system of education is in shambles. The standard of attainment has fallen down to a level that is not acceptable to the market and does not meet the criteria of acceptability, relevance and employability that are established through examination results or other norms of scholastic achievements, and are thought to have gone down, below standard. Secondary Education in Pakistan has failed to provide employment opportunities to majority of its youth.
The most important area was to identify causes for deterioration of quality of education at the secondary level in Khyber Pakhtunkhwa province of Pakistan. According to review of literature, these causes, among others, included lack of required infrastructural and physical facilities, ineffective teaching learning process, lack of equipments for science laboratories, inadequate mechanism for monitoring and supervision and outdated and imbalanced curriculum. Moreover, lack of computer technology, defective examination system, poor teaching force, multi tier education system and inadequate public financing of education worsened the situation even a step further. The afore mentioned causes have resulted in significant deterioration of quality and as a result rendered the whole system as spiritless, dissipated and completely indifferent to the social and economic needs of society.
The review facilitated the study to identify a number of indicators of quality that were used in the instruments of this study. These indicators included, among others, literacy ratio, dropout and retention rates, effective system of examinations, production of skilled manpower per annum, enrollment of students in different age groups, number of qualified teaching staff, available infrastructural facilities, use of scientific teaching methodology, student-teacher ratio, pupil-classroom ratio and class size. Besides these indicators, positive behavioural change in youth, annual pass percentage of graduates, duration of class time, language skills, basic knowledge of maths, science and general subjects, annual expenditure per student, number of
xcvii students per computer, co-curricular activities in schools, annual board/departmental examination results were also used as quality parameters to evaluate the effectiveness of an education system.
Similarly, based on review of local and global literature, a number of factors were identified, which were reported as the pillars of quality education. Some of the principal factors, which could help promote effectiveness and quality of education included out-standing teaching faculty, well-balanced and challenging curriculum, healthy and well-protected learners, visionary leadership in schools, availability of adequate infrastructural and physical facilities, support of parents and community, use of modern teaching methodology, well-equipped laboratories, well- stocked libraries and sound mechanism for monitoring and supervision.
The literature review also indicated that well-disciplined and conducive learning environment, co-curricular activities, use of informational technology in teaching learning process, mentoring of newly appointed and less experienced staff and availability of needed financial resources were also the crucial factors upon which educational advancement and quality improvement could be based.
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Chapter-3 METHODOLOGY OF THE STUDY The study used descriptive research method, which described the facts and characteristics of the given population and area of interest factually and accurately. A set of research tools including two opinionnaires and interview items for randomly selected school heads, teachers and students of classes 9-10 were prepared. The instruments were pilot tested to ensure that they worked properly in the field. Data were collected through primary as well as secondary sources. The analysis of data was done with the help of tables and graphs and further validated on the basis of application of relevant statistical measures. The qualitative data were described and placed under different patterns and categories for interpretation. The inferences drawn were made the basis for drawing conclusions and appropriate recommendations for remedial solution of the problem of the study.
3.1 Sources of Data The primary data were collected from school heads, teachers and students of 9th and 10th classes through interviews with school heads and opinionnaires handed over personally to teachers and students, which were collected in person. The secondary data were obtained from the study of books, journals, office records and review of literature. The interviews were scheduled in advance and conducted on the basis of structured items.
3.2 Population and Sample The population of the study included all the 440 school heads, 1006 teachers and 20676 students of 9th and 10th classes of Govt. Boys‟ Secondary Schools in the six sampled districts of Khyber Pakhtunkhwa province of Pakistan. The basis for the selection of these districts was that they represented all the six administrative divisions of the province and, on this score, the findings of the study could be generalized to the province. The sample included 132 (30%) school heads, 302 (30%) teachers and 6203(30%) students of 9th and 10th classes in Govt. Boys‟ High Schools both in urban and rural areas of each district randomly selected from all the six sampled districts on the basis of strength of school heads, teachers and students in each district. The sampled respondents were selected through stratified random sampling technique. It is very
xcix similar to simple random sampling, but it takes advantage of the fact that populations often have certain characteristics that differentiate some groups from others. The aim of the stratified random sample is to reduce the potential for human bias in the selection of cases to be included in the sample. Stratified random sampling allows us to make statistical conclusions from the data collected that is considered to be valid.
3.3 Tools of the Study The two opinionnaires and interview items were the important tools of the study. Two different closed-ended opinionnaires were personally handed over to teachers and students of 9- 10 classes of Government Boys‟ High Schools in each of the six sampled districts. They were also received in person. The interviews were held with school heads of Govt. Boys‟ High Schools on the basis of structured interviews scheduled in advance. All the subjects were randomly selected. The schedule of interview is placed in Appendix-G. The opinionnaire for School Heads‟ interviews is placed in Appendix-E, whereas opinionnaires for secondary school teachers and students are placed in Appendices-B, C and D.
3.4 Pilot Study The tools were pretested by administering to 5 school heads, 10 teachers and 50 students of Govt. Boys‟ High Schools of Khyber Pakhtunkhwa province of Pakistan, who were not included in the sample. In the light of their suggestions, the instruments were slightly modified to ensure the collection of valid and reliable data for this research.The schools included in pilot studies are listed in Appendix- F.
3.5 Validity and Reliability of the Study Validity is the extent to which a test measures what it is supposed to measure. It refers to the accuracy of the results. Reliability is concerned with the accuracy of methods employed for the collection of data. The current scenario of the problem of study was described accurately. The data were collected through the relevant and reliable sources and presented logically. The validity and reliability was ensured by objectivity and unbiased approach to data collection, their analysis and interpretation as well as pilot testing of tools of research. The reliability of data was
c further ensured by the use of statistical measures. Its value for teachers‟ opinionnaires was .994 whereas the reliability of the students‟ opinionnaires was .991.
3.6 Translation of Opinionnaire for Students There is dual medium of instruction used by private and government schools in Khyber Pakhtunkhwa province of Pakistan. Government Boys‟ High Schools included in the study were using mostly Urdu language. Therefore, the opinionnaire was translated into Urdu for students with the help of experts and fielded to them both Urdu and English versions. The Urdu version of the opinionnaire for students is placed in Appendix-C.
3.7 Establishing Rapport with the Research Participants Rapport was established with the research participants for effective interviews and eliciting appropriate responses to the opinionnaire. For this purpose, familiarity was developed with subjects at the time of fielding of instruments and holding interviews. The process was further facilitated by producing introductory letter from my thesis supervisor. The introductory letter is placed in Appendix-A.
3.8 Data Collection and Analysis The data were collected through closed-ended opinionnaires that were personally fielded to students of 9th, 10th classes and secondary school teachers of Government Boys‟ High Schools of Khyber Pakhtunkhwa province of Pakistan. Interviews were held with School Heads in all the selected six districts namely, Bannu, Charsadda, Dera Ismail Khan, Kohat, Malakand, and Mansehra.
The data were analyzed through descriptive statistical methods. The qualitative data were placed under different categories and described for drawing inferences. The quantitative data were made meaningful through frequency tables, figures and graphs and interpreted for drawing inferences from them. Five point Likert scale was used to collect the responses of sampled students and teachers of Government Boys‟ High Schools.
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The analysis of data was supported by three statistical techniques: percentages, frequency tables and t-test. The descriptive analysis was carried out on the basis of percentages and frequency tables whereas t-test was used for inferential measures to acquire overall information of sampled population. The formula for statistical analysis of quantitative data is given as under:
t =X - µ σ/
The following abbreviations were used in the analysis of data. SA = Strongly Agree A= Agree UD= Undecided DA= Disagree SDA= Strongly Disagree X= Shows the Mean Value σ= Shows the Standard Deviation n= Total No. of Samples µ = 1 p= Significance Value %= Percentage Assumed Mean Score= 3 If p<0.05, then the calculated mean will be significantly greater or smaller than assumed mean.
Chapter-4 DATA COLLECTION, ANALYSIS AND DISCUSSION
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This chapter deals with collection, analysis and discussion of data. Data collection and analysis are very important steps in research. Analysis facilitated the process to organize and verify data while interpretation and discussion provided values, perspectives and conceptual framework to support conclusions. The focus of data analysis was to reduce and describe large volume of data to produce meaningful information for discussion and interpretation.
The study used two types of instruments for data collection. Two separate opinionnaires containing 45 items each, one for 302 secondary school teachers and the other for 6203 students of 9th, 10th classes of 132 Govt. Boys‟ High Schools of six sampled districts were used whereas an open-ended opinionnaire was applied to 132 school heads to elicit their responses to six relevant questions. The primary data were collected through opinionnaires administered to secondary school teachers and students of 9th, 10th classes and interviews held with secondary school heads of Khyber Pakhtunkhwa province on the basis of prescheduled programme. The secondary data were collected from the study of office records, documents and related literature.
The data were given both quantitative and qualitative treatment. The qualitative data were described and placed under different patterns and categories for interpretation whereas the quantitative treatment of the data required presentations in tables and graphs and their conversion into figures and percentages before discussion and interpretation for findings of the study.
4.1 Responses of Teachers Based on Opinionnaire Table- 4.1.1: The quality of education has deteriorated due to unsatisfactory teaching learning process. Options Secondary School Percentage
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Teachers SA 172 57.0% A 54 17.9% UD 12 4.0% DA 37 12.3% SDA 27 8.9% Total 302 100% Statistical Test Value of t= 49.877 Value of P= .000<0.05 Mean = 4.0166 Standard Deviation= 1.382
The analysis of data in Table-4.1.1 showed that out of 302 secondary school teachers, 172 (57.0%) „strongly agreed‟ and 54 (17.9%) „agreed‟ that the quality of education has deteriorated due to unsatisfactory teaching learning process. However 12 (4.0%) remained „undecided‟, 37 (12.3%) „disagreed‟, and 27 (8.9%) „strongly disagreed‟ to the given statement.
The statistical analysis, of the statement no. 01 of Table-4.1.1 indicated that the calculated mean score 4.01 is significantly higher than the assumed mean score, as P < 0.05. Hence, the opinions of secondary school teachers reflect that the quality of education has deteriorated due to unsatisfactory teaching learning process.
Figure-01
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Table- 4.1.2: Adequately trained, qualified and committed teachers are not mostly available to improve teaching learning process. Options Secondary School Percentage Teachers SA 185 61.3% A 50 16.6% UD 14 4.6% DA 35 11.6% SDA 18 6.0% Total 302 100% Statistical Test Value of t= 55.71 Value of P= .000<0.05 Mean = 4.15 Standard Deviation= 1.28
The analysis of data in Table-4.1.2 of the statement no. 02 indicated that out of 302 secondary school teachers, 185 (61.3%) „strongly agreed‟ and 50 (16.6%) „agreed‟ that
cv adequately trained, qualified and committed teachers are not mostly available to improve teaching learning process. However 14 (4.6%) remained „undecided‟, 35 (11.6%) „disagreed‟ and 18 (6.0%) „strongly disagreed‟ to the given statement.
The statistical analysis of the statement no. 02 of Table-4.1.2 showed that the calculated mean score 4.15 is significantly higher than the assumed mean score, as P < 0.05. Hence, majority of the respondents „agreed‟ that adequately trained, qualified and committed teachers are not mostly available to improve teaching learning process.
Figure-02
Table-4.1.3: The quality of education in schools is reportedly deteriorated and not acceptable to stakeholders. Options Secondary School Percentage
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Teachers SA 190 62.9% A 60 19.9% UD 8 2.6% DA 31 10.3% SDA 13 4.3% Total 302 100% Statistical Test Value of t= 62.25 Value of P= .000<0.05 Mean = 4.27 Standard Deviation= 1.18
The analysis of data in Table-4.1.3 of statement no. 03 transpired that out of 302 secondary school teachers, 190 (62.9%) „strongly agreed‟ and 60 (19.9%) „agreed‟ that the quality of education in schools is reportedly deteriorated and not acceptable to stakeholders. However, 8 (2.6%) remained „undecided‟, 31 (10.3%) „disagreed‟ and 13 (4.3%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 03 of Table-4.1.3 revealed that calculated mean score 4.27 is significantly higher than the assumed mean score, as P < 0.05. Hence, the opinions of secondary school teachers reflect that the quality of education in schools is reportedly deteriorated and not acceptable to stakeholders.
Figure-03
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Table-4.1.4: Teachers apply appropriate teaching methodologies according to the different needs of students. Options Secondary Percentage School Teachers SA 131 43.4% A 60 19.9% UD 14 4.6% DA 61 20.2% SDA 36 11.9% Total 302 100% Statistical Test Value of t= 4163 Value of P= .000<0.05 Mean = 3.63 Standard Deviation= 1.49 The data presented in Table-4.1.4 of statement no. 04 revealed that out of 302 secondary school teachers, 131 (43.4%) „strongly agreed‟ and 60 (19.9%) „agreed‟ that teachers apply
cviii appropriate teaching methodologies according to the different needs of students. However, 14 (4.6%) remained „undecided‟ 61 (20.2%) „disagreed‟ and 36 (11.9%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 04 of Table-4.1.4 depicted that the calculated mean score 3.63 is higher than the assumed mean score, as P < 0.05. Hence, the views of secondary school teachers signify that teachers apply appropriate teaching methodologies according to the different needs of students.
Figure-04
Table-4.1.5: Teachers pay individual attention to every student of class. Options Secondary School Percentage
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Teachers SA 36 11.9% A 20 6.6% UD 11 3.6% DA 186 61.6% SDA 49 16.2% Total 302 100% Statistical Test Value of t= 33.859 Value of P= .000<0.05 Mean = 2.36 Standard Deviation= 1.19
The analysis of data in Table-4.1.5 of the statement no. 05 showed that out of 302 secondary school teachers, 36 (11.9%) „strongly agreed‟ and 20 (6.6%) „agreed‟ that teachers pay individual attention to every student of classes. However, 11 (3.6%) remained „undecided‟, 186 (61.6%) „disagreed‟ and 49 (16.2%) „strongly disagreed‟ to the given statement.
The statistical analysis of the statement no. 05 of Table-4.1.5 showed that the calculated mean score 2.36 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of respondents reflect that teachers do not pay individual attention to every student of class.
Figure-05
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Table-4.1.6: Teachers make use of Audio Visual Aids while teaching. Options Secondary Percentage School Teachers SA 38 12.6% A 19 6.3% UD 11 3.6% DA 184 60.9% SDA 50 16.6% Total 302 100% Statistical Test Value of t= 33.53 Value of P= .000<0.05 Mean = 2.37 Standard Deviation= 1.21
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The analysis of data in Table-4.1.6 of the statement no. 06 indicated that out of 302 secondary school teachers, 38 (12.6%) „strongly agreed‟ and 19 (6.3%) „agreed‟ that teachers make use of Audio Visual Aids in classrooms while teaching. However, 11 (3.6%) remained „undecided‟, whereas, majority of 184 (60.9%) „disagreed‟ and 50 (16.6%) „strongly disagreed‟ to the given statement and rejected it.
The statistical analysis of the statement no. 06 of Table-4.1.6 indicated that calculated mean score 2.37 is significantly less than assumed mean score, as P < 0.05. Hence, the views of secondary school teachers show that they do not make use of Audio Visual Aids while teaching.
Figure-06
Table-4.1.7: Teachers prepare lesson plans and follow scheme of study properly.
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Options Secondary Percentage School Teachers SA 41 13.6% A 23 7.6% UD 19 6.3% DA 180 59.6% SDA 39 12.9% Total 302 100% Statistical Test Value of t= 34.90 Value of P= .000<0.05 Mean = 2.49 Standard Deviation= 1.22
The analysis of data in Table-4.1.7 of the statement no. 07 revealed that out of 302 secondary school teachers, 41 (13.6%) „strongly agreed‟ and 23 (7.6%) „agreed‟ that teachers prepare lesson plans and follow scheme of study properly. However, 19 (6.3%) remained „undecided‟, 180 (59.6%) „disagreed‟ and 39 (12.9%) „strongly disagreed‟ to the given statement and rejected it.
The statistical analysis of the statement no. 07 of Table-4.1.7 showed that the calculated mean score 2.49 is less than the assumed mean score, as P < 0.05.Hence, the opinions of secondary school teachers reflect that they neither prepare lesson plans nor follow scheme of study.
Figure-07
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Table-4.1.8: Teachers complete their courses in time. Options Secondary Percentage School Teachers SA 180 59.6% A 55 18.2% UD 12 4.0% DA 30 9.9% SDA 25 8.3% Total 302 100% Statistical Test Value of t= 52.99 Value of P= .000<0.05 Mean = 4.11 Standard Deviation= 1.33
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The data presented in Table-4.1.8 of the statement no. 08 revealed that out of 302 secondary school teachers, 180 (59.6%) „strongly agreed‟ and 55 (18.2%) „agreed‟ that teachers complete their courses in time. However, 12 (4.0%) remained „undecided‟, 30 (9.9%) „disagreed‟, and 25 (8.3%) „strongly disagreed‟ to the given statement.
The statistical analysis of the statement no. 08 of Table-4.1.8 depicted that the calculated mean score 4.11 is significantly higher than the assumed mean score, as P < 0.05.Hence, majority of respondents „agreed‟ that teachers complete their courses in time.
Figure-08
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Table-4.1.9: Teachers provide guidance and counseling to students. Options Secondary School Percentage Teachers SA 182 60.3% A 40 13.2% UD 22 7.3% DA 40 13.2% SDA 18 6.0% Total 302 100% Statistical Test Value of t= 53.17 Value of P= .000<0.05 Mean = 4.09 Standard Deviation= 1.32
The analysis of data in Table-4.1.9 of statement no. 09 showed that out of 302 secondary school teachers, 182 (60.3%) „strongly agreed‟ and 40 (13.2%) „agreed‟ that teachers provide guidance and counseling to students. However, 22 (7.3%) remained „undecided‟, 40 (13.2%) „disagreed‟ and 18 (6.0%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 09 of Table-4.1.9 indicated that the calculated mean score 4.09 is significantly higher than the assumed mean score, as P < 0.05.Hence, majority of secondary school teachers „agreed‟ that the teachers provide guidance and counseling to students.
Figure-09
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Table-4.1.10: The school has sufficient qualified staff for all the subjects they are supposed to teach. Options Secondary School Percentage Teachers SA 55 18.2% A 41 13.6% UD 8 2.6% DA 9 3.0% SDA 189 62.6% Total 302 100% Statistical Test Value of t= 22.54 Value of P= .000<0.05 Mean = 2.22 Standard Deviation= 1.67
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The analysis of data in Table-4.1.10 of the statement no. 10 indicated that out of 302 secondary school teachers, 55 (18.2%) „strongly agreed‟ and 41 (13.6%) „agreed‟ that the schools have sufficient qualified staff for all the subjects they are supposed to teach. However, 8 (2.6%) remained „undecided‟, 9 (3.0%) „disagreed‟, and 189 (62.6%) „strongly disagreed‟ to the given statement.
The statistical analysis of the statement no. 10 of Table-4.1.10 revealed that the calculated mean score 2.22 is significantly less than the assumed mean score, as P < 0.05. Hence, the views of secondary school teachers signify that there is shortage of qualified teaching staff for different subjects in their schools.
Figure-10
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Table-4.1.11: School infrastructural and physical facilities have great impact on students’ personality development and academic progress. Options Secondary School Percentage Teachers SA 186 61.6% A 60 19.9% UD 16 5.3% DA 20 6.6% SDA 20 6.6% Total 302 100% Statistical Test Value of t= 59.72 Value of P= .000<0.05 Mean = 4.23 Standard Deviation= 1.22
The analysis of data in Table-4.1.11 of the statement no. 11 transpired that out of 302 secondary school teachers, 186 (61.6%) „strongly agreed‟ and 60 (19.9%) „agreed‟ that school infrastructural and physical facilities have great impact on students‟ personality development and academic progress. However, 16 (5.3%) remained „undecided‟, 20 (6.6%) „disagreed‟ and 20 (6.6%) „strongly disagreed‟ to the given statement.
The statistical analysis of the statement no. 11 of Table-4.1.11showed that the calculated mean score 4.23 is significantly higher than the assumed mean score, as P < 0.05. Hence, majority of respondents „agreed‟ that school infrastructural and physical facilities have great impact on students‟ personality development and academic progress.
Figure-11
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Table-4.1.12: Your school has (newly constructed) purpose-built building and adequate infrastructural facilities. Options Secondary School Percentage Teachers SA 140 46.4% A 52 17.2% UD 4 1.3% DA 60 19.9% SDA 46 15.2% Total 302 100% Statistical Test Value of t= 39.07 Value of P= .000<0.05 Mean = 3.59 Standard Deviation= 1.58
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The data presented in Table-4.1.12 of the statement no. 12 revealed that out of 302 secondary school teachers, 140 (46.4%) „strongly agreed‟ and 52 (17.2%) „agreed‟ that their schools have (newly constructed) purpose-built buildings and adequate infrastructural facilities. However, 4 (1.3%) remained „undecided‟, 60 (19.9%) „disagreed‟ and 46 (15.2%) „strongly disagreed‟ to the given statement.
The statistical analysis of the statement no. 12 of Table-4.1.12 indicated that the calculated mean score 3.59 is significantly higher than the assumed mean score, as P < 0.05. Hence, majority of respondents „agreed‟ that their schools have (newly constructed) purpose- built buildings and adequate infrastructural facilities.
Figure-12
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Table-4.1.13: Your school has a computer lab with internet facility. Options Secondary School Percentage Teachers SA 27 8.9% A 60 19.9% UD 4 1.3% DA 130 43.0% SDA 81 26.8% Total 302 100% Statistical Test Value of t= 31.29 Value of P= .000<0.05 Mean = 2.41 Standard Deviation= 1.31
The analysis of data in Table-4.1.13 of the statement no. 13 showed that out of 302 secondary school teachers, 27 (8.9%) „strongly agreed‟ and 60 (19.9%) „agreed‟ that their schools have computer labs with internet facility. However, 4 (1.3%) remained „undecided‟, 130 (43.0%) „disagreed‟ and 81 (26.8%) „strongly disagreed‟ to the given statement.
The statistical analysis of the statement no. 13 of Table-4.1.13 revealed that the calculated mean score 2.41 is less than the assumed mean score, as P < 0.05. Hence, the opinions of respondents reflect that their schools do not have computer labs with internet facility.
Figure-13
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Table-4.1.14: Your school has science laboratories with latest equipments, chemicals and other accessories. Options Secondary School Percentage Teachers SA 150 49.7% A 68 22.5% UD 11 3.6% DA 61 20.2% SDA 12 4.0% Total 302 100% Statistical Test Value of t= 51.80 Value of P= .000<0.05 Mean = 3.94 Standard Deviation= 1.30
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The analysis of data in Table-4.1.14 of statement no. 14 indicated that out of 302 secondary school teachers, 150 (49.7%) „strongly agreed‟ and 68 (22.5%) „agreed‟ that their schools have science laboratories with latest equipments, chemicals and other accessories. However, 11 (3.6%) remained „undecided‟, 61 (20.2%) „disagreed‟ and 12 (4.0%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 14 of Table-4.1.14 depicted that the calculated mean score 3.94 is higher than the assumed mean score, as P < 0.05. Hence, majority of respondents viewed that their schools have science laboratories with latest equipments, chemicals and other accessories.
Figure-14
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Table-4.1.15: Your school has spacious classrooms to accommodate students. Options Secondary School Percentage Teachers SA 123 40.7% A 44 14.6% UD 15 5.0% DA 47 15.6% SDA 73 24.2% Total 302 100% Statistical Test Value of t= 33.95 Value of P= .000<0.05 Mean = 3.32 Standard Deviation= 1.67
The analysis of data in Table-4.1.15 of statement no. 15 transpired that out of 302 secondary school teachers, 123 (40.7%) „strongly agreed‟ and 44 (14.6%) „agreed‟ that their schools have spacious classrooms to accommodate students. However, 15 (5.0%) remained „undecided‟, 47 (15.6%) „disagreed‟ and 73 (24.2%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 15 of Table-4.1.15 showed that the calculated mean score 3.32 is higher than the assumed mean score, as P < 0.05. Hence, majority of respondents „agreed‟ that their schools have spacious classrooms to accommodate students.
Figure-15
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Table-4.1.16: Your school has appropriate instructional facilities. Options Secondary School Percentage Teachers SA 9 3.0% A 60 19.9% UD 22 7.3% DA 140 46.4% SDA 71 23.5% Total 302 100% Statistical Test Value of t= 35.08 Value of P= .000<0.05 Mean = 2.32 Standard Deviation= 1.13
The data presented in Table-4.1.16 of statement no. 16 revealed that out of 302 secondary school teachers, 9 (3.0%) „strongly agreed‟ and 60 (19.9%) „agreed‟ that their schools have
cxxvi appropriate instructional facilities. However, 22 (7.3%) remained „undecided‟, 140 (46.4%) „disagreed‟ and 71 (23.5%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 16 of Table-4.1.16 showed that the calculated mean score 2.32 is less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of secondary school teachers reflect that their schools do not have appropriate instructional facilities.
Figure-16
Table-4.1.17: Your school has adequate physical facilities like hall, auditorium, toilets, clean drinking water and electricity etc. Options Secondary School Percentage Teachers
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SA 9 3.0% A 61 20.2% UD 16 5.3% DA 142 47.0% SDA 74 24.5% Total 302 100% Statistical Test Value of t= 34.48 Value of P= .000<0.05 Mean = 2.30 Standard Deviation= 1.13
The analysis of data in Table-4.1.17 of the statement no. 17 showed that out of 302 secondary school teachers, 9 (3.0%) „strongly agreed‟ and 61 (20.2%) „agreed‟ that their schools have adequate physical facilities like hall, auditorium, toilets, clean drinking water and electricity etc. However, 16 (5.3%) remained „undecided‟, 142 (47.0%) „disagreed‟ and 74 (24.5%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 17 of Table-4.1.17 indicated that the calculated mean score 2.30 is less than the assumed mean score, as P < 0.05. Hence, the opinions of secondary school teachers reflect that their schools do not have adequate physical facilities like halls, auditorium, toilets, clean drinking water and electricity etc., which is deteriorating factor for quality of education.
Figure-17
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Table-4.1.18: Your school has sufficient furniture for students and teachers. Options Secondary School Percentage Teachers SA 180 59.6% A 55 18.2% UD 10 3.3% DA 50 16.6% SDA 07 2.3% Total 302 100% Statistical Test Value of t= 58.77 Value of P= .000<0.05 Mean = 4.16 Standard Deviation= 1.22
The analysis of data in Table-4.1.18 of the statement no. 18 indicated that out of 302 secondary school teachers, 180 (59.6%) „strongly agreed‟ and 55 (18.2%) „agreed‟ that their
cxxix schools have sufficient furniture for students and teachers. However, 10 (3.3%) remained „undecided‟, 50 (16.6%) „disagreed‟ and 7 (2.3%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 18 of Table-4.1.18 indicated that the calculated mean score 4.16 is significantly higher than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents show that their schools have sufficient furniture for students and teachers.
Figure-18
Table-4.1.19: There is a playground in your school. Options Secondary School Percentage Teachers
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SA 140 46.4% A 32 10.6% UD 15 5.0% DA 81 26.8% SDA 34 11.3% Total 302 100% Statistical Test Value of t= 39.18 Value of P= .000<0.05 Mean = 3.54 Standard Deviation= 1.55
The analysis of data in Table-4.1.19 of the statement no. 19 transpired that out of 302 secondary school teachers, 140 (46.4%) „strongly agreed‟ and 32 (10.6%) „agreed‟ that there are playgrounds in their schools. However, 15 (5.0%) remained „undecided‟, 81 (26.8%) „disagreed‟ and 34 (11.3%) „strongly disagreed‟ to the given statement.
The statistical analysis of the statement no. 19 of Table-4.1.19 depicted that the calculated mean score 3.54 is higher than the assumed mean score, as P < 0.05. Hence, majority of the respondents viewed that there are playgrounds in their schools.
Figure-19
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Table-4.1.20: Your school has a library with sufficient books. Options Secondary School Percentage Teachers SA 142 47.0% A 90 29.8% UD 28 9.3% DA 30 9.9% SDA 12 4.0% Total 302 100% Statistical Test Value of t= 60.68 Value of P= .000<0.05 Mean = 4.06 Standard Deviation= 1.15
The data presented in Table-4.1.20 of the statement no. 20 revealed that out of 302 secondary school teachers, 142 (47.0%) „strongly agreed‟ and 90 (29.8%) „agreed‟ that their
cxxxii schools have libraries with sufficient books. However, 28 (9.3%) remained „undecided‟, 30 (9.9%) „disagreed‟ and 12 (4.0%) „strongly disagreed‟ to the given statement
The statistical analysis of the statement no. 20 of Table-4.1.20 showed that the calculated mean score 4.06 is higher than the assumed mean score, as P < 0.05. Hence, majority of respondents „agreed‟ that their schools have libraries with sufficient books. Therefore, this factor does not lead to deterioration of quality in education at the secondary school level in Khyber Pakhtunkhwa province of Pakistan.
Figure-20
Table-4.1.21: Your school provides scholarship to the needy and intelligent students. Options Secondary School Percentage
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Teachers SA 28 9.3% A 40 13.2% UD 7 2.3% DA 159 52.6% SDA 68 22.5% Total 302 100% Statistical Test Value of t= 32.49 Value of P= .000<0.05 Mean = 2.34 Standard Deviation= 1.23
The analysis of data in Table-4.1.21of statement no. 21 showed that out of 302 secondary school teachers, 28 (9.3%) „strongly agreed‟ and 40 (13.2%) „agreed‟ that their schools provide scholarship to the needy and intelligent students. However, 7 (2.3%) remained „undecided‟, 159 (52.6%) „disagreed‟ and 68 (22.5%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 21 of Table-4.1.21 showed that the calculated mean score 2.34 is less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that their schools do not provide scholarship to the needy and intelligent students.
Figure-21
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Table-4.1.22: Incentives and rewards are given to good teachers for encouragement. Options Secondary School Percentage Teachers SA 19 6.3% A 30 9.9% UD 3 1.0% DA 160 53.0% SDA 90 29.8% Total 302 100%
Statistical Test Value of t= 31.65 Value of P= .000<0.05 Mean = 2.10 Standard Deviation= 1.13
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The analysis of data in Table-4.1.22of statement no. 22 indicated that out of 302 secondary school teachers, 19 (6.3%) „strongly agreed‟ and 30 (9.9%) „agreed‟ that incentives and rewards are given to good teachers for encouragement. However, 3 (1.0%) remained „undecided‟, 160 (53.0%) „disagreed‟ and 90 (29.8%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 22 of Table-4.1.22 indicated that the calculated mean score 2.10 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that incentives and rewards are not given to good teachers for encouragement, which impacts the performance of teachers negatively and deteriorates the quality of education.
Figure-22
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Table-4.1.23: Indiscipline in school premises leads to moral degeneration and decline in quality education. Options Secondary Percentage School Teachers SA 160 53.0% A 102 33.8% UD 24 7.9% DA 10 3.3% SDA 6 2.0% Total 302 100% Statistical Test Value of t= 82.14 Value of P= .000<0.05 Mean = 4.32 Standard Deviation= 0.91
The analysis of data in Table-4.1.23 of statement no. 23 transpired that out of 302 secondary school teachers, 160 (53.0%) „strongly agreed‟ and 102 (33.8%) „agreed‟ that indiscipline in school premises leads to moral degeneration and declines quality of education. However, 24 (7.9%) remained „undecided‟, 10 (3.3%) „disagreed‟ and 6 (2.0%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 23 of Table-4.1.23 revealed that the calculated mean score 4.32 is significantly higher than the assumed mean score, as P < 0.05. Hence, the majority of secondary school teachers „agreed‟ that indiscipline in school premises leads to moral degeneration and decline in quality education.
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Figure-23
Table-4.1.24: The teachers and students of your school observe discipline in school premises. Options Secondary School Percentage Teachers SA 130 43.0% A 60 19.9% UD 18 6.0% DA 50 16.6% SDA 44 14.6% Total 302 100% Statistical Test Value of t= 40.59 Value of P= .000<0.05 Mean = 3.60 Standard Deviation= 1.52
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The data presented in Table-4.1.24 of statement no. 24 revealed that out of 302 secondary school teachers, 130 (43.0%) „strongly agreed‟ and 60 (19.9%) „agreed‟ that the teachers and students of their schools observe discipline in school premises. However, 18 (6.0%) remained „undecided‟, 50 (16.6%) „disagreed‟ and 44 (14.6%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 24 of Table-4.1.24 depicted that the calculated mean score 3.60 is higher than the assumed mean score, as P < 0.05. Hence, majority of secondary school teachers „agreed‟ that the teachers and students of their schools observe discipline in school premises.
Figure-24
Table-4.1.25: In-service training and refresher courses are provided to teachers.
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Options Secondary School Percentage Teachers SA 131 43.4% A 59 19.5% UD 20 6.6% DA 48 15.9% SDA 44 14.6% Total 302 100% Statistical Test Value of t= 40.78 Value of P= .000<0.05 Mean = 3.61 Standard Deviation= 1.52
The analysis of data in Table-4.1.25 of statement no. 25 showed that out of 302 secondary school teachers, 131 (43.4%) „strongly agreed‟ and 59 (19.5%) „agreed‟ that in- service training and refresher courses are provided to teachers. However, 20 (6.6%) remained „undecided‟, 48 (15.9%) „disagreed‟ and 44 (14.6%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 25 of Table-4.1.25 depicted that the calculated mean score 3.61 is higher than the assumed mean score, as P < 0.05. Hence, majority of secondary school teachers „agreed‟ that in-service training and refreshers courses are provided to teachers.
Figure-25
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Table-4.1.26: The teachers of your school are regular in their duties. Options Secondary School Percentage Teachers SA 132 43.7% A 62 20.5% UD 20 6.6% DA 46 15.2% SDA 42 13.9% Total 302 100% Statistical Test Value of t= 1.71 Value of P= .000<0.05 Mean = 3.65 Standard Deviation= 1.50
The analysis of data in Table-4.1.26 of statement no. 26 indicated that out of 302 secondary school teachers, 132 (43.7%) „strongly agreed‟ and 62 (20.5%) „agreed‟ that the
cxli teachers of their schools are regular in their duties. However, 20 (6.6%) remained „undecided‟ 46 (15.2%) „disagreed‟ and 42 (13.9%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 26 of Table-4.1.26 showed that the calculated mean score 3.65 is higher than the assumed mean score, as P < 0.05. Hence, majority of respondents „agreed‟ that the teachers of their schools are regular in their duties.
Figure-26
Table-4.1.27: There is adequate student-teacher ratio in your school. Options Secondary School Percentage Teachers SA 11 3.6%
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A 30 9.9% UD 9 3.0% DA 160 53.0% SDA 92 30.5% Total 302 100% Statistical Test Value of t= 33.44 Value of P= .000<0.05 Mean = 2.03 Standard Deviation= 1.03
The analysis of data in Table-4.1.27 of statement no. 27 transpired that out of 302 secondary school teachers, 11 (3.6%) „strongly agreed‟ and 30 (9.9%) „agreed‟ that there is adequate student-teacher ratio in their schools. However, 9 (3.0%) remained „undecided‟, 160 (53.0%) „disagreed‟ and 92 (30.5%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 27 of Table-4.1.27 showed that the calculated mean score 2.03 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that the student-teacher ratio in their schools is inadequate which results in deterioration of quality at the secondary school level.
Figure-27
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Table-4.1.28: Your school has high completion rates at secondary school certificate level. Options Secondary School Percentage Teachers SA 120 39.7% A 94 31.1% UD 13 4.3% DA 67 22.2% SDA 8 2.6% Total 302 100% Statistical Test Value of t= 52.90 Value of P= .000<0.05 Mean = 3.83 Standard Deviation= 1.24
The data presented in Table-4.1.28 of statement no. 28 revealed that out of 302 secondary school teachers, 120 (39.7%) „strongly agreed‟ and 94(31.1%) „agreed‟ that their schools have
cxliv high completion rates at secondary school certificate level. However, 13 (4.3%) remained „undecided‟, 67 (22.2%) „disagreed‟ and 8 (2.6%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 28 of Table-4.1.28 indicated that the calculated mean score 3.83 is higher than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that their schools have high completion rates at secondary school certificate level.
Figure-28
Table-4.1.29: Your school arranges co-curricular activities like Debates, Quiz, Art and Craft, Science Exhibition, Indoor and Outdoor games.
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Options Secondary School Percentage Teachers SA 35 11.6% A 41 13.6% UD 15 5.0% DA 131 43.4% SDA 80 26.5% Total 302 100% Statistical Test Value of t= 30.98 Value of P= .000<0.05 Mean = 2.40 Standard Deviation= 1.32
The analysis of data in Table-4.1.29 of statement no. 29 showed that out of 302 Secondary School Teachers, 35 (11.6%) „strongly agreed‟ and 41 (13.6%) „agreed‟ that their schools arrange co-curricular activities like Debates, Quiz, Art and Craft, Science Exhibition, Indoor and Outdoor games. However, 15 (5.0%) remained „undecided‟, 131 (43.4%) „disagreed‟ and 80 (26.5%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 29 of Table-4.1.29 revealed that the calculated mean score 2.40 is less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of the respondents reflect that their schools do not „arrange‟ co-curricular activities like Debates, Quiz, Art and Craft, Science Exhibition, Indoor and Outdoor games. This factor deteriorates quality of education at the secondary school level.
Figure-29
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Table-4.1.30: The transfers, appointments and other administrative decisions in your school are made on merit. Options Secondary School Percentage Teachers SA 18 6.0% A 14 4.6% UD 30 9.9% DA 142 47.0% SDA 98 32.5% Total 302 100% Statistical Test Value of t= 32.39 Value of P= .000<0.05 Mean = 2.05 Standard Deviation= 1.07
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The analysis of data in Table-4.1.30 of statement no. 30 indicated that out of 302 secondary school teachers, 18 (6.0%) „strongly agreed‟ and 14 (4.6%) „agreed‟ that the transfers, appointments and other administrative decisions in their schools are made on merit. However, 30 (9.9%) remained „undecided‟, 142 (47.0%) „disagreed‟ and 98 (32.5%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 30 of Table-4.1.30 showed that the calculated mean score 2.05 is significantly less than the assumed mean score, as P < 0.05. Hence, majority of the respondents „agreed‟ that the transfers, appointments and other administrative decisions in their schools are not made on merit. This factor declines quality of education at the secondary school level.
Figure-30
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Table-4.1.31: The maladministration in schools is the major cause of deterioration of quality. Options Secondary School Percentage Teachers SA 120 39.7% A 64 21.2% UD 20 6.6% DA 36 11.9% SDA 62 20.5% Total 302 100% Statistical Test Value of t= 37.49 Value of P= .000<0.05 Mean = 3.48 Standard Deviation= 1.59
The analysis of data in Table-4.1.31 of statement no. 31 transpired that out of 302 secondary school teachers, 120 (39.7%) „strongly agreed‟ and 64 (21.2%) „agreed‟ that the mal- administration in schools is the major cause of deterioration of quality. However, 20 (6.6%) remained „undecided‟, 36 (11.9%) „disagreed‟ and 62 (20.5%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 31 of Table-4.1.31 showed that the calculated mean score 3.48 is higher than the assumed mean score, as P < 0.05. Hence, majority of respondents „agreed‟ that the maladministration in schools is the major cause of deterioration of quality.
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Figure-31
Table-4.1.32: Lack of supervision and monitoring by administrative authority results in poor performance of teachers. Options Secondary School Percentage Teachers SA 121 40.1% A 63 20.9% UD 22 7.3% DA 36 11.9% SDA 60 19.9% Total 302 100% Statistical Test Value of t= 37.92 Value of P= .000<0.05 Mean = 3.49 Standard Deviation= 1.58
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The data presented in Table-4.1.32 of statement no. 32 revealed that out of 302 secondary school teachers, 121 (40.1%) „strongly agreed‟ and 63 (20.9%) „agreed‟ that lack of supervision and monitoring by administrative authority results in poor performance of teachers. However, 22 (7.3%) remained „undecided‟, 36 (11.9%) „disagreed‟ and 60 (19.9%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 32 of Table-4.1.32 indicated that the calculated mean score 3.49 is higher than the assumed mean score, as P < 0.05. Hence, majority of the respondents „agreed‟ that lack of supervision and monitoring by administrative authority results in poor performance of teachers.
Figure-32
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Table-4.1.33: Your school head monitors the classes regularly to check the performance of teachers and students. Options Secondary School Percentage Teachers SA 124 41.1% A 72 23.8% UD 10 3.3% DA 37 12.3% SDA 59 19.5% Total 302 100% Statistical Test Value of t= 38.47 Value of P= .000<0.05 Mean = 3.55 Standard Deviation= 1.58
The analysis of data in Table-4.1.33 of statement no. 33 showed that out of 302 secondary school teachers, 124 (41.1%) „strongly agreed‟ and 72 (23.8%) „agreed‟ that their school heads monitor the classes regularly to check the performance of teachers and students. However, 10 (3.3%) remained „undecided‟, 37 (12.3%) „disagreed‟ and 59 (19.5%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 33 of Table-4.1.33 revealed that the calculated mean score 3.55 is higher than the assumed mean score, as P < 0.05. Hence, the opinions of majority of secondary school teachers reflect that their school heads monitor the classes regularly to check the performance of teachers and students.
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Figure-33
Table-4.1.34: Your school head looks after all the important matters of school and takes stakeholders in confidence (students, parents, teachers and district level education officers). Options Secondary School Percentage Teachers SA 122 40.4% A 70 23.2% UD 6 2.0% DA 41 13.6% SDA 63 20.9% Total 302 100% Statistical Test Value of t= 37.11 Value of P= .000<0.05 Mean = 3.49 Standard Deviation= 1.61 The analysis of data in Table-4.1.34 of statement no. 34 indicated that out of 302 secondary school teachers, 122 (40.4%) „strongly agreed‟ and 70 (23.2%) „agreed‟ that their
cliii school heads look after all the important matters of schools and take stakeholders in confidence (students, parents, teachers and district level education officers). However, 6 (2.0%) remained „undecided‟, 41 (13.6%) „disagreed‟ and 63 (20.9%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 34 of Table-4.1.34 depicted that the calculated mean score 3.49 is higher than the assumed mean score, as P < 0.05. Hence, majority of respondents „agreed‟ that their school heads look after all the important matters of schools and take stakeholders in confidence (students, parents, teachers and district level education officers).
Figure-34
Table-4.1.35: The District Level Education Officers visit your school regularly to assess students’ performance and solve administrative problems. Options Secondary School Percentage Teachers SA 13 4.3%
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A 17 5.6% UD 25 8.3% DA 167 55.3% SDA 80 26.5% Total 302 100% Statistical Test Value of t= 35.65 Value of P= .000<0.05 Mean = 2.05 Standard Deviation= 0.98
The analysis of data in Table-4.1.35 of statement no. 35 transpired that out of 302 secondary school teachers, 13 (4.3%) „strongly agreed‟ and 17 (5.6%) „agreed‟ that the District Level Education Officers visit their schools regularly to assess students‟ performance and solve administrative problems. However, 25 (8.3%) remained „undecided‟, 167 (55.3%) „disagreed‟ and 80 (26.5%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 35 of Table-4.1.35 showed that the calculated mean score 2.05 is less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of the secondary school teachers reflect that the District Level Education Officers do not visit their schools regularly to assess students‟ performance and solve administrative problems. This factor leads to deterioration in quality of education at the secondary school level.
Figure-35
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Table-4.1.36: The curriculum at secondary level fulfils requirements of society and meets future challenges. Options Secondary School Percentage Teachers SA 22 7.3% A 23 7.6% UD 9 3.0% DA 164 54.3% SDA 84 27.8% Total 302 100% Statistical Test Value of t= 32.12 Value of P= .000<0.05 Mean = 2.12 Standard Deviation= 1.12 The data presented in Table-4.1.36 of statement no. 36 revealed that out of 302 secondary school teachers, 22 (7.3%) „strongly agreed‟ and 23 (7.6%) „agreed‟ that the curriculum at
clvi secondary level fulfills requirements of society and meets future challenges. However, 9 (3.0%) remained „undecided‟, 164 (54.3%) „disagreed‟ and 84 (27.8%) „strongly disagreed‟ to the given statement.
The analysis of statement no. 36 of Table-4.1.36 showed that the calculated mean score 2.12 is less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of secondary school teachers reflect that the curriculum at secondary level neither fulfills requirements of society nor meets future challenges.
Figure-36
Table-4.1.37: The curriculum develops student’s creative thinking and analytical skills. Options Secondary School Percentage Teachers
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SA 14 4.6% A 29 9.6% UD 16 5.3% DA 159 52.6% SDA 84 27.8% Total 302 100% Statistical Test Value of t= 33.68 Value of P= .000<0.05 Mean = 2.10 Standard Deviation= 1.06
The analysis of data in Table-4.1.37 of statement no. 37 showed that out of 302 secondary school teachers, 14 (4.6%) „strongly agreed‟ and 29 (9.6%) „agreed‟ that the curriculum develops student‟s creative thinking and analytical skills. However, 16 (5.3%) remained „undecided‟, 159 (52.6%) „disagreed‟ and 84 (27.8) „strongly disagreed‟ to the given statement.
The statistical analysis of the statement no. 37 of Table-4.1.37 indicated that the calculated mean score 2.10 is less than the assumed mean score, as P < 0.05. Hence, majority of the respondents „agreed‟ that the curriculum does not develop student‟s creative thinking and analytical skills.
Figure-37
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Table-4.1.38: The curriculum is revised regularly to accommodate current trends and issues at national and international level. Options Secondary School Percentage Teachers SA 63 20.9% A 33 10.9% UD 13 4.3% DA 125 41.4% SDA 68 22.5% Total 302 100% Statistical Test Value of t= 30.95 Value of P= .000<0.05 Mean = 2.66 Standard Deviation= 1.47
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The analysis of data in Table-4.1.38 of statement no. 38 indicated that out of 302 secondary school teachers, 63 (20.9%) „strongly agreed‟ and 33 (10.9%) „agreed‟ that the curriculum is revised regularly to accommodate current trends and issues at national and international level. However, 13 (4.3%) remained „undecided‟, 125 (41.4%) „disagreed‟ and 68 (22.5%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 38 of Table-4.1.38 revealed that the calculated mean score 2.66 is less than the assumed mean score, as P < 0.05. Hence, majority of the respondents viewed that the curriculum is not revised regularly to accommodate current trends and issues at national and international level. This factor also declines quality of education at the secondary level.
Figure-38
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Table-4.1.39: Teachers are involved in the process of curriculum development. Options Secondary School Percentage Teachers SA 16 5.3% A 40 13.2% UD 23 7.6% DA 129 42.7% SDA 94 31.1% Total 302 100% Statistical Test Value of t= 31.84 Value of P= .000<0.05 Mean = 2.18 Standard Deviation= 1.17
The analysis of data in Table-4.1.39 of statement no. 39 transpired that out of 302 secondary school teachers, 16 (5.3%) „strongly agreed‟ and 40 (13.2%) „agreed‟ that teachers are involved in the process of curriculum development. However, 23 (7.6%) remained „undecided‟, 129 (42.7%) „disagreed‟ and 94 (31.1%) „strongly disagreed‟ to the given statement.
The analysis of statement no. 39 of Table-4.1.39 depicted that the calculated mean score 2.18 is less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that teachers are not involved in the process of curriculum development.
Figure-39
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Table-4.1.40: The present curriculum is based on theoretical contents and has little practical application. Options Secondary School Percentage Teachers SA 150 49.7% A 98 32.5% UD 14 4.6% DA 30 9.9% SDA 10 3.3% Total 302 100% Statistical Test Value of t= 64.56 Value of P= .000<0.05 Mean = 4.15 Standard Deviation= 1.10
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The data presented in Table-4.1.40 of statement no. 40 revealed that out of 302 secondary school teachers, 150 (49.7%) „strongly agreed‟ and 98 (32.5%) „agreed‟ that the present curriculum is based on theoretical contents and has little practical application. However, 14 (4.6%) remained „undecided‟, 30 (9.9%) „disagreed‟ and 10 (3.3%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 40 of Table-4.1.40 showed that the calculated mean score 4.15 is significantly higher than the assumed mean score, as P < 0.05. Hence, majority of the respondents „agreed‟ that the present curriculum is based on theoretical contents and has little practical application.
Figure-40
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Table-4.1.41: The existing system of examination at secondary level is not reliable to evaluate the actual knowledge of students. Options Secondary School Percentage Teachers SA 149 49.3% A 95 31.5% UD 12 4.0% DA 36 11.9% SDA 10 3.3% Total 302 100% Statistical Test Value of t= 61.10 Value of P= .000<0.05 Mean = 4.12 Standard Deviation= 1.14
The analysis of data in Table-4.1.41 of statement no. 41 showed that out of 302 secondary school teachers, 149 (49.3%) „strongly agreed‟ and 95 (31.5%) „agreed‟ that the existing system of examination at secondary level is not reliable to evaluate the actual knowledge of students. However, 12 (4.0%) remained „undecided‟, 36 (11.9%) „disagreed‟ and 10 (3.3%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 41 of Table-4.1.41 showed that the calculated mean score 4.12 is significantly higher than the assumed mean score, as P < 0.05. Hence, majority of respondents „agreed‟ that existing system of examination at the secondary school level is not reliable to evaluate the actual knowledge of students.
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Figure-41
Table-4.1.42: The examination system of Pakistan improves the analytical and problem solving skills of students. Options Secondary School Percentage Teachers SA 15 5.0% A 26 8.6% UD 19 6.3% DA 97 32.1% SDA 145 48.0% Total 302 100% Statistical Test Value of t= 27.94 Value of P= .000<0.05 Mean = 1.90 Standard Deviation= 1.15
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The analysis of data in Table-4.1.42 of statement no. 42 indicated that out of 302 secondary school teachers, 15 (5.0%) „strongly agreed‟ and 26 (8.6%) „agreed‟ that the examination system of Pakistan improves the analytical and problem solving skills of students. However, 19 (6.3%) remained „undecided‟, 97 (32.1%) „disagreed‟ and 145 (48.0%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 42 of Table-4.1.42 indicated that the calculated mean score 1.90 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of secondary school teachers reflect that the examination system of Pakistan does not improve the analytical and problem solving skills of students.
Figure-42
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Table-4.1.43: The examination system of Pakistan provides feedback on pedagogy and ensures achievement of curricular objectives. Options Secondary School Percentage Teachers SA 21 7.0% A 24 7.9% UD 17 5.6% DA 144 47.7% SDA 96 31.8% Total 302 100% Statistical Test Value of t= 31.21 Value of P= .000<0.05 Mean = 2.10 Standard Deviation= 1.14
The analysis of data in Table-4.1.43 of statement no. 43 transpired that out of 302 secondary school teachers, 21 (7.0%) „strongly agreed‟ and 24 (7.9%) „agreed‟ that the examination system of Pakistan provides feedback on pedagogy and ensures achievement of curricular objectives. However, 17 (5.6%) remained „undecided‟, 144 (47.7%) „disagreed‟ and 96 (31.8%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 43 of Table-4.1.43 revealed that the calculated mean score 2.10 is less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of the respondents reflect that the examination system of Pakistan neither provides feedback on pedagogy nor ensures achievement of curricular objectives.
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Figure-43
Table-4.1.44: The use of unfair means and malpractices in examination has resulted in over all deterioration of quality of education at the secondary level in Khyber Pakhtunkhwa province of Pakistan. Options Secondary School Percentage Teachers SA 140 46.4% A 92 30.5% UD 18 5.9% DA 20 6.6% SDA 32 10.6% Total 302 100% Statistical Test Value of t= 51.49 Value of P= .000<0.05 Mean = 3.97 Standard Deviation= 1.32
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The data presented in Table-4.1.44 of statement no. 44 revealed that out of 302 secondary school teachers, 140 (46.6%) „strongly agreed‟ and 92 (30.5%) „agreed‟ that the use of unfair means and malpractices in examination has resulted in overall deterioration of quality of education at the secondary school level in Khyber Pakhtunkhwa province of Pakistan. However, 18 (5.9%) remained „undecided‟, 20 (6.6%) „disagreed‟ and 32 (10.6%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 44 of Table-4.1.44 depicted that the calculated mean score 3.97 is higher than the assumed mean score, as P < 0.05. Hence, majority of secondary school teachers „agreed‟ that the use of unfair means and malpractices in examination has resulted in overall deterioration of quality of education at the secondary school level in Khyber Pakhtunkhwa province of Pakistan.
Figure-44
Table-4.1.45: The examination system of Pakistan tests rote learning and memorization.
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Options Secondary School Percentage Teachers SA 144 47.7% A 95 31.5% UD 8 2.6% DA 34 11.3% SDA 21 7.0% Total 302 100% Statistical Test Value of t= 54.76 Value of P= .000<0.05 Mean = 4.01 Standard Deviation= 1.26
The analysis of data in Table-4.1.45 of statement no. 45 showed that out of 302 secondary school teachers, 144 (47.7%) „strongly agreed‟ and 95 (31.5%) „agreed‟ that the examination system of Pakistan tests rote learning and memorization. However, 8 (2.6%) remained „undecided‟ 34 (11.3%) „disagreed‟, and 21 (7.0%) „strongly disagreed‟ to the given statement.
According to t-test, the statistical analysis of statement no. 45 of Table-4.1.45 showed that the calculated mean score 4.01 is significantly higher than the assumed mean score, as P < 0.05. Hence, majority of the respondents „agreed‟ that the examination system of Pakistan tests rote learning and memorization.
Figure-45
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Table-4.1.46: Consolidated Data for Each Category of Opinionnaires Based on Teachers’ Responses
S.No Statements SA % A % UD % DA % SDA % M.S 1 The quality of education has deteriorated due 172 57.0 54 17.9 12 4.0 37 12.3 27 8.9 4.01 to unsatisfactory teaching learning process. 2 Adequately trained, qualified and committed 185 61.3 50 16.6 14 4.6 35 11.6 18 6.0 4.15 teachers are not mostly available to improve teaching learning process. 3 The quality of education in schools is 190 62.9 60 19.9 8 2.6 31 10.3 13 4.3 4.26 reportedly deteriorated and not acceptable to stakeholders. 4 Teachers apply appropriate teaching 131 43.4 60 19.9 14 4.6 61 20.2 36 11.9 3.62 methodologies according to the different needs of students. 5 Teachers pay individual attention to every 36 11.9 20 6.6 11 3.6 186 61.6 49 16.2 2.36 student of classes. 6 Teachers make use of Audio Visual Aids 38 12.6 19 6.3 11 3.6 184 60.9 50 16.6 2.37 while teaching. 7 Teachers prepare lesson plans and follow 41 13.6 23 7.6 19 6.3 180 59.6 39 12.9 2.49 scheme of study properly. 8 Teachers complete their courses in time. 180 59.6 55 18.2 12 4.0 30 9.9 25 8.3 4.11 9 Teachers provide guidance and counseling to 182 60.3 40 13.2 22 7.3 40 13.2 18 6.0 4.09 students. 10 The school has sufficient qualified staff for all 55 18.2 41 13.6 8 2.6 9 3.0 189 62.6 2.22 the subjects they are supposed to teach. 11 School infrastructural and physical facilities 186 61.6 60 19.9 16 5.3 20 6.6 20 6.6 4.23 have great impact on students‟ personality development and academic progress. 12 Your school has (newly constructed) purpose- 140 46.4 52 17.2 4 1.3 60 19.9 46 15.2 3.59 built building and adequate infrastructural facilities. 13 Your school has a computer lab with internet 27 8.9 60 19.9 4 1.3 130 43.0 81 26.8 2.41 facility. 14 Your school has science laboratories with 150 49.7 68 22.5 11 3.6 61 20.2 12 4.0 3.94 latest equipments, chemicals and other accessories. 15 Your school has spacious classrooms to 123 40.7 44 14.6 15 5.0 47 15.6 73 24.2 3.32 accommodate students. 16 Your school has appropriate instructional 9 3.0 60 19.9 22 7.3 140 46.4 71 23.5 2.32 facilities. 17 Your school has adequate physical facilities 9 3.0 61 20.2 16 5.3 142 47.0 74 24.5 2.30 like hall, auditorium, toilets, clean drinking water and electricity etc. 18 Your school has sufficient furniture for 180 59.6 55 18.2 10 3.3 50 16.6 07 2.3 4.16 students and teachers. 19 There is a playground in your school. 140 46.4 32 10.6 15 5.0 81 26.8 34 11.3 3.54 20 Your school has a library with sufficient 142 47.0 90 29.8 28 9.3 30 9.9 12 4.0 4.06 books. 21 Your school provides scholarship to the needy 28 9.3 40 13.2 7 2.3 159 52.6 68 22.5 2.34 and intelligent students. 22 Incentives and rewards are given to good 19 6.3 30 9.9 3 1.0 160 53.0 90 29.8 2.10 teachers for encouragement. 23 Indiscipline in school premises leads to moral 160 53.0 102 33.8 24 7.9 10 3.3 6 2.0 4.32 degeneration and decline in quality education. 24 The teachers and students of your school 130 43.0 60 19.9 18 6.2 50 16.6 44 14.6 3.60 observe discipline in school premises. 25 In-service training and refresher courses are 131 43.4 59 19.5 20 6.6 48 15.9 44 14.6 3.61 provided to teachers. 26 The teachers of your school are regular in their 132 43.7 62 20.5 20 6.6 46 15.2 42 13.9 3.65 duties.
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27 There is adequate student-teacher ratio in your 11 3.6 30 9.9 9 3.0 160 53.0 92 30.5 2.03 school. 28 Your school has high completion rates at 120 39.7 94 31.1 13 4.3 67 22.2 8 2.6 3.83 secondary school certificate level. 29 Your school arranges co-curricular activities 35 11.6 41 13.6 15 5.0 131 43.4 80 26.5 2.40 like Debates, Quiz, Art and Craft, Science Exhibition, Indoor and Outdoor games. 30 The transfers, appointments and other 18 6.0 14 4.6 30 9.9 142 47.0 98 32.5 2.05 administrative decisions in your school are made on merit. 31 The mal-administration in schools is the major 120 39.7 64 21.2 20 60 36 11.9 62 20.5 3.48 cause of deterioration of quality. 6 32 Lack of supervision and monitoring by 121 40.1 63 20.9 22 7.3 36 11.9 60 19.9 3.49 administrative authority results in poor performance of teachers. 33 Your school head monitors the classes 124 1.1 72 23.8 10 3.3 37 12.3 59 19.5 3.55 regularly to check the performance of teachers and students. 34 Your school head looks after all the important 122 40.4 70 23.2 6 2.0 41 13.6 63 20.9 3.49 matters of school and takes stakeholders in confidence (students, parents, teachers and district level education officers). 35 The District Level Education Officers visit 13 4.3 17 5.6 25 8.3 167 55.3 80 26.5 2.05 your school regularly to assess students‟ performance and solve administrative problems. 36 The curriculum at secondary level fulfills 22 7.3 23 7.6 9 3.0 164 54.3 84 27.8 2.12 requirements of society and meets future challenges. 37 The curriculum develops students creative 14 4.6 29 9.6 16 5.3 159 52.6 84 27.8 2.10 thinking and analytical skills. 38 The curriculum is revised regularly to 63 20.9 33 10.9 13 4.3 125 41.4 68 22.5 2.66 accommodate current trends and issues at national and international level. 39 Teachers are involved in the process of 16 5.3 40 13.2 23 7.6 129 42.7 94 31.1 2.18 curriculum development. 40 The present curriculum is based on theoretical 150 49.7 98 32.5 14 4.6 30 9.9 10 3.3 4.15 contents and has little practical application. 41 The existing system of examination at 149 49.3 95 31.5 12 4.0 36 11.9 10 3.3 4.12 secondary level is not reliable to evaluate the actual knowledge of students. 42 The examination system of Pakistan improves 15 5.0 26 8.6 19 6.3 97 32.1 145 48.0 1.90 the analytical and problem solving skills of students. 43 The examination system of Pakistan provides 21 7.0 24 7.9 17 5.6 144 47.7 96 31.8 2.10 feedback on pedagogy and ensures achievement of curricular objectives. 44 The use of unfair means and mal-practices in 140 46.4 92 30.5 18 5.9 20 6.6 32 10.6 3.97 examination has resulted in over all deterioration of quality of education at the secondary level in Khyber Pakhtunkhwa province of Pakistan. 45 The examination system of Pakistan tests rote 144 47.7 95 31.5 8 2.6 34 11.3 21 7.0 4.01 learning and memorization.
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4.2 Responses of Students Based on Opinionnaire Table-4.2.1: The quality of education has deteriorated due to unsatisfactory teaching learning process. Options Students Percentage SA 4095 66.0% A 1120 18.1% UD 67 1.1% DA 491 7.9% SDA 430 6.9% Total 6203 100% Statistical Test Value of t= 269.39 Value of P= .000<0.05 Mean = 4.28 Standard Deviation= 1.23
The analysis of data in Table-4.2.1 of statement no. 01 showed that out of 6203 Govt. Boys‟ High School students, 4095 (66.0%) „strongly agreed‟ and 1120 (18.1%) „agreed‟ that the quality of education has deteriorated due to unsatisfactory teaching learning process. However, 67 (1.1%) remained „undecided‟, 491 (7.9%) „disagreed‟ and 430 (6.9%) „strongly disagreed‟ to the given statement.
The analysis of statement no. 01 of Table-4.2.1 showed that the calculated mean score 4.28 is significantly higher than the assumed mean score, as P < 0.05. Hence, majority of respondents „agreed‟ that the quality of education has deteriorated due to unsatisfactory teaching learning process.
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Figure-46
Table-4.2.2: The quality of education in schools is reportedly deteriorated. Options Students Percentage SA 4410 71.1% A 961 15.5% UD 103 1.7% DA 329 5.3% SDA 400 6.4% Total 6203 100% Statistical Test Value of t= 292.95 Value of P= .000<0.05 Mean = 4.39 Standard Deviation= 1.17
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The analysis of data in Table 4.2.2 of statement no. 02 indicated that out of 6203 Govt. Boys‟ High School students, 4410 (71.1%) „strongly agreed‟ and 961 (15.5%) „agreed‟ that the quality of education in schools is reportedly deteriorated. However, 103 (1.7%) remained „undecided‟, 329 (5.3%) „disagreed‟ and 400 (6.4%) „strongly disagreed‟ to the given statement.
The analysis of statement no. 02 of Table-4.2.2 indicated that the calculated mean score 4.39 is significantly higher than the assumed mean score, as P < 0.05. Hence, majority of the respondents „agreed‟ that the quality of education in secondary schools is reportedly deteriorated.
Figure-47
Table-4.2.3: Your teachers apply appropriate teaching methodologies according to the needs of students. Options Students Percentage
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SA 416 6.7% A 800 12.9% UD 107 1.7% DA 2890 46.6% SDA 1990 32.1% Total 6203 100% Statistical Test Value of t= 138.50 Value of P= .000<0.05 Mean = 2.15 Standard Deviation= 1.19
The analysis of data in Table-4.2.3 of statement no. 03 transpired that out of 6203 Govt. Boys‟ High School students, 416 (6.7%) „strongly agreed‟ and 800 (12.9%) „agreed‟ that their teachers apply appropriate teaching methodologies according to the needs of students. However, 107 (1.7%) remained „undecided‟, 2890 (46.6%) „disagreed‟ and 1990 (32.1%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 03 of Table-4.2.3 revealed that the calculated mean score 2.15 is less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that their teachers do not apply appropriate teaching methodologies according to the needs of students.
Figure-48
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Table-4.2.4: Your learning needs are fully attended by the school. Options Students Percentage SA 240 3.9% A 280 4.5% UD 98 1.6% DA 3190 51.4% SDA 2395 38.6% Total 6203 100% Statistical Test Value of t= 147.95 Value of P= .000<0.05 Mean = 1.84 Standard Deviation= 0.95
The data presented in Table-4.2.4 of statement no. 04 revealed that out of 6203 Govt. Boys‟ High School students, 240 (3.9%) „strongly agreed‟ and 280 (4.5%) „agreed‟ that their
clxxviii learning needs are fully attended by the schools. However, 98 (1.6%) remained „undecided‟, 3190 (51.4%) „disagreed‟ and 2395 (38.6%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 04 of Table-4.2.4 depicted that the calculated mean score 1.84 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of the respondents reflect that their learning needs are not fully attended by the schools.
Figure-49
Table-4.2.5: You are satisfied with the checking of your monthly tests and marking of your answer books by your teachers. Options Students Percentage SA 700 11.3%
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A 936 15.1% UD 69 1.1% DA 3280 52.9% SDA 1218 19.6% Total 6203 100% Statistical Test Value of t= 148.81 Value of P= .000<0.05 Mean = 2.46 Standard Deviation= 1.27
The analysis of data in Table-4.2.5 of statement no. 05 showed that out of 6203 Govt. Boys‟ High School students, 700 (11.3%) „strongly agreed‟ and 936 (15.1%) „agreed‟ that they are satisfied with the checking of their monthly tests and marking of their answer books by their teachers. However, 69 (1.1%) remained „undecided‟, 3280 (52.9%) „disagreed‟ and 1218 (19.6%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 05 of Table-4.2.5 depicted that the calculated mean score 2.46 is less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of students reflect that they are not satisfied with the checking of their monthly tests and marking of their answer books by their teachers.
Figure-50
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Table-4.2.6: Your teachers complete the prescribed syllabus within given time of an academic year. Options Students Percentage SA 500 8.1% A 751 12.1% UD 92 1.5% DA 3190 51.4% SDA 1670 26.9% Total 6203 100% Statistical Test Value of t= 142.98 Value of P= .000<0.05 Mean = 2.23 Standard Deviation= 1.20
The analysis of data in Table-4.2.6 of statement no. 06 indicated that out of 6203 Govt. Boys‟ High School students, 500 (8.1%) „strongly agreed‟ and 751 (12.1%) „agreed‟ that their
clxxxi teachers complete the prescribed syllabus within given time of an academic year. However, 92 (1.5%) remained „undecided‟, 3190 (51.4%) „disagreed‟ and 1670 (26.9%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 06 of Table-4.2.6 showed that the calculated mean score 2.23 is less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of students reflect that their teachers do not complete the prescribed syllabus within given time of an academic year.
Figure-51
Table-4.2.7: Your teachers use teaching aids to make the lesson effective. Options Students Percentage
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SA 520 8.4% A 624 10.1% UD 70 1.1% DA 3619 58.3% SDA 1370 22.1% Total 6203 100% Statistical Test Value of t= 149.76 Value of P= .000<0.05 Mean = 2.24 Standard Deviation= 1.14
The analysis of data in Table-4.2.7 of statement no. 07 transpired that out of 6203 Govt. Boys‟ High School students, 520 (8.4%) „strongly agreed‟ and 624 (10.1%) „agreed‟ that their teachers use teaching aids to make the lesson effective. However, 70 (1.1%) remained „undecided‟, 3619 (58.3%) „disagreed‟ and 1370 (22.1%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 07 of Table-4.2.7 showed that the calculated mean score 2.24 is less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that their teachers do not use teaching aids to make the lesson effective.
Figure-52
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Table-4.2.8: Your teachers plan their lessons according to the prescribed syllabus and follow scheme of study. Options Students Percentage SA 300 4.8% A 569 9.2% UD 111 1.8% DA 3751 60.5% SDA 1472 23.7% Total 6203 100% Statistical Test Value of t= 158.59 Value of P= .000<0.05 Mean = 2.10 Standard Deviation= 1.02
The data presented in Table-4.2.8 of statement no. 08 revealed that out of 6203 Govt. Boys‟ High School students, 300 (4.8%) „strongly agreed‟ and 569 (9.2%) „agreed‟ that their
clxxxiv teachers plan their lessons according to the prescribed syllabus and follow scheme of study. However, 111 (1.8%) remained „undecided‟, 3751 (60.5%) „disagreed‟ and 1472 (23.7%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 08 of Table-4.2.8 indicated that the calculated mean score 2.10 is significantly less than the assumed mean score, as P < 0.05. Hence, majority of respondents viewed that their teachers neither plan their lessons according to the prescribed syllabus nor follow scheme of study.
Figure-53
Table-4.2.9: Your teachers have mastery over the subjects they teach. Options Students Percentage
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SA 3811 61.4% A 1675 27.0% UD 40 0.6% DA 300 4.8% SDA 377 6.1% Total 6203 100% Statistical Test Value of t= 301.02 Value of P= .000<0.05 Mean = 4.32 Standard Deviation= 1.11
The analysis of data in Table-4.2.9 of statement no. 09 showed that out of 6203 Govt. Boys‟ High School students, 3811 (61.4%) „strongly agreed‟ and 1675 (27.0%) „agreed‟ that their teachers have mastery over the subjects they teach. However, 40 (0.6%) remained „undecided‟, 300 (4.8%) „disagreed‟ and 377 (6.1%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 09 of Table-4.2.9 revealed that the calculated mean score 4.32 is significantly higher than the assumed mean score, as P < 0.05. Hence, majority of the students „agreed‟ that their teachers have mastery over the subjects they teach.
Figure-54
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Table-4.2.10: Your teachers observe high level of attendance and reach the classes in time. Options Students Percentage SA 3143 50.7% A 1272 20.5% UD 92 1.5% DA 748 12.1% SDA 948 15.2% Total 6203 100% Statistical Test Value of t= 192.66 Value of P= .000<0.05 Mean = 3.79 Standard Deviation= 1.52
The analysis of data in Table-4.2.10 of statement no. 10 indicated that out of 6203 Govt. Boys‟ High School students, 3143 (50.7%) „strongly agreed‟ and 1272 (20.5%) „agreed‟ that their teachers observe high level of attendance and reach the classes in time. However, 92 (1.5%)
clxxxvii remained „undecided‟, 748 (12.1%) „disagreed‟ and 948 (15.2%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 10 of Table-4.2.10 revealed that the calculated mean score 3.79 is higher than the assumed mean score, as P < 0.05. Hence, the data reveals that majority of the teachers observe high level of attendance and reach the classes in time.
Figure-55
Table 4.2.11: Your school has purpose- built building. Options Students Percentage SA 3060 49.3% A 1399 22.6%
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UD 109 1.8% DA 800 12.9% SDA 835 13.5% Total 6203 100% Statistical Test Value of t= 199.68 Value of P= .000<0.05 Mean = 3.81 Standard Deviation= 1.48
The analysis of data in Table-4.2.11 of statement no. 11 transpired that out of 6203 Govt. Boys‟ High School students, 3060 (49.3%) „strongly agreed‟ and 1399 (22.6%) „agreed‟ that their schools have purpose- built buildings. However, 109 (1.8%) remained „undecided‟, 800 (12.9%) „disagreed‟ and 835 (13.5%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 11 of Table-4.2.11 showed that the calculated mean score 3.81 is higher than the assumed mean score, as P < 0.05. Hence, majority of respondents „agreed‟ that their schools have purpose- built buildings.
Figure-56
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Table 4.2.12: Your school has a computer lab and internet facility. Options Students Percentage SA 320 5.2% A 512 8.3% UD 94 1.5% DA 3280 52.9% SDA 1997 32.2% Total 6203 100% Statistical Test Value of t= 145.34 Value of P= .000<0.05 Mean = 2.01 Standard Deviation= 106
The data presented in Table-4.2.12 of statement no. 12 revealed that out of 6203 Govt. Boys‟ High School students, 320 (5.2%) „strongly agreed‟ and 512 (8.3%) „agreed‟ that their
cxc schools have computer labs and internet facilities. However, 94 (1.5%) remained „undecided‟, 3280 (52.9%) „disagreed‟ and 1997 (32.2%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 12 of Table-4.2.12 indicated that the calculated mean score 2.01 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of the students reflect that their schools do not have computer labs and internet facilities.
Figure-57
Table 4.2.13: Your school has science laboratories with sufficient chemicals and equipments. Options Students Percentage SA 4020 64.8%
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A 1630 26.3% UD 7 0.1% DA 248 4.0% SDA 298 4.8% Total 6203 100% Statistical Test Value of t= 334.06 Value of P= .000<0.05 Mean = 4.42 Standard Deviation= 1.03
The analysis of data in Table-4.2.13 of statement no. 13 showed that out of 6203 Govt. Boys‟ High School students, 4020 (64.8%) „strongly agreed‟ and 1630 (26.3%) „agreed‟ that their schools have science laboratories with sufficient chemicals and equipments. However, 7 (0.1%) remained „undecided‟, 248 (4.0%) „disagreed‟ and 298 (4.8%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 13 of Table-4.2.13 revealed that the calculated mean score 4.42 is significantly higher than the assumed mean score, as P < 0.05. Hence, the majority of the students „agreed‟ that their schools have science laboratories with sufficient chemicals and equipments.
Figure-58
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Table 4.2.14: Your school has library with sufficient books. Options Students Percentage SA 2511 40.5% A 1384 22.3% UD 7 0.1% DA 250 4.0% SDA 2051 33.1% Total 6203 100% Statistical Test Value of t= 146.86 Value of P= .000<0.05 Mean = 3.33 Standard Deviation= 1.75
The analysis of data in Table-4.2.14 of statement no. 14 indicated that out of 6203 Govt. Boys‟ High School students, 2511 (40.5%) „strongly agreed‟ and 1384 (22.3%) „agreed‟ that
cxciii their schools have libraries with sufficient books. However, 7 (0.1%) remained „undecided‟, 250 (4.0%) „disagreed‟ and 2051 (33.1%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 14 of Table-4.2.14 depicted that the calculated mean score 3.33 is higher than the assumed mean score, as P < 0.05. Hence, majority of the students „agreed‟ that their schools have libraries with sufficient books.
Figure-59
Table 4.2.15: Your school has adequate physical facilities like hall, auditorium, toilets and clean drinking water etc. Options Students Percentage SA 159 2.6%
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A 200 3.2% UD 44 0.7% DA 3200 51.6% SDA 2600 41.9% Total 6203 100% Statistical Test Value of t= 156.66 Value of P= .000<0.05 Mean = 1.72 Standard Deviation= 0.844
The analysis of data in Table-4.2.15 of statement no. 15 transpired that out of 6203 Govt. Boys‟ High School students, 159 (2.6%) „strongly agreed‟ and 200 (3.2%) „agreed‟ that their schools have adequate physical facilities like halls, auditoriums, toilets and clean drinking water etc. However, 44 (0.7%) remained „undecided‟, 3200 (51.6%) „disagreed‟ and 2600 (41.9%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 15 of Table-4.2.15 depicted that the calculated mean score 1.72 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that their schools do not have adequate physical facilities like halls, auditoriums, toilets and clean drinking water etc.
Figure-60
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Table 4.2.16: Electricity is available in your school. Options Students Percentage SA 3600 58.0% A 1590 25.6% UD 33 0.5% DA 480 7.7% SDA 500 8.1% Total 6203 100% Statistical Test Value of t= 257.93 Value of P= .000<0.05 Mean = 4.18 Standard Deviation= 1.26
The data presented in Table-4.2.16 of statement no. 16 revealed that out of 6203 Govt. Boys‟ High School students, 3600 (58.0%) „strongly agreed‟ and 1590 (25.6%) „agreed‟ that
cxcvi electricity is available in their school. However, 33 (0.5%) remained „undecided‟ 480 (7.7%) „disagreed‟ and 500 (8.1%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 06 of Table-4.2.16 showed that the calculated mean score 4.18 is significantly higher than the assumed mean score, as P < 0.05. Hence, the majority of the respondents „agreed‟ that electricity is available in their schools.
Figure-61
Table 4.2.17: Your school has spacious classrooms to accommodate students. Options Students Percentage SA 3593 57.9% A 1485 23.9%
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UD 33 0.5% DA 292 4.7% SDA 800 12.9% Total 6203 100% Statistical Test Value of t= 229.47 Value of P= .000<0.05 Mean = 4.09 Standard Deviation= 1.39
The analysis of data in Table-4.2.17 of statement no. 17 showed that out of 6203 Govt. Boys‟ High School students, 3593 (57.9%) „strongly agreed‟ and 1485 (23.9%) „agreed‟ that their schools have spacious classrooms to accommodate students. However, 33 (0.5%) remained „undecided‟, 292 (4.7%) „disagreed‟ and 800 (12.9%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 17 of Table-4.2.17 showed that the calculated mean score 4.09 is significantly higher than the assumed mean score, as P < 0.05. Hence, the majority of students „agreed‟ that their schools have spacious classrooms to accommodate students.
Figure-62
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Table 4.2.18: There is a playground in your school. Options Students Percentage SA 3691 59.5% A 1960 31.6% UD 32 0.5% DA 250 4.0% SDA 270 4.4% Total 6203 100% Statistical Test Value of t= 339.24 Value of P= .000<0.05 Mean = 4.38 Standard Deviation= 1.00
The analysis of data in Table-4.2.18 of statement no. 18 indicated that out of 6203 Govt. Boys‟ High School students, 3691 (59.5%) „strongly agreed‟ and 1960 (31.6%) „agreed‟ that
cxcix there are playgrounds in their schools. However, 32 (0.5%) remained „undecided‟ 250 (4.0%) „disagreed‟, and 270 (4.4%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 18 of Table-4.2.18 indicated that the calculated mean score 4.38 is significantly higher than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that there are playgrounds in their schools.
Figure-63
Table 4.2.19: There is sufficient furniture available in your school for students and teachers. Options Students Percentage SA 3920 63.2% A 1200 19.3%
cc
UD 5 0.1% DA 376 6.1% SDA 702 11.3% Total 6203 100% Statistical Test Value of t= 237.62 Value of P= .000<0.05 Mean = 4.17 Standard Deviation= 1.37
The analysis of data in Table-4.2.19 of statement no. 19 transpired that out of 6203 Govt. Boys‟ High School students, 3920 (63.2%) „strongly agreed‟ and 1200 (19.3%) „agreed‟ that there is sufficient furniture available in their schools for students and teachers. However, 5 (0.1%) remained „undecided‟, 376 (6.1%) „disagreed‟ and 702 (11.3%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 19 of Table-4.2.19 revealed that the calculated mean score 4.17 is significantly higher than the assumed mean score, as P < 0.05. Hence, majority of the respondents „agreed‟ that there is sufficient furniture available in schools for students and their teachers.
Figure-64
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Table 4.2.20: Your school has appropriate instructional facilities. Options Students Percentage SA 2290 36.9% A 1880 30.3% UD 17 0.3% DA 716 11.5% SDA 1300 21.0% Total 6203 100% Statistical Test Value of t= 172.98 Value of P= .000<0.05 Mean = 3.51 Standard Deviation= 1.57
The data presented in Table-4.2.20 of statement no. 20 revealed that out of 6203 Govt. Boys‟ High School students, 2290 (36.9%) „strongly agreed‟ and 1880 (30.3%) „agreed‟ that
ccii their schools have appropriate instructional facilities. However, 17 (0.3%) remained „undecided‟, 716 (11.5%) „disagreed‟ and 1300 (21.0%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 20 of Table-4.2.20 showed that the calculated mean score 3.51 is higher than the assumed mean score, as P < 0.05. Hence, majority of students „agreed‟ that their schools have appropriate instructional facilities.
Figure-65
Table-4.2.21: Your school arranges co-curricular activities like Debates, Quiz, Art and Craft, Science Exhibition, Essay Writing and Musical concert etc. Options Students Percentage SA 273 4.4%
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A 101 1.6% UD 159 2.6% DA 3870 62.4% SDA 1800 29.0% Total 6203 100% Statistical Test Value of t= 166.35 Value of P= .000<0.05 Mean = 1.90 Standard Deviation= 0.87
The analysis of data in Table-4.2.21 of statement no. 21 showed that out of 6203 Govt. Boys‟ High School students, 273 (4.4%) „strongly agreed‟ and 101 (1.6%) „agreed‟ that their schools arrange co-curricular activities like Debates, Quiz, Art and Craft, Science Exhibition, Essay Writing and Musical concert etc. However, 159 (2.6%) remained „undecided‟, 3870 (62.4%) „disagreed‟ and 1800 (29.0%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 21 of Table-4.2.21 revealed that the calculated mean score 1.90 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that their schools do not arrange co-curricular activities like Debates, Quiz, Art and Craft, Science Exhibition, Essay Writing and Musical concert etc.
Figure-66
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Table-4.2.22: Your school provides the facility of indoor and outdoor games. Options Students Percentage SA 3600 58.0% A 671 10.8% UD 18 0.3% DA 913 14.7% SDA 1001 16.1% Total 6203 100% Statistical Test Value of t= 183.66 Value of P= .000<0.05 Mean = 3.79 Standard Deviation= 1.61
The analysis of data in Table-4.2.22 of statement no. 22 indicated that out of 6203 Govt. Boys‟ High School students, 3600 (58.0%) „strongly agreed‟ and 671 (10.8%) „agreed‟ that their
ccv schools provide the facility of indoor and outdoor games. However, 18 (0.3%) remained „undecided‟, 913 (14.7%) „disagreed‟ and 1001 (16.1%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 02 of Table-4.2.22 indicated that the calculated mean score 3.79 is higher than the assumed mean score, as P < 0.05. Hence, majority of the students „agreed‟ that they are provided the facility of indoor and outdoor games.
Figure-67
Table-4.2.23: Your school has adequate student-teacher ratio to establish close relation between teacher and student. Options Students Percentage SA 290 4.7%
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A 320 5.2% UD 22 0.4% DA 3700 59.6% SDA 1871 30.2% Total 6203 100% Statistical Test Value of t= 154.83 Value of P= .000<0.05 Mean = 1.95 Standard Deviation= 0.96
The analysis of data in Table-4.2.23 of statement no. 23 transpired that out of 6203 Govt. Boys‟ High School students, 290 (4.7%) „strongly agreed‟ and 320 (5.2%) „agreed‟ that their schools have adequate student-teacher ratio to establish close relation between teacher and student. However, 22 (0.4%) remained „undecided‟, 3700 (59.6%) „disagreed‟ and 1871 (30.2%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 23 of Table-4.2.23 revealed that the calculated mean score 1.95 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of the majority of students reflect that their schools do not have adequate student- teacher ratio to establish close relation between teacher and student.
Figure-68
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Table-4.2.24: Your school has high completion rates of secondary school certificate exams. Options Students Percentage SA 2600 41.9% A 411 6.6% UD 30 0.5% DA 1500 24.2% SDA 1662 26.8% Total 6203 100% Statistical Test Value of t= 138.96 Value of P= .000<0.05 Mean = 3.13 Standard Deviation= 1.74
The data presented in Table-4.2.24 of statement no. 24 revealed that out of 6203 Govt. Boys‟ High School students, 2600 (41.9%) „strongly agreed‟ and 411 (6.6%) „agreed‟ that their schools have high completion rates of secondary school certificate exams. However, 30 (0.5%)
ccviii remained „undecided‟, 1500 (24.2%) „disagreed‟ and 1662 (26.8%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 24 of Table-4.2.24 depicted that the calculated mean score 3.13 is higher than the assumed mean score, as P < 0.05. Hence, majority of the respondents „agreed‟ that their schools have high completion rates of secondary school certificate exams.
Figure-69
Table-4.2.25: Your school has Parent Teacher Council to discuss school affairs and students’ problems. Options Students Percentage SA 3510 56.6%
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A 826 13.3% UD 26 0.4% DA 900 14.5% SDA 941 15.2% Total 6203 100% Statistical Test Value of t= 188.27 Value of P= .000<0.05 Mean = 3.81 Standard Deviation= 1.57
The analysis of data in Table-4.2.25 of statement no. 25 showed that out of 6203 Govt. Boys‟ High School students, 3510 (56.6%) „strongly agreed‟ and 826 (13.3%) „agreed‟ that their schools have Parent Teacher Councils to discuss school affairs and students‟ problems. However, 26 (0.4%) remained „undecided‟, 900 (14.5%) „disagreed‟ and 941 (15.2%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 05 of Table-4.2.25 depicted that the calculated mean score 3.81 is higher than the assumed mean score, as P < 0.05. Hence, majority of the students „agreed‟ that their schools have Parent Teacher Councils to discuss school affairs and students problems.
Figure-70
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Table-4.2.26: Your parents visit the school monthly to discuss your academic performance with teachers. Options Students Percentage SA 577 9.3% A 600 9.7% UD 36 0.6% DA 3800 61.3% SDA 1190 19.2% Total 6203 100% Statistical Test Value of t= 152.17 Value of P= .000<0.05 Mean = 2.28 Standard Deviation= 1.15
The analysis of data in Table-4.2.26 of statement no. 26 indicated that out of 6203 Govt. Boys‟ High School students, 577 (9.3%) „strongly agreed‟ and 600 (9.7%) „agreed‟ that their
ccxi parents visit the schools monthly to discuss their academic performance with teachers. However, 36 (0.6%) remained „undecided‟, 3800 (61.3%) „disagreed‟ and 1190 (19.2%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 26 of Table-4.2.26 showed that the calculated mean score 2.28 is less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of the students reflect that their parents do not visit the schools monthly to discuss their academic performance with teachers.
Figure-71
Table-4.2.27: Your school provides scholarship to the needy and intelligent students. Options Students Percentage
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SA 2711 43.7% A 871 14.0% UD 43 0.7% DA 778 12.5% SDA 1800 29.0% Total 6203 100% Statistical Test Value of t= 146.24 Value of P= .000<0.05 Mean = 3.30 Standard Deviation= 1.75
The analysis of data in Table-4.2.27 of statement no. 27 transpired that out of 6203 Govt. Boys‟ High School students, 2711 (43.7%) „strongly agreed‟ and 871 (14.0%) „agreed‟ that their schools provide scholarship to the needy and intelligent students. However, 43 (0.7%) remained „undecided‟, 778 (12.5%) „disagreed‟ and 1800 (29.0%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 27 of Table-4.2.27 showed that the calculated mean score 3.30 is higher than the assumed mean score, as P < 0.05. Hence, majority of the students „agreed‟ that their schools provide scholarship to the needy and intelligent students.
Figure-72
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Table-4.2.28: You visit science laboratories for practical work weekly. Options Students Percentage SA 206 3.3% A 299 4.8% UD 27 0.4% DA 3681 59.3% SDA 1990 32.1% Total 6203 100% Statistical Test Value of t= 160.85 Value of P= .000<0.05 Mean = 1.87 Standard Deviation= 0.89
The data presented in Table-4.2.28 of statement no. 28 revealed that out of 6203 Govt. Boys‟ High School students, 206 (3.3%) „strongly agreed‟ and 299 (4.8%) „agreed‟ that they
ccxiv visit science laboratories for practical work weekly. However, 27 (0.4%) remained „undecided‟, 3681 (59.3%) „disagreed‟ and 1990 (32.1%) „strongly disagreed‟ to the given statement.
The statistical analysis of the statement no. 28 of Table-4.2.28 indicated that the calculated mean score 1.87 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that they do not visit science laboratories for practical work weekly.
Figure-73
Table-4.2.29: Students are admitted in your school on merit, based on test and interview. Options Students Percentage SA 301 4.9% A 370 6.0%
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UD 21 0.3% DA 3511 56.6% SDA 2000 32.2% Total 6203 100% Statistical Test Value of t= 149.43 Value of P= .000<0.05 Mean = 1.94 Standard Deviation= 0.93
The analysis of data in Table-4.2.29 of statement no. 29 showed that out of 6203 Govt. Boys‟ High School students, 301 (4.9%) „strongly agreed‟ and 370 (6.0%) „agreed‟ that students are admitted in their schools on merit, based on test and interview. However, 21 (0.3%) remained „undecided‟, 3511 (56.6%) „disagreed‟ and 2000 (32.2%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 29 of Table-4.2.29 revealed that the calculated mean score 1.94 is significantly less than the assumed mean score, as P < 0.05. Hence, majority of the respondents viewed that students are not admitted in their schools on merit, based on test and interview.
Figure-74
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Table-4.2.30: The teachers and students of your school observe discipline in school premises. Options Students Percentage SA 3101 50.0% A 1143 18.4% UD 20 0.3% DA 739 11.9% SDA 1200 19.3% Total 6203 100% Statistical Test Value of t= 176.61 Value of P= .000<0.05 Mean = 3.67 Standard Deviation= 1.61
The analysis of data in Table-4.2.30 of statement no. 30 indicated that out of 6203 Govt. Boys‟ High School students, 3101 (50.0%) „strongly agreed‟ and 1143 (18.4%) „agreed‟ that the
ccxvii teachers and students of their schools observe discipline in school premises. However, 20 (0.3%) remained „undecided‟, 739 (11.9%) „disagreed‟ and 1200 (19.3%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 30 of Table-4.2.30 showed that the calculated mean score 3.67 is higher than the assumed mean score, as P<0.05. Hence, majority of the students „agreed‟ that their teachers observe discipline in school premises.
Figure-75
Table-4.2.31: Your school head monitors the classes regularly to check the performance of students and teachers. Options Students Percentage
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SA 2100 33.9% A 1400 22.6% UD 81 1.3% DA 822 13.3% SDA 1800 29.0% Total 6203 100% Statistical Test Value of t= 146.80 Value of P= .000<0.05 Mean = 3.18 Standard Deviation= 1.68
The analysis of data in Table-4.2.31 of statement no. 31 transpired that out of 6203 Govt. Boys‟ High School students, 2100 (33.9%) „strongly agreed‟ and 1400 (22.6%) „agreed‟ that their school heads monitor the classes regularly to check the performance of students and teachers. However, 81 (1.3%) remained „undecided‟, 822 (13.3%) „disagreed‟ and 1800 (29.0%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 31 of Table-4.2.31 showed that the calculated mean score 3.18 is higher than the assumed mean score, as P < 0.05. Hence, majority of respondents „agreed‟ that their school heads monitor the classes regularly to check the performance of students and teachers.
Figure-76
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Table-4.2.32: The school head looks after all the important matters regarding your academic achievements and discusses with your parents. Options Students Percentage SA 2090 33.7% A 1399 22.6% UD 60 1.0% DA 754 12.2% SDA 1900 30.6% Total 6203 100% Statistical Test Value of t= 144.24 Value of P= .000<0.05 Mean = 3.16 Standard Deviation= 1.70
The data presented in Table-4.2.32 of statement no. 32 revealed that out of 6203 Govt. Boys‟ High School students, 2090 (33.7%) „strongly agreed‟ and 1399 (22.6%) „agreed‟ that the
ccxx school heads look after all the important matters regarding their academic achievements and discuss with their parents. However, 60 (1.0%) remained „undecided‟, 754 (12.2%) „disagreed‟ and 1900 (30.6%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 32 of Table-4.2.32 indicated that the calculated mean score 3.16 is higher than the assumed mean score, as P < 0.05. Hence, majority of the respondents „agreed‟ that their school heads look after all the important matters regarding their academic achievements and discuss with their parents.
Figure-77
Table-4.2.33: Inadequate supervision and monitoring of schools by district level officers is a big reason for poor quality of education. Options Students Percentage SA 3690 59.5%
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A 1698 27.4% UD 43 0.6% DA 272 4.4% SDA 500 8.1% Total 6203 100% Statistical Test Value of t= 276.58 Value of P= .000<0.05 Mean = 4.25 Standard Deviation= 1.19
The analysis of data in Table-4.2.33 of statement no. 33 showed that out of 6203 Govt. Boys‟ High School students, 3690 (59.5%) „strongly agreed‟ and 1698 (27.4%) „agreed‟ that inadequate supervision and monitoring of schools by district level officers is a big reason for poor quality of education. However, 43 (0.6%) remained „undecided‟, 272 (4.4%) „disagreed‟ and 500 (8.1%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 33 of Table-4.2.33 revealed that the calculated mean score 4.25 is significantly greater than the assumed mean score, as P < 0.05. Hence, the vast majority of respondents „agreed‟ that inadequate supervision and monitoring of schools by district level officers is a big reason for poor quality of education.
Figure-78
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Table-4.2.34: The maladministration in your school is the major cause of deterioration of quality in education. Options Students Percentage SA 1430 23.1% A 1390 22.4% UD 530 8.5% DA 1348 21.7% SDA 1505 24.3% Total 6203 100% Statistical Test Value of t= 151.17 Value of P= .000<0.05 Mean = 2.98 Standard Deviation= 1.53
The analysis of data in Table-4.2.34 of statement no. 34 indicated that out of 6203 Govt. Boys‟ High School students, 1430 (23.1%) „strongly agreed‟ and 1390 (22.4%) „agreed‟ that the
ccxxiii maladministration in their schools is the major cause of deterioration of quality in education. However, 530 (8.5%) remained „undecided‟, 1348 (21.7%) „disagreed‟ and 1505 (24.3%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 34 of Table-4.2.34 depicted that the calculated mean score 2.98 is less than the assumed mean score, as P < 0.05. Hence, the opinions of the respondents reflect that the maladministration in their schools is not the major cause of deterioration of quality in education.
Figure-79
Table-4.2.35: The monitoring cell/inspection committee visits your school to assess students’ overall performance. Options Students Percentage
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SA 280 4.5% A 317 5.1% UD 16 0.3% DA 2600 41.9% SDA 2990 48.2% Total 6203 100% Statistical Test Value of t= 132.11 Value of P= .000<0.05 Mean = 1.75 Standard Deviation= 1.01
The analysis of data in Table-4.2.35 of statement no. 35 transpired that out of 6203 Govt. Boys‟ High School students, 280 (4.5%) „strongly agreed‟ and 317 (5.1%) „agreed‟ that the monitoring cell/inspection committee visits their schools to assess students‟ overall performance. However, 16 (0.3%) remained „undecided‟, 2600 (41.9%) „disagreed‟ and 2990 (48.2%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 35 of Table-4.2.35 depicted that the calculated mean score 1.75 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of the majority of students reflect that the monitoring cell/inspection committee does not visit their schools to assess students‟ overall performance.
Figure-80
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Table-4.2.36: The curriculum of secondary school level taught in your school meets your requirements. Options Students Percentage SA 250 4.0% A 405 6.5% UD 28. 0.5% DA 3700 59.6% SDA 1820 29.3% Total 6203 100% Statistical Test Value of t= 157.00 Value of P= .000<0.05 Mean = 1.96 Standard Deviation= 0.96
The data presented in Table-4.2.36 of statement no. 36 revealed that out of 6203 Govt. Boys‟ High School students, 250 (4.0%) „strongly agreed‟ and 405 (6.5%) „agreed‟ that the
ccxxvi curriculum of secondary level education taught in their schools meets their requirements. However, 28 (0.5%) remained „undecided‟, 3700 (59.6%) „disagreed‟ and 1820 (29.3%) „strongly disagreed‟ to the given statement.
The statistical analysis of the statement no. 36 of Table-4.2.36 showed that the calculated mean score 1.96 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that the curriculum of secondary level education taught in schools does not meet their requirements.
Figure-81
Table-4.2.37: The curricular contents are flexible and correspond to the mental level of average students. Options Students Percentage
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SA 220 3.5% A 217 3.5% UD 26 0.4% DA 3800 61.3% SDA 1940 31.3% Total 6203 100% Statistical Test Value of t= 164.36 Value of P= .000<0.05 Mean = 1.86 Standard Deviation= 0.87
The analysis of data in Table-4.2.37 of statement no. 37 showed that out of 6203 Govt. Boys‟ High School students, 220 (3.5%) „strongly agreed‟ and 217 (3.5%) „agreed‟ that the curricular contents are flexible and correspond to the mental level of average students. However, 26 (0.4%) remained „undecided‟, 3800 (61.3%) „disagreed‟ and 1940 (31.3%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 37 of Table-4.2.37 indicated that the calculated mean score 1.86 is significantly less than the assumed mean score, as P < 0.05. Hence, majority of the respondents viewed that the curricular contents are not flexible and do not correspond to the mental level of average students.
Figure-82
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Table-4.2.38: The curriculum is revised on regular basis. Options Students Percentage SA 430 6.9% A 429 6.9% UD 33 0.5% DA 3600 58.0% SDA 1711 27.6% Total 6203 100% Statistical Test Value of t= 147.11 Value of P= .000<0.05 Mean = 2.07 Standard Deviation= 1.08
The analysis of data in Table-4.2.38 of statement no. 38 indicated that out of 6203 Govt. Boys‟ High School students, 430 (6.9%) „strongly agreed‟ and 429 (6.9%) „agreed‟ that the
ccxxix curriculum is revised on regular basis. However, 33 (0.5%) remained „undecided‟, 3600 (58.0%) „disagreed‟ and 1711 (27.6%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 38 of Table-4.2.38 revealed that the calculated mean score 2.07 is less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that curriculum is not revised on regular basis.
Figure-83
Table-4.2.39: The curriculum develops students’ creative thinking and analytical skills. Options Students Percentage SA 340 5.5% A 430 6.9%
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UD 43 0.7% DA 3500 56.4% SDA 1890 30.5% Total 6203 100% Statistical Test Value of t= 148.20 Value of P= .000<0.05 Mean = 2.01 Standard Deviation= 1.04
The analysis of data in Table-4.2.39 of statement no. 39 transpired that out of 6203 Govt. Boys‟ High School students, 340 (5.5%) „strongly agreed‟ and 430 (6.9%) „agreed‟ that the curriculum develops students‟ creative thinking and analytical skills. However, 43 (0.7%) remained „undecided‟, 3500 (56.4%) „disagreed‟ and 1890 (30.5%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 39 of Table-4.2.39 depicted that the calculated mean score 2.01 is less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of students reflect that curriculum at the secondary school level does not develop students‟ creative thinking and analytical skills.
Figure-84
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Table-4.2.40: The present curriculum captivates students’ interest and prepares them for better career. Options Students Percentage SA 281 4.5% A 400 6.4% UD 22 0.4% DA 3100 50.0% SDA 2400 38.7% Total 6203 100% Statistical Test Value of t= 141.29 Value of P= .000<0.05 Mean = 1.88 Standard Deviation= 1.02
The data presented in Table-4.2.40 of statement no. 40 revealed that out of 6203 Govt. Boys‟ High School students, 281 (4.5%) „strongly agreed‟ and 400 (6.4%) „agreed‟ that the
ccxxxii present curriculum captivates students‟ interest and prepares them for better career. However, 22 (0.4%) remained „undecided‟, 3100 (50.0 %) „disagreed‟ and 2400 (38.7%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 40 of Table-4.2.40 depicted that the calculated mean score 1.88 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that present curriculum neither captivates students‟ interest nor prepares them for better career.
Figure-85
Table-4.2.41: The existing system of examination at secondary level is questionable and does not evaluate actual knowledge of students. Options Students Percentage
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SA 3500 56.4% A 1170 18.9% UD 61 0.9% DA 65 1.0% SDA 1407 22.7% Total 6203 100% Statistical Test Value of t= 184.47 Value of P= .000<0.05 Mean = 3.85 Standard Deviation= 1.62
The analysis of data in Table-4.2.41 of statement no. 41 showed that out of 6203 Govt. Boys‟ High School students, 3500 (56.4%) „strongly agreed‟ and 1170 (18.9%) „agreed‟ that the existing system of examination at secondary school level is questionable and does not evaluate actual knowledge of students. However, 61 (0.9%) remained „undecided‟, 65 (1.0%) „disagreed‟ and 1407 (22.7%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 41 of Table 4.2.41 showed that the calculated mean score 3.85 is higher than the assumed mean score, as P < 0.05. Hence, majority of respondents „agreed‟ that existing system of examination at secondary level is questionable and does not evaluate actual knowledge of students.
Figure-86
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Table-4.2.42: The examination system of Pakistan improves the analytical skills of students. Options Students Percentage SA 223 3.6% A 221 3.6% UD 18 0.3% DA 3800 61.3% SDA 1941 31.3% Total 6203 100% Statistical Test Value of t= 163.81 Value of P= .000<0.05 Mean = 1.86 Standard Deviation= 0.87
The analysis of data in Table-4.2.42 of statement no. 42 indicated that out of 6203 Govt. Boys‟ High School students, 223 (3.6%) „strongly agreed‟ and 221 (3.6%) „agreed‟ that the
ccxxxv examination system of Pakistan improves the analytical skills of students. However, 18 (0.3%) remained „undecided‟, 3800 (61.3%) „disagreed‟ and 1941 (31.3%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 42 of Table-4.2.42 indicated that the calculated mean score 1.86 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of respondents reflect that the examination system of Pakistan does not improve the analytical skills of students.
Figure-87
Table-4.2.43: The examination system of Pakistan provides feedback on pedagogy and ensures achievement of curricular objectives. Options Students Percentage
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SA 400 6.4% A 253 4.1% UD 19 0.3% DA 3420 55.1% SDA 2111 34.0% Total 6203 100% Statistical Test Value of t= 142.85 Value of P= .000<0.05 Mean = 1.94 Standard Deviation= 1.04
The analysis of data in Table-4.2.43 of statement no. 43 transpired that out of 6203 Govt. Boys‟ High School students, 400 (6.4%) „strongly agreed‟ and 253 (4.1%) „agreed‟ that the examination system of Pakistan provides feedback on pedagogy and ensures achievement of curricular objectives. However, 19 (0.3%) remained „undecided‟, 3420 (55.1%) „disagreed‟ and 2111 (34.0%) strongly „disagreed‟ to the given statement.
The statistical analysis of statement no. 43 of Table-4.2.43 revealed that the calculated mean score 1.94 is significantly less than the assumed mean score, as P < 0.05. Hence, the opinions of majority of the respondents reflect that examination system of Pakistan neither provides feedback on pedagogy nor ensures achievement of curricular objectives.
Figure-88
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Table-4.2.44: The use of unfair means and malpractices in examination has resulted in overall deterioration of quality of education at the secondary level in Pakistan. Options Students Percentage SA 2490 40.1% A 1870 30.1% UD 21 0.3% DA 910 14.7% SDA 912 14.7% Total 6203 100% Statistical Test Value of t= 191.79 Value of P= .000<0.05 Mean = 3.66 Standard Deviation= 1.48
The data presented in Table-4.2.44 of statement no. 44 revealed that out of 6203 Govt. Boys‟ High School students, 2490 (40.1%) „strongly agreed‟ and 1870 (30.1%) „agreed‟ that the
ccxxxviii use of unfair means and malpractices in examination has resulted in overall deterioration of quality of education at secondary school level in Khyber Pakhtunkhwa province of Pakistan. However, 21 (0.3%) remained „undecided‟, 910 (14.7%) „disagreed‟ and 912 (14.7%) „strongly disagreed‟ to the given statement.
The analysis of statement no. 44 of Table-4.2.44 depicted that the calculated mean score 3.66 is higher than the assumed mean score, as P<0.05. Hence, majority of students „agreed‟ that the use of unfair means and malpractices in examination has resulted in overall deterioration of quality of education at the secondary school level in Khyber Pakhtunkhwa province of Pakistan.
Figure-89
Table-4.2.45: The examination system of Pakistan tests rote learning and memorization. Options Students Percentage SA 2591 41.8%
ccxxxix
A 1742 28.1% UD 12 0.2% DA 999 16.1% SDA 859 13.8% Total 6203 100% Statistical Test Value of t= 192.35 Value of P= .000<0.05 Mean = 3.67 Standard Deviation= 1.48
The analysis of data in Table-4.2.45 of the statement no. 45 showed that out of 6203 Govt. Boys‟ High School students, 2591 (41.8%) „strongly agreed‟ and 1742 (28.1%) „agreed‟ that the examination system of Pakistan tests rote learning and memorization. However, 12 (0.2%) remained „undecided‟, 999 (16.1%) „disagreed‟ and 859 (13.8%) „strongly disagreed‟ to the given statement.
The statistical analysis of statement no. 45 of Table-4.2.45 depicted that the calculated mean score 3.67 is higher than the assumed mean score, as P < 0.05. Hence, majority of the respondents „agreed‟ that the examination system of Pakistan tests rote learning and memorization.
Figure-90
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Table-4.2.46: Consolidated Data for Each Category of Opinionnaires Based on Students’ Responses
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S.No Statements SA % A % UD % DA % SDA % M.S 1 The quality of education has deteriorated due to 4.28 4095 66.0 1120 18.1 67 1.1 491 7.9 430 6.9 unsatisfactory teaching learning process. 2 The quality of education in schools is reportedly 4.39 4410 71.1 961 15.5 103 1.7 329 5.3 400 6.4 deteriorated. 3 Your teachers apply appropriate teaching 2.15 416 6.7 800 12.9 107 1.7 2890 46.6 1990 32.1 methodologies according to the needs of students. 4 Your learning needs are fully attended by the 1.84 240 3.9 280 4.5 98 1.6 3190 51.4 2395 38.6 school. 5 You are satisfied with the checking of your 2.46 monthly tests and marking of your answer books 700 11.3 936 15.1 69 1.1 3280 52.9 1218 19.6 by your teachers. 6 Your teachers complete the prescribed syllabus 2.23 500 8.1 751 12.1 92 1.5 3190 51.4 1670 26.9 within given time of an academic year. 7 Your teachers use teaching aids to make the 2.24 520 8.4 624 10.1 70 1.1 3619 58.3 1370 22.1 lesson effective. 8 Your teachers plan their lessons according to the 2.10 300 4.8 569 9.2 111 1.8 3751 60.5 1472 23.7 prescribed syllabus and follow scheme of study. 9 Your teachers have mastery over the subjects they 4.32 3811 61.4 1675 27.0 40 0.6 300 4.8 377 6.1 teach. 10 Your teachers observe high level of attendance 3.79 3143 50.7 1272 20.5 92 1.5 748 12.1 948 15.2 and reach the classes in time. 11 Your school has purpose- built building. 3060 49.3 1399 22.6 109 1.8 800 12.9 835 13.5 3.81 12 Your school has a computer lab and internet 2.01 320 5.2 512 8.3 94 1.5 3280 52.9 1997 32.2 facility. 13 Your school has science laboratories with 4.42 4020 64.8 1630 26.3 7 0.1 248 4.0 298 4.8 sufficient chemicals and equipments. 14 Your school has library with sufficient books. 2511 40.5 1384 22.3 7 0.1 250 4.0 2051 33.1 3.33 15 Your school has adequate physical facilities like 1.72 hall, auditorium, toilets and clean drinking water 159 2.6 200 3.2 44 0.7 3200 51.6 2600 41.9 etc. 16 Electricity is available in your school. 3600 58.0 1590 25.6 33 0.5 480 7.7 500 8.1 4.18 17 Your school has spacious classrooms to 4.09 3593 57.9 1485 23.9 33 0.5 292 4.7 800 12.9 accommodate students. 18 There is a playground in your school. 3691 59.5 1960 31.6 32 0.5 250 4.0 270 4.4 4.38 19 There is sufficient furniture available in your 4.17 3920 63.2 1200 19.3 5 0.1 376 6.1 702 11.3 school for students and teachers. 20 Your school has appropriate instructional 3.51 2290 36.9 1880 30.3 17 0.3 716 11.5 1300 21.0 facilities. 21 Your school arranges co-curricular activities like 1.90 Debates, Quiz, Art and Craft, Science Exhibition, 273 4.4 101 1.6 159 2.6 3870 62.4 1800 29.0 Essay Writing and Musical concert etc. 22 Your school provides the facility of in-door and 3.79 3600 58.0 671 10.8 18 0.3 913 14.7 1001 16.1 out-doors games. 23 Your school has adequate teacher student ratio to 1.95 establish close relation between teacher and 290 4.7 320 5.2 22 0.4 3700 59.6 1871 30.2 student. 24 Your school has high completion rates of 3.13 2600 41.9 411 6.6 30 0.5 1500 24.2 1662 26.8 secondary school certificate exams. 25 Your school has Parent Teacher Council to 3.81 3510 56.6 826 13.3 26 0.4 900 14.5 941 15.2 discuss school affairs and students‟ problems. 26 Your parents visit the school monthly to discuss 2.28 577 9.3 600 9.7 36 0.6 3800 61.3 1190 19.2 your academic performance with teachers. 27 Your school provides scholarship to the needy and 3.30 2711 43.7 871 14.7 43 0.7 778 12.5 1800 29.0 intelligent students. 28 You visit science laboratories for practical work 1.87 206 3.3 299 4.8 27 0.4 3681 59.3 1990 32.1 weekly. 29 Students are admitted in your school on merit, 1.94 301 4.9 370 6.0 21 0.3 3511 56.6 2000 32.2 based on test and interview. 30 The teachers and students of your school observe 3.67 3101 50.0 1143 18.4 20 0.3 739 11.9 1200 19.3 discipline in school premises. 31 Your school head monitors the classes regularly to 2100 33.9 1400 22.6 81 1.3 822 13.3 1800 29.0 3.18
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check the performance of students and teachers. 32 The school head looks after all the important 3.16 matters regarding your academic achievements 2090 33.7 1399 22.6 60 1.0 754 12.2 1900 30.6 and discuss with your parents. 33 Inadequate supervision and monitoring of schools 4.25 by district level officers is a big reason for poor 3690 59.5 1698 27.4 43 0.7 272 4.4 500 8.1 quality of education. 34 The mal-administration in your school is the 2.98 24.3 major cause of deterioration of quality in 1430 23.1 1390 22.4 530 8.5 1348 21.7 1505
education. 35 The monitoring cell/inspection committee visits 1.75 your school to assess students‟ overall 280 4.5 317 5.1 16 0.3 2600 41.9 2990 48.2 performance. 36 The curriculum of secondary level education 1.96 250 4.0 405 6.5 28 0.5 3700 59.6 1820 29.3 taught in your school meets your requirements. 37 The curricular contents are flexible and 1.86 correspond to the mental level of average 220 3.5 217 3.5 26 0.4 3800 61.3 1940 31.3 students. 38 The curriculum is revised on regular basis. 430 6.9 429 6.9 33 0.5 3600 58.0 1711 27.6 2.07 39 The curriculum develops students‟ creative 2.01 340 5.5 430 6.9 43 0.7 3500 56.4 1890 30.5 thinking and analytical skills. 40 The present curriculum captivates students‟ 1.88 281 4.5 400 6.4 22 0.4 3100 50.5 2400 38.7 interest and prepares them for better career. 41 The existing system of examination at secondary 3.85 level is questionable and does not evaluate actual 3500 56.4 1170 18.9 61 1.0 65 1.0 1407 22.7 knowledge of students. 42 The examination system of Pakistan improves the 1.86 223 3.6 221 3.6 18 0.3 3800 61.3 1941 31.3 analytical skills of students. 43 The examination system of Pakistan provides 1.94 feedback on pedagogy and ensures achievement 400 6.4 253 4.1 19 0.3 3420 55.1 2111 34.0 of curricular objectives. 44 The use of unfair means and malpractices in 3.66 examination have resulted in over all deterioration 2490 40.1 1870 30.1 21 0.3 910 14.7 912 14.7 of quality of education at secondary level in Pakistan. 45 The examination system of Pakistan tests rote 3.67 2591 41.8 1742 28.1 12 0.2 999 16.1 859 13.8 learning and memorization.
4.3 Responses of School Heads Based on Interviews
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The responses of school heads were obtained on the basis of interviews to six open-ended questions. Their responses to the different questions are presented in tables and graphs and then converted into percentage before discussion and interpretation. The responses to Question No.1 regarding their perceptions about the quality of education are presented in Table-1 and further elaborated with the help of graph.
Table-4.3.1: Based on Question No.1. How will you define Quality of Education? S.No Responses Total No. of Positive Percentage Respondents Responses
1. Quality education refers to academic 132 74 56.06% excellence. 2. Quality education means developing 132 42 31.81% students‟ potential and capabilities. 3. Quality education refers to meet societal needs for economic 132 16 12.12% development.
School heads were posed Question No. 01 asking them to define quality of education. The responses received were different. The variation in responses occurred due to differences of opinions in perceiving the same phenomenon. These responses were reflected in Table-4.3.1. The analysis indicated that out of 132 respondents, 74 (56.06%) stated that quality education referred to academic excellence based on students‟ gains in annual board examination. Another 42 (31.81%) respondents defined quality education as the development of students‟ potential and capabilities. The remaining 16 (12.12%) school heads viewed that quality education aimed to meet societal needs for economic development.
The crux of the responses indicated that majority of the respondents considered quality as academic excellence, which ignored societal needs and economic development. However,
ccxliv definition of quality education should meet the requirements highlighted by all the respondents. The tabulated responses were further elaborated in Figure.91.
Figure-91
Table-4.3.2: Based on Question No.2. What are the causes of deterioration in quality of education at the secondary school level? S.No Responses Total No. of Positive Percentage
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Respondents Responses 1. Ineffective teaching learning process, obsolete teaching 132 65 49.24% methodology, irrelevant curriculum and professionally incompetent staff. 2. Inadequate mechanism of monitoring, evaluation and 132 36 27.27% examination. 3. Lack of various infrastructural, physical and instructional facilities i- e furniture items, school buildings, 132 11 8.33% additional classrooms, teachers‟ preparatory rooms, and residential apartments in rural areas. 4. Overcrowded classrooms, shortage of staff, irrelevant posting and lack 132 11 8.33% of motivation towards work. 5. Unwarranted political interference and inadequate public financing of 132 9 6.81% education in Public sector.
In Question No. 02, the respondents were asked to identify the causes of deterioration in quality of education at the secondary school level. The responses received were placed in Table- 4.3.2.
The analysis of data in Table-4.3.2 revealed that 65 respondents (49.29%) viewed ineffective teaching learning process, obsolete teaching methodology, irrelevant curriculum and professionally incompetent teachers as the major causes of deterioration in quality of education in Govt. Boys‟ High Schools. Another 36 (27.27%) respondents stated that inadequate mechanism of monitoring, evaluation and examination were the causes of deterioration in quality of education. It was revealed by 11 respondents (8.33%) that lack of various infrastructural, physical and instructional facilities was the main cause of deterioration in quality of education. Out of 132 school heads, 11 (8.33%) considered overcrowded class rooms, shortage of staff, irrelevant posting and lack of motivation as the major causes of deterioration in quality of education.
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The remaining 9 respondents (6.81%) stated political interference and inadequate public financing in education sector as the causes leading to deterioration of quality at the secondary school level.
The analysis of the responses of majority of school heads revealed that ineffective teaching learning process, obsolete teaching methodology, irrelevant curriculum and professionally incompetent staff were the major causes of deterioration in quality of education. The responses reported about other causes of deterioration of quality in education were negligible. The data were further elaborated in Figure-92.
Figure-92
Table-4.3.3: Based on Question No.3. What are the indicators of quality education? S.No Responses Total No. of Positive Percentage Respondents Responses 1. Input Indicators: qualified teaching staff, scientific teaching methodology, well-balanced 132 72 54.54% curriculum, effective examination system and various infrastructural
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and physical facilities. 2. Output Indicators: literacy ratio, enrolment ratio of different age groups, annual results and pass 132 40 30.30% percentage of graduates, number of skilled graduates and productivity at national level. 3. Access Indicators: annual expenditure per student, relevance 132 20 15.15% of education to societal needs and conducive learning environment.
In Question No. 03, the respondents were asked to identify the indicators of quality education. The different responses received were placed under 03 categories in Table-4.3.3. The analysis of Table-4.3.3 showed that out of 132 respondents, 72 (54.54%) respondents viewed qualified teaching staff, scientific teaching methodology, well-balanced curriculum, effective examination system and various infrastructural and physical facilities as the main indicators for quality education. Another 40 respondents (30.30%) reported that literacy ratio, enrolment ratio of different age groups, annual results and pass percentage of graduates, number of skilled graduates and productivity at national level are the main indicators used to measure change and ensure that quality of education had been maintained. The remaining 20 (15.15%) school heads identified annual expenditure per student, relevance of education to societal needs, and conducive learning environment as the main indicators to evaluate quality of education.
The crux of the responses indicated that majority of the school heads reported qualified teaching staff, scientific teaching methodology, well-balanced curriculum, effective examination system and various infrastructural and physical facilities as the crucial indicators of quality education. A small number of respondents also stated literacy ratio, enrolment ratio of different age groups, annual results and pass percentage of graduates, number of skilled graduates and productivity at national level as the important indicators.
Figure-93
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Table-4.3.4: Based on Question No.4. What causes teachers’ performance to deteriorate? S.No Responses Total No. of Positive Percentage Respondents Responses 1. Inadequate mechanism of monitoring and supervision and lack 132 64 48.48% of accountability. 2. Professional inadequacies of teachers, shortage of qualified staff 132 33 25.00% and irrelevant posting. 3. Unwarranted political interference and low social recognition in 132 16 12.12% society.
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4. High student-teacher ratio, traditional teaching methodology 132 10 7.57% and lack of command over the subject. 5. Teachers‟ absenteeism due to personal engagements, conveyance 132 9 6.81% problems and walking distance from home to school.
The respondents were asked in Question No. 04 to identify the causes of teachers‟ poor performance. The responses received were placed in Table-4.3.4. In response to Question No. 04, 67 (48.48%) respondents stated that inadequate mechanism of monitoring and supervision and lack of accountability were the main causes of teachers‟ poor performance. Another 33 (25.00%) respondents held professional inadequacies, shortage of qualified staff and irrelevant posting as the major causes, which make teachers poor performers, while 16 (12.12%) respondents viewed that unwarranted political interference, teachers‟ low social status and recognition were the major causes, which rendered teachers as under-performers. High student- teacher ratio, traditional teaching methodology and lack of command over subject were also thought as the root causes by 10 (7.57%) respondents. The remaining 09 (6.81%) respondents considered teachers‟ absenteeism due to personal engagements, conveyance problem and walking distance from home to school as the main causes, which make teachers ineffective and under-performer.
The graphic presentation of the data in Figure-94 further elaborated the data. The analysis of responses regarding deterioration of teachers‟ performance transpired that majority of school heads reported inadequate mechanism of monitoring, lack of supervision and accountability as the main causes, which deteriorate teachers‟ performance. However, the responses about other causes were inconsiderable.
Figure-94
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Table-4.3.5: Based on Question No.5. What are those factors, which promote quality of education at the secondary school level? S.No Responses Total No. of Positive Percentage Respondents Responses 1. Effective teaching learning process, qualified teaching staff, up-to-date 132 67 50.75% curriculum, and modern teaching methodology. 2. Sound mechanism of monitoring 132 34 25.75% and supervision, effective
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examination system and accountability of school heads and teachers. 3. Availability of various infrastructural and physical facilities i.e, buildings, furniture, boundary walls, instructional 132 16 12.12% facilities, science laboratories, computer labs, libraries, clean drinking water, toilets and electricity etc. 4. Adequate financial resources and implementation of education 132 10 7.57% policies by subsequent governments. 5. Ideal school climate and discipline. 132 5 3.78%
The 5th Question required the respondents to identify factors, which promote quality education. The different responses received were placed in Table-4.3.5. The analysis of data in Table-4.3.5 indicated that 67 (50.75%) respondents identified effective teaching learning process, qualified teaching staff, up-to-date curriculum, and modern teaching methodology as the main factors, which promote quality education. Another 34 (25.75%) viewed sound mechanism of monitoring and supervision, effective examination system and accountability of school heads and teachers as the important factors to promote quality of education.
Out of 132, 16 (12.12%) respondents agreed that availability of various infrastructural and physical facilities i-e buildings, furniture, boundary walls, instructional facilities, laboratories, computer labs, libraries, clean drinking water, toilets and electricity etc., are the significant factors to promote quality education. Another 10 (7.57%) respondents considered adequate financial resources and implementation of education policies as the main factors to raise quality education.
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The remaining 5 (3.78%) respondents viewed ideal school climate, and high standard of discipline as important factors to enhance quality of education. The tabulated responses were further elaborated in Figure-95.
Figure-95
Table-4.3.6: Based on Question No.6. What are the suggestions to improve quality of education? S. No Responses Total No. of Positive Percentage Respondents Responses 1. Mechanism of monitoring, supervision and accountability should be improved; school heads 132 70 53.03% should be given sufficient authority to manage various school affairs. 2. Well qualified and competent teaching staff should be appointed. Modern teaching methodology has 132 30 22.72% to be adopted according to the needs of students. 3. Unwarranted political interference 132 13 9.84%
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in academic and administrative affairs of schools should be eradicated. 4. Adequate physical and infrastructural facilities should be provided to institutions. Co- 132 10 7.57% curricular activities should be held for personality development of students. 5. Teaching learning process should be made effective through professional development courses for teachers. Incentives and 132 09 6.81% rewards should be given to teachers to increase their motivations towards work.
The respondents were asked in Question No. 06 to make suggestions to improve quality of education at the secondary school level. The suggestions received by school heads were placed in Table-4.3.6.
In response to Question No. 06, 70 (53.03%) respondents suggested that mechanism of monitoring, supervision and accountability should be improved and schools heads should be given sufficient authority to manage various school affairs. Another 30 (22.72%) respondents gave suggestions that well-qualified and competent teaching staff should be appointed. Moreover, modern teaching methodology should be adopted according to the needs of students. Similarly, 13 (9.84%) respondents agreed that unwarranted political interference in academic and administrative affairs of schools should be eradicated. Another 10 (7.57%) respondents viewed that adequate physical and infrastructural facilities should be provided to institutions. Co- curricular activities should be held for personality development of students. The remaining 09 (6.81%) respondents opined that teaching learning process should be made effective through professional development courses for teachers. Incentives and rewards should be given to teachers to increase their motivations towards work. The graphic presentation of data in figure- 96 further elaborated the data.
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The crux of the responses revealed that majority of school heads emphasized the need to improve the mechanism of monitoring, supervision and accountability. They also reported the need to give sufficient administrative authority to school heads. A reasonable number of respondents also proposed that well-qualified teaching staff should be appointed to adopt modern teaching methodology in classrooms. However, the rate of responses about other suggestions floated by a small number of school heads was inconsequential.
Figure-96
4.4 Discussion of Interviews Held with School Heads School heads independently responded to the same questionnaire containing 6 items, related to causes of deterioration of quality at the secondary school level. Variation in responses occurred due to difference of opinions in perceiving the same phenomenon. School heads differently defined quality of education. To a sizable number of respondents, it was academic excellence based on students‟ gains in Boards‟ examinations. The interviewees reported that academic excellence refers to remarkable achievements of students and teachers in various school subjects in the form of high scores and grades. School heads reported that annual Board/departmental examinations are used as standard to assess the quality of education at this particular level. The achievements of students in departmental/Board examinations are considered in rating the teachers and institutions as well. However, some respondents viewed it as developing students‟ potential and capabilities. One of the school heads stated, “The
cclv development of students‟ potential and capabilities is a vital component used to assess the quality of education at the respective level. Quality education at secondary school level develops students‟ potential and capabilities, which included general abilities to think rationally, act wisely and react accordingly”. One idea was that quality education aimed at meeting the societal needs for economic development. A senior school head delineated quality education at the secondary school level as “The standard of attainment which is not only acceptable in society but also meets the criteria of relevance and employability in market”.
The study found that the main causes for deterioration of quality at the secondary school level included inadequate mechanism of monitoring and supervision, defective examination system, lack of required infrastructural and physical facilities, overcrowded classrooms, shortage of qualified teaching staff, obsolete teaching methodologies, unwarranted political interference and in-sufficient public financing of education. One of the respondents stated, “Infrastructural facilities have an important impact on students‟ academic achievements. They are prerequisites for teaching learning process, which make it more effective and result-oriented. However, various missing facilities like school building, additional rooms, laboratories, libraries, sports items, equipments of infrastructural technology and basic amenities in school context cause significant deterioration of quality of education”.
It was found that important indicators, among others, used to ensure quality education included qualified teaching staff, modern scientific teaching methodology, well-balanced curriculum, effective examination system, adequate infrastructural and physical facilities, annual results, literacy ratio and annual expenditure per student. The study uncovered that major reasons for poor performance of teachers included inadequate mechanism of monitoring and supervision, lack of accountability, professional inadequacies of teachers, frequent postings, shortage of qualified teaching staff, lack of teachers‟ social recognition in society, unwarranted political interference, teachers‟ absenteeism, high student-teacher ratio and traditional teaching methodology. A school head stated, “The system of education in Pakistan was highly politicized. In majority, the appointments and transfers were made on the bases of political affiliations and nepotism. Moreover, teachers did not enjoy high social status in society. Lack of social
cclvi recognition and political interference in academic and administrative affairs of schools decreased the self-esteem and motivational level of teaching force and caused them as poor performers”.
It was indicated that the most significant factors used to improve quality education, among others, included, well-qualified teaching staff, up-to-date curriculum, modern teaching methodologies, sound mechanism of evaluation and monitoring, effective examination system, adequate infrastructural facilities, financial resources and high standards of discipline. One of the school heads stated, “Important factors to improve quality education include well-designed and relevant curriculum, modern teaching methodology and professionally qualified teaching force. The curriculum should be well-designed because it is a valuable document where the national objectives are translated into teaching and learning. Moreover, the success of the entire education of a country depends upon the kind of teaching methodology adopted in class and the quality of teachers who assume the responsibility to change the destiny of nation”. The measures suggested by school heads for quality improvement included, among others, sound mechanism of monitoring and supervision to make teachers accountable, replacement of age-old traditional teaching methodologies by appropriate instructional strategies, provision of adequate physical and infrastructural facilities, appointment of competent teaching staff, need for professional development courses, eradication of unwarranted political interference and incentives and rewards to increase motivation of teachers towards work. A senior school head stated, “Teacher is an integral part of teaching learning process. Quality of education is directly related to teaching quality of educators. To improve quality of education, the prospective teachers have to be recruited on merit. Moreover, instead of following obsolete methods of teaching, scientific teaching methodology has to be adopted to raise the standard of education”. Another school head documented, “School heads should be given full authority to control all the educational and administrative affairs in schools including transfers, utilization of funds, provision of infrastructural facilities and appointment of lower staff”.
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Chapter-5 FINDINGS, CONCLUSIONS, SUMMARY AND RECOMMENDATIONS This chapter documents findings and conclusions of this study with brief summary of the whole report. The viable recommendations are also recorded for improvement.
5.1 Findings The analysis of the data, discussion and results facilitated the study to formulate the following findings, which are based on the responses of subjects.
Findings Based on Teachers’ Responses Teaching Learning Process 1. Out of 302 secondary school teachers, 226 (74.83%) agreed that the quality of education has deteriorated due to unsatisfactory teaching learning process, while 64 (21.19%) disagreed to the given statement. (Table No. 4.1.1) 2. A majority of 235 (77.81%) secondary school teachers viewed that adequately trained, qualified and committed teachers are not mostly available to improve teaching learning process, while 53 (17.55%) disagreed to the given statement. (Table No. 4.1.2)
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3. In the opinion of 250 (82.78%) teachers, the quality of education in schools is reportedly deteriorated and not acceptable to stakeholders, while 44 (14.57%) did not endorse the given statement. (Table No. 4.1.3) 4. It was revealed that out of 302 secondary school teachers, 193 (63.91%) applied appropriate teaching methodologies according to the different needs of students, while 97(32.12%) disagreed to the given statement. (Table No. 4.1.4) 5. Out of 302 secondary school teachers, 56 (18.54%) agreed that teachers pay individual attention to every student of classes, while 235 (77.81%) disagreed to the given statement. (Table No. 4.1.5) 6. It was found that out of 302 secondary school teachers, 57 (18.87%) used Audio Visual Aids during class, while 234 (77.48%) disagreed to the given statement. (Table No. 4.1.6) 7. Out of 302 secondary school teachers, 64 (21.19%) agreed that teachers prepare lesson plans and follow scheme of study properly, while 219 (72.52%) did not support the given statement. (Table No. 4.1.7) 8. An overwhelming majority of 235 (77.81%) respondents agreed that teachers completed their courses in time, while 55 (18.21%) disagreed to the given statement. (Table No. 4.1.8) 9. Out of 302 secondary school teachers, 222 (73.51%) agreed that teachers provided guidance and counseling to students, while 58 (19.21%) disagreed to the given statement. (Table No. 4.1.9) 10. In the opinion of 96 (31.79%) teachers, the secondary schools have sufficient qualified staff for all the subjects they are supposed to teach, while 198 (65.56%) disagreed to the given statement. (Table No. 4.1.10)
Infrastructural and Physical Facilities 1. Out of 302 secondary school teachers, 246 (81.67%) agreed that school infrastructural and physical facilities have great impact on students‟ personality development and academic progress, while 40 (13.25%) disagreed to the given statement. (Table No. 4.1.11)
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2. A majority of 192 (63.58%) secondary school teachers agreed that their schools have (newly constructed) purpose-built buildings and adequate infrastructural facilities, while 106 (35.10%) disagreed to the given statement. (Table No. 4.1.12) 3. Out of 302 secondary school teachers, 87 (28.81%) agreed that their schools have computer labs with internet facility, while 211 (69.87%) disagreed to the given statement. (Table No. 4.1.13) 4. A majority of 218 (72.19%) secondary school teachers agreed that their schools have science laboratories with latest equipments, chemicals and other accessories, while 73 (24.17%) disagreed to the given statement. (Table No. 4.1.14) 5. Out of 302 secondary school teachers, 167 (55.30%) agreed that their schools have spacious classrooms to accommodate students, while 120 (39.74%) did not support the given statement. (Table No. 4.1.15) 6. It was stated by 69 (22.85%) secondary school teachers that their schools have appropriate instructional facilities, while 211 (69.87%) disagreed to the given statement. (Table No. 4.1.16) 7. In the opinion of 70 (23.18%) secondary school teachers, the schools have adequate physical facilities like halls, auditoriums, toilets, clean drinking water and electricity etc, while 216 (71.52%) disagreed to the given statement. (Table No. 4.1.17) 8. A majority of 235 (77.81%) secondary school teachers agreed that their schools have sufficient furniture for students and teachers, while 57 (18.87%) disagreed to the given statement. (Table No. 4.1.18) 9. Out of 302 secondary school teachers, 172 (56.95%) agreed that there are playgrounds in their schools, while 115 (38.08%) did not endorse the statement. (Table No. 4.1.19) 10. An overwhelming majority of 232 (76.82%) secondary school teachers viewed that their schools have libraries with sufficient books, while 42 (13.91%) disagreed to the given statement. (Table No. 4.1.20)
School Climate 1. Out of 302 secondary school teachers, 68 (22.52%) agreed that their schools provide scholarship to the needy and intelligent students, while 227 (75.17%) disagreed to the given statement. (Table No. 4.1.21)
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2. In the opinion of 49 (16.23%) secondary school teachers, incentives and rewards are given to good teachers for encouragement, while 250 (82.78%) disagreed to the given assumption. (Table No. 4.1.22) 3. Out of 302 secondary school teachers, 262 (86.75%) agreed that indiscipline in school premises leads to moral degeneration and decline in quality education, while 16 (5.30%) disagreed to the given statement. (Table No. 4.1.23) 4. A majority of 190 (62.91%) teachers stated that the teachers and students of their schools observe discipline in school premises, while 94 (31.13%) disagreed to the given statement. (Table No. 4.1.24) 5. Out of 302 secondary school teachers, 190 (62.91%) agreed that in-service training and refresher courses are provided to teachers, while 92 (30.46%) disagreed to the given statement. (Table No. 4.1.25) 6. A majority of 194 (64.24%) secondary school teachers agreed that the teachers of their schools are regular in their duties, while 88 (29.14%) disagreed to the given assumption. (Table No. 4.1.26) 7. A small number of 41 (13.58%) teachers viewed that there is adequate student-teacher ratio in their schools, while 252 (83.44%) disagreed to the given statement. (Table No. 4.1.27) 8. An overwhelming majority of 214 (70.86%) secondary school teachers reported that their schools have high completion rates at secondary school certificate level, while 75 (24.83%) disagreed to the given statement. (Table No. 4.1.28) 9. Out of 302 secondary school teachers, 76 (25.17%) agreed that their schools arrange co- curricular activities like Debates, Quiz, Art and Craft, Science Exhibition, Indoor and Outdoor games, while 211 (69.87%) did not support the statement. (Table No. 4.1.29) 10. In the opinion of 32 (10.60%) teachers, the transfers, appointments and other administrative decisions in their schools are made on merit, while 240 (79.47%) did not endorse the given statement. (Table No. 4.1.30)
Monitoring and Supervision
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1. Out of 302 secondary school teachers, 184 (60.93%) agreed that the maladministration in schools is the major cause of deterioration of quality, while 98 (32.45%) disagreed to the given statement. (Table No. 4.1.31) 2. A majority of 184 (60.93%) secondary school teachers agreed that lack of supervision and monitoring by administrative authority results in poor performance of teachers, while 96 (31.79%) disagreed to the given statement. (Table No. 4.1.32) 3. An overwhelming majority of 296 (98.01%) teachers agreed that their school heads monitor the classes regularly to check the performance of teachers and students, while 96(31.79%) disagreed to the given assumption. (Table No. 4.1.33) 4. Out of 302 secondary school teachers, 192 (63.58%) agreed that their school heads look after all the important matters of schools and take stakeholders in confidence (students, parents, teachers and district level education officers), while 104 (34.44%) disagreed to the given statement. (Table No. 4.1.34) 5. In the opinion of 30(9.93%) teachers, the District Level Education Officers visit the schools regularly to assess students‟ performance and solve administrative problems. While 247 (81.79%) disagreed to the given statement. (Table No. 4.1.35)
Curriculum 1. It was revealed by 45(14.90%) secondary school teachers that the curriculum at secondary level fulfills requirements of society and meets future challenges, while 248(82.12%) did not endorse the statement. (Table No. 4.1.36) 2. Out of 302 secondary school teachers, 43(14.24%) agreed that the curriculum develops students‟ creative thinking and analytical skills, while 243 (80.46%) disagreed to the given statement. (Table No. 4.1.37) 3. It was ascertained from the responses of 96 (31.79%) teachers that the curriculum is revised regularly to accommodate current trends and issues at national and international level, while 193 (63.91%) disagreed to the given statement. (Table No. 4.1.38) 4. A small number of 56(18.54%) secondary school teachers viewed that they are involved in the process of curriculum development, while 223(73.84%) disagreed to the given statement. (Table No. 4.1.39)
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5. An overwhelming majority of 248(82.12%) secondary school teachers agreed that the present curriculum is based on theoretical contents and has little practical application, while 40(13.25%) disagreed to the given statement. (Table No. 4.1.40)
Examination System 1. A majority of 244 (80.79%) secondary school teachers agreed that the existing system of examination at secondary level is not reliable to evaluate the actual knowledge of students, while 45(15.23%) disagreed to the given statement. (Table No. 4.1.41) 2. Out of 302 secondary school teachers, 41 (13.58%) agreed that the examination system of Pakistan improves the analytical and problem solving skills of students, while 242 (80.13%) disagreed to the given statement. (Table No. 4.1.42) 3. A small number of 45 (14.90%) secondary school teachers agreed that the examination system of Pakistan provides feedback on pedagogy and ensures achievement of curricular objectives, while 240 (79.47%) disagreed to the given statement. (Table No. 4.1.43) 4. The opinion of 238(78.81%) secondary school teachers confirmed that the use of unfair means and malpractices in examination has resulted in over all deterioration of quality of education at the secondary level in Khyber Pakhtunkhwa province of Pakistan, while 54 (17.88%) disagreed to the given statement. (Table No. 4.1.44) 5. A consensus was found among 239 (79.14%) secondary school teachers that the examination system of Pakistan tests rote learning and memorization, while 55(18.21%) disagreed to the given statement. (Table No. 4.1.45)
Findings Based on Students’ Responses Teaching Learning Process 1. Out of 6203 students, 5215 (84.07%) reported that the quality of education has deteriorated due to unsatisfactory teaching learning process while 921 (14.85%) disagreed to the given statement. (Table No. 4.2.1) 2. A majority of 5371 (86.59%) students agreed that the quality of education in schools is reportedly deteriorated while 729 (11.75%) disagreed to the given assumption. (Table No. 4.2.2)
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3. Out of 6203 students, 1216 (19.60%) agreed that their teachers apply appropriate teaching methodologies according to the needs of students, while a majority of 4880 (78.67%) disagreed to the given statement. (Table No. 4.2.3) 4. A small number of 520 (8.38%) students agreed that their learning needs are fully attended by the schools, while majority of 5585 (90.04%) students disagreed to the given statement. (Table No. 4.2.4) 5. Out of 6203 students, 1636 (26.37%) viewed that they are satisfied with the checking of their monthly tests and marking of their answer books by their teachers. while 4498 (72.51%) disagreed to the given statement. (Table No. 4.2.5) 6. A small number of 1251 (20.17%) students agreed that their teachers complete the prescribed syllabus within given time of an academic year, while 4860 (78.35%) disagreed to the given assumption. (Table No. 4.2.6) 7. In the opinion of 1144 (18.44%) respondents, the teachers use teaching aids to make the lesson effective, while a majority of 4989(80.43%) disagreed to the given statement. (Table No. 4.2.7) 8. It was revealed by 869 (14.01%) students that their teachers plan their lessons according to the prescribed syllabus and follow scheme of study, while majority of 5223 (84.20%) students did not support the statement. (Table No. 4.2.8) 9. A consensus was found among 5486 (88.44%) respondents that their teachers have mastery over the subjects they teach, while 677 (10.91%) disagreed to the given statement. (Table No. 4.2.9) 10. A majority of 4415 (71.18%) students agreed that their teachers observe high level of attendance and reach the classes in time. while 1698 (27.37%) did not endorse the statement. (Table No. 4.2.10)
Infrastructural and Physical Facilities 1. A majority of 4459 (71.88%) students reported that their schools have purpose- built buildings, while 1635 (26.36%) disagreed to the given assumption. (Table No. 4.2.11) 2. A small number of 832 (13.41%) students were of the view that their schools have computer labs and internet facility, while 5277 (85.07%) disagreed to the given statement. (Table No. 4.2.12)
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3. A consensus was found among 5650 (91.08%) students that their schools have science laboratories with sufficient chemicals and equipments, while 546 (8.80%) disagreed to the given assumption. (Table No. 4.2.13) 4. Out of 6203 students, 3895 (62.79%) agreed that their schools have libraries with sufficient books, while 2301 (37.09%) disagreed to the given statement. (Table No.4.2.14) 5. A negligible number of 359 (5.79%) students reported that their schools have adequate physical facilities like halls, auditoriums, toilets and clean drinking water, while majority of 5800 (93.50%) students disagreed. (Table No. 4.2.15) 6. In the opinion of 5190 (83.67%) respondents, electricity is available in their schools, while 980 (15.80%) disagreed to the given statement. (Table No. 4.2.16) 7. A majority of 5078 (81.86%) students agreed that their schools have spacious classrooms to accommodate students, while 1092 (17.60%) disagreed to the given assumption. (Table No. 4.2.17) 8. It was found from the responses of 5651 (91.10%) students that there are play grounds in their schools, while a small number of 520 (8.38%) students did not endorse the statement. (Table No. 4.2.18) 9. Out of 6203 respondents, 5120 (82.54%) viewed that there is sufficient furniture available in their schools for students and teachers, while 1078 (17.38%) disagreed to the given statement. (Table No. 4.2.19) 10. A majority of 4170 (67.23%) students agreed that their schools have appropriate instructional facilities, while 2016 (32.50%) did not support the given assumption. (Table No. 4.2.20)
School Climate 1. A negligible number of 374 (6.03%) students agreed that their schools arrange co- curricular activities like Debates, Quiz, Art and Craft, Science Exhibition, Essay Writing and Musical Concerts etc. while 5670 (91.41%) disagreed to the given assumption. (Table No. 4.2.21)
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2. Out of 6203 students, 4271 (68.85%) agreed that their schools provide the facilities of indoor and outdoor games, while a small number of 1914 (30.86%) did not endorse the given statement. (Table No. 4.2.22) 3. A small number of 610 (9.83%) students viewed that their schools have adequate student- teacher ratio to establish close contact among them, while majority of 5571 (89.81%) students disagreed. (Table No. 4.2.23) 4. Out of 6203 students, 3011 (48.54%) viewed that their schools have high completion rates of secondary school certificate examinations, while 3162 (50.98%) disagreed to the given statement. (Table No. 4.2.24) 5. A majority of 4336 (69.90%) students agreed that their schools have Parent-Teacher Councils to discuss school affairs and students‟ problems, while 1841 (29.68%) disagreed to the given assumption. ( Table No. 4.2.25) 6. In the opinion of 1177 (18.97%) respondents, parents visit the schools monthly to discuss their academic performance with teachers, while majority of 4990 (80.44%) students disagreed. (Table No. 4.2.26) 7. A consensus was found among 3582 (57.75%) respondents that their schools provide scholarship to the needy and intelligent students, while 2578 (41.56%) disagreed to the given statement. (Table No.4.2.27) 8. A negligible number of 505 (8.14%) students stated that they visit science laboratories for practical work weekly, while majority of 5671 (91.42%) disagreed to the given assumption. (Table No.4.2.28) 9. A small number of 671 (10.82%) students agreed that admissions are granted in their schools on merit, based on test and interview, while majority of 5511 (88.84%) students did not support the statement. (Table No. 4.2.29) 10. In the opinion of 4244 (68.42%) respondents, the teachers and students of their schools observe discipline in school premises, while 1939 (31.26%) disagreed to the given statement. (Table No. 4.2.30)
Monitoring and Supervision
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1. A majority of 3500(56.42%) students agreed that their school heads monitor the classes regularly to check the performance of students and teachers, while 2622 (42.27%) disagreed to the given assumption. (Table No. 4.2.31) 2. In the opinion of 3489(56.25%) students, the school heads look after all the important matters regarding their academic achievements, while 2654 (42.79%) students disagreed. (Table No. 4.2.32) 3. An overwhelming majority of 5388 (86.86%) respondents viewed that inadequate supervision and monitoring of schools by district level officers is a big reason for poor quality of education, while 772 (12.45%) disagreed to the given statement. (Table No. 4.2.33) 4. Out of 6203, 2820 (45.46%) students agreed that the maladministration in their schools is the major cause of deterioration of quality in education, while 2853 (45.99%) disagreed to the given assumption. (Table No. 4.2.34) 5. In the opinion of 597 (9.62%) students, monitoring cell / inspection committee visits their schools to assess students‟ overall performance, while majority of 5590 (90.12%) students did not endorse the statement. (Table No. 4.2.35)
Curriculum 1. In the opinion of 655 (10.56%) students, the curriculum at the secondary school level taught in their schools meet their requirements, while 5520 (88.99%) disagreed to the given assumption. (Table No. 4.2.36) 2. Out of 6203 students 437 (7.04%) agreed that the curricular contents are flexible and correspond to the mental level of average students, while majority of 5740 (92.54%) students did not support the statement. (Table No. 4.2.37) 3. A small number of 859 (13.85%) students reported that curriculum is revised on regular basis, while majority of 5311 (85.62%) students did not endorse the statement. (Table No. 4.2.38) 4. Out of 6203 students 770 (12.41%) agreed that the curriculum at the secondary school level develops students‟ creative thinking and analytical skills, while 5390 (86.89%) disagreed. (Table No. 4.2.39)
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5. In the opinion of 681 (10.98%) students, the present curriculum captivates students‟ interest and prepares them for better career, while 5500 (88.67%) did not endorse the given assumption. (Table No. 4.2.40)
Examination System 1. A majority of 4670 (75.29%) students felt that the existing system of examination at the secondary school level is questionable and does not evaluate the actual knowledge of students, while 1472 (23.73%) disagreed. (Table No. 4.2.41) 2. A negligible number of 444 (7.16%) students agreed that the examination system of Pakistan improves the analytical skills of students, while 5741 (92.55%) disagreed to the given assumption. (Table No. 4.2.42) 3. Out of 6203 students, 653 (10.52%) agreed that the examination system of Pakistan provides feedback on pedagogy and ensures achievement of curricular objectives, while a majority of 5531 (89.17%) disagreed. (Table No. 4.2.43) 4. In the opinion of 4360 (70.29%) students, use of unfair means and malpractices in examination have resulted in over all deterioration of quality of education at the secondary school level in Pakistan, while a small number of 1822 (29.37%) students disagreed. (Table No. 4.2.44) 5. A consensus was found among 4333 (69.85%) respondents that the examination system of Pakistan tests rote learning and memorization, while 1858 (29.95%) did not endorse the statement. (Table No. 4.2.45)
Lessons Learnt From Different Categories Based on Opinionnaires The primary purpose of conducting this study was to explore causes of deterioration of quality at the secondary school level and provide remedial solution of the problem. The lessons learnt from the study under different categories are provided in what follow:
1) Teaching Learning Process The outcome of the responses of subjects revealed that the quality of education has deteriorated due to unsatisfactory teaching learning process. Adequately trained, committed and proper qualified staff is not mostly available in schools. It is also observed that obsolete and
cclxviii traditional teaching methodologies are still being practiced in Govt. Boys‟ High Schools in Khyber Pakhtunkhwa province of Pakistan. Poor quality of teaching force was predominantly a drawback leading to deterioration of quality at the secondary school level. The concept of poor teaching quality means that teachers at the secondary school level in Pakistan, in general and in Khyber Pakhtunkhwa, in particular are either under-qualified or poorly trained. Most commonly, they lack knowledge and skills required to teach the prescribed courses.
It is fact that academic achievements of students mostly depend upon how teachers use various teaching methods and strategies in their classes. Teaching methods applied in classrooms play significant role in producing knowledgeable human capital in a country. Through the application of innovative teaching methods in class, students not only learn effectively but also enhance their capacity to solve real life problems and widen their understanding of social and economic issues in society, at large. On the other hand, traditional teaching methods impede the intellectual growth of students.
2) Infrastructural and physical facilities Infrastructural and physical facilities were also found missing in schools. Physical infrastructure of schools and learning environment contribute to quality education for all students. Comfortable classrooms, conducive school climate, well-equipped laboratories and high standard buildings with required facilities enhance teachers‟ effectiveness and provide the students with opportunity to receive quality education and exhibit better performance as compared to those students who study in schools with substandard infrastructure and uncongenial environment.
3) School Climate The study revealed that indiscipline in school premises leads to moral degeneration and decline in quality education. It is also a well-established fact that ideal school climate is mandatory in order to make the educational institutions a pleasant centre that will motivate students to participate whole-heartedly in curricular as well as co-curricular activities.
4) Monitoring and Supervision
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Maladministration in schools and lack of adequate monitoring and supervision mechanism are also cited as the major causes of deterioration of quality. The main purpose behind inspection is to provide supervision to improve teaching learning process, uplift administrative standards and present solutions to the problems identified during monitoring. Inspection is a powerful tool to monitor the system of education because it ensures that work is performed according to the laid down criteria. However, it is unfortunate that the education system of Pakistan is facing a crisis of effective school inspection and monitoring mechanism. The supervisors and monitors are not professionally trained enough to carry out instructional supervision and give their input to solve problems identified during the process.
5) Curriculum The study revealed that curriculum at the secondary school level does not fulfill the socio-economic requirements of our society. It also does not develop creative thinking, and analytical skills of students. Quality of education depends on what is being taught at educational institutions. The main purpose of improving quality of education is to prepare students for better careers. This aim can be obtained if the institutions develop and follow appropriate and quality curriculum, which is not only relevant to local environment but also takes into its fold global perspective of education. It would be impossible to have high quality students, qualified teachers, and visionary leadership without having the required quality curriculum.
6) Examination System The existing system of examination at secondary level is not reliable to evaluate the actual knowledge of students. The use of unfair means and malpractices in examination has resulted in over all deterioration of quality of education at the secondary level in Khyber Pakhtunkhwa province of Pakistan. Examination plays significant role in determining what happened in classrooms regarding teaching learning process. It tests children‟s understanding of what they have learnt and evaluates the acquired knowledge and skills. The present system of examination lays too much emphasis upon rote learning, memorizing factual knowledge and producing it in papers. Therefore, drastic measures are required to revolutionize the examination system in order to improve quality of education at the secondary school level.
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Findings Based on the Responses of School Heads Perceptions about Quality Education The responses of school heads regarding question no. 01 about perceptions of quality education were analyzed and discussed. The findings are given as under: 1. Out of 132 school heads, 74 (56.06%) responded that quality education referred to academic excellence based on students‟ gains in annual board examination. 2. A consensus was found among 42 (31.81%) respondents that quality education meant developing students‟ potential and capabilities. 3. It was commented by 16 (12.12%) school heads that quality education aimed to meet societal needs for economic development.
Main causes of Deterioration of Quality in Secondary School Education The responses of school heads regarding question no. 02 about main causes of deterioration of quality in secondary school education were analyzed and discussed. The findings are given as under: 1. It was reported by 65 (49.24%) school heads that ineffective teaching learning process, obsolete teaching methodology, irrelevant curriculum and professionally incompetent staff were the main causes of deterioration in quality of education at the secondary school level. 2. It was revealed by 36 (27.24%) school heads that inadequate mechanism of monitoring and supervision, lack of proper evaluation and defective examination system were the major causes resulting in deterioration of quality at the secondary school level. 3. It was commented by 11(8.33%) respondents that the major causes responsible for decline in quality of education were lack of various infrastructural, physical and instructional facilities i.e furniture items, school buildings, additional classrooms, teachers‟ preparatory rooms, and residential apartments in rural areas. 4. It was disclosed by 11 (8.33%) school heads that overcrowded classrooms, shortage of staff, wrong posting and lack of motivation towards work were the main causes for deterioration of quality.
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5. It was viewed by 9 (6.81%) respondents that unwarranted political interference and inadequate public financing of education in public sector were the main causes to decline quality of education.
Indicators of Quality Education The responses of school heads regarding question no. 03 about indicators of quality education were analyzed and discussed. The findings are given as under: 1. A majority of 72 (54.54%) school heads reported that the indicators, which ensure quality of education include qualified teaching staff, scientific teaching methodology, well- balanced curriculum, effective examination system and adequate infrastructural and physical facilities. 2. Out of 132 school heads 40 (30.30%) viewed that main indicators for quality education include literacy ratio, enrolment ratio of different age groups, annual results and pass percentage of graduates, number of skilled graduates and productivity at national level. 3. A small number of 20 (15.15%) school heads found that annual expenditure per student, relevance of education to societal needs and conducive learning environment were the main indicators to ensure quality education in secondary schools.
Causes of Teachers’ Poor Performance The responses of school heads to the open-ended question no. 04 regarding the performance of teachers were analyzed and discussed. The following are the findings: 1. Out of 132 respondents 64 (48.48%) thought inadequate mechanism of monitoring and evaluation, lack of supervision and accountability as the main causes, which make teachers‟ performance to deteriorate. 2. Professional inadequacies, shortage of qualified teaching staff, and irrelevant posting were cited to be the major causes of teachers‟ poor performance by 33 (25.0%) school heads.
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3. It was disclosed by 16 (12.12%) respondents that unwarranted political interference in education sector and teachers‟ low social recognition in society make them under- performers. 4. Out of 132 School Heads, 10 (7.57%) viewed high student-teacher ratio and traditional teaching methodology as the main causes of teachers‟ poor performance. 5. A small number of 9 (6.81%) School Heads commented that teachers‟ absenteeism due to personal engagements and lack of command over the subject cause teachers‟ performance to deteriorate.
Factors to Promote Quality Education The responses of school heads regarding question no. 05 about factors, which promote quality of education, were analyzed and discussed. The findings are given as under: 1. Out of 132 school heads, 67 (50.57%) commented that effective teaching learning process, qualified teaching staff, up-to-date curriculum and modern teaching methodology are the significant factors to promote quality education. 2. It was reported by 34 (25.75%) respondents that sound mechanism of evaluation, effective examination system and proper monitoring and supervision were the crucial factors which promoted quality education in schools. 3. It was commented by 16 (12.12%) school heads that various infrastructural and physical facilities, which included buildings, furniture items, boundary walls, instructional facilities, laboratories, computer labs, libraries, clean drinking water, toilet and electricity etc are the important factors to promote quality of education. 4. It was stated by 10 (7.57%) respondents that adequate financial resources and implementation of education policies by subsequent governments were significant factors, which could improve quality education. 5. In the opinion of 5 (3.78%) school heads, ideal school climate and discipline in educational institutions were important factors of quality education.
Suggestions to Improve Quality Education
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Suggestions based on the responses of school heads to improve quality of education were analyzed and discussed. The following are the findings: 1. A consensus was found among 70 (53.03%) school heads that mechanism of monitoring, supervision and accountability should be improved and school heads should be given sufficient authority to manage various school affairs. 2. Out of 132 school heads, 30 (22.72%) proposed that well-qualified and competent teaching staff should be appointed. In addition to this, modern teaching methodology has to be adopted to improve quality of education. 3. It was commented by 13 (9.84%) school heads that unwarranted political interference in schools should be eradicated. 4. It was proposed by 10 (7.53%) school heads that adequate physical and infrastructural facilities should be provided to institutions and co-curricular activities should be held to develop the personalities of students. 5. It was suggested by 9 (6.81%) school heads that teaching learning process should be made effective through professional development courses for teachers. Moreover, incentives and rewards should be given to teachers to increase their motivation towards work.
5.2 Conclusions Based on the review of literature, data analysis and findings of the study, the following conclusions are drawn, which are placed under different categories as they are reflected in the opinionnaires and interview items fielded to respondents.
Conclusions Based on the Responses of Students and Teachers The following conclusions are based on the responses of students and teachers and are given under different categories:
Teaching Learning Process
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1. The study revealed that adequately trained, qualified and committed teachers are not always available to improve teaching learning process. 2. It was found that teachers do not pay individual attention to every student of class due to high student-teacher ratio. Moreover, they neither prepare lesson plans nor follow scheme of studies properly. 3. It was found that majority of schools do not have sufficient qualified staff for teaching in all the subjects. 4. Teachers do not apply appropriate teaching methodologies according to the diverse needs of students. 5. The students are not satisfied with the checking of their monthly tests and marking of their answer books by their teachers. 6. The learning needs of students are not fully attended by the schools. However, teachers provide guidance and counseling to students. 7. It was found that teachers do not complete the prescribed syllabus within the given time in an academic year. 8. Majority of the students agreed that their teachers have mastery over the subjects they teach and observe high level of attendance and attend classes in time.
Infrastructural and Physical Facilities 1. Infrastructural and physical facilities have great impact on students‟ personality development and academic progress. However, majority of schools lack certain physical facilities like halls, offices, auditoriums, toilets, clean drinking water and electricity. Modern instructional facilities are also found missing in Govt. Boys‟ High Schools of Khyber Pakhtunkhwa province of Pakistan. 2. Majority of schools have libraries and science laboratories but they lack computer labs and internet facilities. Moreover, the students are also not encouraged to visit laboratories and libraries to do practical work.
School Climate
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1. It was found that schools do not provide scholarship to the needy and intelligent students. Besides this, incentives and rewards are also not given to good teachers for encouragement. 2. The respondents acknowledged that indiscipline in school premises leads to moral degeneration and decline in quality education. 3. It was found that the transfers, appointments and other administrative decisions in schools are not made on merit. 4. The study revealed that majority of schools do not arrange co-curricular activities like Debates, Quiz, Art and Craft, Science Exhibition, Essay Writing, Musical Concerts and Indoor and Outdoor games. 5. Majority of respondents agreed that their schools have Parent-Teacher Councils but their parents do not visit the schools on monthly basis to discuss the academic performance of their wards with teachers. 6. Admission is not granted in Govt. Boys‟ High Schools on merit and is not based on test and interview.
Monitoring and Supervision 1. Administration is thought to be the most important area of any educational organization. The respondents acknowledged that maladministration in schools is the major cause of deterioration of quality. Moreover, lack of supervision and monitoring by administrative authority results in poor performance of teachers. 2. It was found that monitoring cell / inspection committee does not visit schools regularly to assess students‟ overall performance.
Curriculum 1. It came to light that the curriculum taught at the secondary school level does not develop students‟ creative thinking and analytical skills. The respondents reported that the
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curriculum is not revised regularly to accommodate modern trends and issues that emerge at national and international levels. 2. It was found that teachers are not involved in the process of curriculum development. 3. Majority of the respondents viewed that the present curriculum is based on theoretical contents and has little practical application. It also lacks the potential to prepare students for better career.
Examination System 1. Majority of the respondents concluded that the existing system of examination at the secondary school level is not reliable to evaluate the actual knowledge of students. 2. It was found that the examination system of Khyber Pakhtunkhwa province of Pakistan does not improve the analytical and problem solving skills of students. 3. The study revealed that the examination system neither provides feedback on pedagogy nor ensures achievement of curricular objectives. It tests rote learning and memorization only 4. Majority of the respondents reported that use of unfair means and malpractices in examination have resulted in over all deterioration of educational quality at the secondary school level in the province. Conclusions Based on the Responses of School Heads 1. Quality of education was differently defined by school heads. To a sizable number of respondents, it was academic excellence based on students‟ gains in boards‟ examinations. However, other respondents viewed it as developing students‟ potential and capabilities. One idea was that quality education aimed at meeting the societal needs for economic development. 2. The main causes for deterioration of quality at the secondary school level included inadequate mechanism of monitoring and supervision, defective examination system, lack of required infrastructural and physical facilities, overcrowded classrooms, shortage of qualified teaching staff, obsolete teaching methodologies, unwarranted political interference and insufficient public financing of education. 3. It was found that important indicators, among others, used to ensure quality education included qualified teaching staff, modern scientific teaching methodology, well-balanced
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curriculum, effective examination system, adequate infrastructural and physical facilities, annual results, literacy ratio and annual expenditure per student. 4. The study uncovered that major reasons for poor performance of teachers included inadequate mechanism of monitoring and supervision, lack of accountability, professional inadequacies of teachers, frequent postings, shortage of qualified teaching staff, lack of teachers‟ social recognition in society, unwarranted political interference and teachers‟ absenteeism. 5. It was indicated that the most significant factors used to improve quality education, among others, included, well-qualified teaching staff, up-to-date curriculum, modern teaching methodologies, sound mechanism of evaluation and monitoring, effective examination system, adequate infrastructural facilities and high standards of discipline. 6. The measures suggested by school heads for quality improvement included sound mechanism of monitoring and supervision to make teachers accountable, replacement of age-old traditional teaching methodologies by appropriate instructional strategies, appointment of competent teaching staff, need for professional development courses, eradication of unwarranted political interference and incentives and rewards to increase motivation of teachers towards work.
5.3 Summary It was a descriptive study, which described the facts and characteristics of the given population and area of interest factually and adequately. The summary contains not only the brief of the entire report but also some key ideas from the literature review as well as some major findings of the study, which are considered crucially important. The most important variable in the title of the study was quality and causes of its deterioration in Govt. Boys‟ Secondary Schools in Khyber Pakhtunkhwa province of Pakistan. It was, therefore, imperative to ascertain from literature review the concepts of quality education and the deterioration of the quality for different reasons. It was found that quality refers to the best performance of pupils in term of high standard of attainment in different school subjects while deterioration of quality was considered to be the falling standard of education hitherto not acceptable to the stakeholders of education and has not much relevance to the societal needs.
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Quality education is recognized universally as an indispensable agent of change in a society. It leads to the development of different personality traits of students to enable them to perform productively as useful citizen of a state. The issue of deterioration of quality at the Secondary School level in Khyber Pakhtunkhwa, in particular, and in Pakistan, in general, is much debated issue of the day. Quality deserves first consideration without which education is not likely to serve its real purpose to bring about desired behavioural change in students enabling them to lead the nation to the apex of development.
Thus, it was imperative to explore causes of deterioration of educational quality at the secondary school level. This required a systematic study to find out causes of deteriorating standard of quality of education at the secondary school level and suggest remedial solutions of the problem. The literature review and responses of important stakeholders revealed a number of these causes in secondary education. The causes of deterioration of quality included lack of required infrastructural and physical facilities, ineffective teaching learning process, lack of equipment for science laboratories, inadequate mechanism for monitoring and supervision, outdated curriculum and shortage of qualified teaching staff. Moreover, lack of computer technology, defective examination system, incompetent teaching force, multi-tier education system, inadequate public financing of education and unwarranted political interference worsened the situation even a step further.
The review of literature facilitated the study to identify indicators and to place them under different categories for the preparation of opinionnaires and interview items. These indicators included, among others, literacy ratio, dropout and retention rates, effective system of examinations, production of skilled manpower per annum, enrollment of students in different age groups, number of qualified teaching staff, available infrastructural facilities, use of modern teaching methodology, student-teacher ratio, pupil-classroom ratio and class size. Besides these indicators, positive behavioural change in youth, annual pass percentage of graduates, duration of class time, language skills, basic knowledge of mathematics, science and general subjects, annual expenditure per student, number of students per computer, co-curricular activities in schools, annual board/departmental examination results were also used as quality parameters to evaluate the effectiveness of the education system.
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The literature review also facilitated the current research in finding out the factors that contributed to quality education, which could help promote effectiveness. These factors included out-standing teaching faculty, well-balanced and challenging curriculum, healthy and well- protected learners, visionary leadership in schools, availability of adequate infrastructural and physical facilities, support of parents and community, use of different teaching methodologies that suit the diverse needs of learners, well-equipped laboratories, well-stocked libraries and sound mechanism for monitoring and supervision. The following three key questions were examined in the study: 1. What are the causes of deterioration of educational quality at secondary education level? 2. How can these causes be linked to the reasons identified for poor quality of education on the basis of review of literature? 3. What viable recommendations this study could make for improvement of educational quality at the secondary education level in the province? The population of the study was 440 school heads of Govt. Boys‟ Secondary Schools, 1006 senior school teachers and 20676 students of 9th and 10th classes in six districts, who were randomly selected from these districts, which were chosen from six divisions of Khyber Pakhtunkhwa province of Pakistan.
The sample of the study included 132 (30%) school heads, 302 (30%) senior school teachers and 6203 (30%) students of 9th and 10th classes from the six districts of Khyber Pakhtunkhwa province. These districts are Bannu, Charsadda, Dera Ismail Khan, Kohat, Malakand and Mansehra. Stratified random sampling technique was used to ensure representativeness and reduce potential of human bias in the selection of cases to be included in this sample.
The data were obtained with the help of closed-ended opinionnaires, interview items and literature review. Two sets of opinionnaires were developed: one for secondary school teachers and other for students of 9th and 10th classes. The 45 statements of opinionnaires were based on the indicators drawn from the review of literature. The interviews were held with school heads on prescheduled dates and time. The data were given both quantitative and qualitative treatment.
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The study made a number of recommendations for improving quality of education at the secondary school level, which included, among others, appointment of competent teaching staff, proper training of secondary school teachers and school heads, provision of required infrastructural and instructional facilities, observing merit in schools, eradication of unwarranted political interference and availability of adequate mechanism of monitoring and supervision. The need for effective examination system and designing up-to-date curriculum was also emphasized. It was suggested that detailed evaluation of curricular and co-curricular activities may also be carried out on quarterly basis. The study also proposed that different instructional strategies should be applied in classrooms according to the needs of students. Moreover, the strength of class should not exceed 30 students to maintain close contact between teacher and the taught.
The study answered all the three key questions of research. The causes of deterioration of quality at the secondary education level were found from literature review and responses of school heads, secondary school teachers and students. The interrelationship of these causes and poor quality of education was established on the basis of literature review and viable recommendations were made for improvement of quality of education.
5.4 Recommendations Based on conclusions of the study, the following recommendations were made for improving the quality of education at the secondary school level: 1. School heads should control teachers‟ absenteeism, handle disciplinary issues and utilize instructional time to promote learning outcomes of students. They are required to ensure that teachers prepare lesson plans, follow schemes of studies and apply appropriate teaching strategies according to the needs of students. 2. Classroom lectures should be supported by student-centered activities such as presentations, group discussions, simulations and role-playing. 3. The teachers should use Audio Visual Aids more frequently to make their teaching effective. 4. Complete record of students‟ aptitude and detail of various activities performed by them in schools be kept to determine their sustainable intellectual development.
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5. The district and provincial educational managers should ensure to appoint adequately trained, qualified and committed teachers on the basis of their aptitude and intelligence tests so that meritorious teachers could promote quality education. 6. Overcrowded classrooms put students at risk of lower achievement rate and also lead them to disruptive behaviour. In order to overcome these problems and maintain close contact between teacher and the taught, the strength of class should not exceed 30 students. 7. School heads and secondary school teachers must be made accountable on their poor performance and weak results of students in annual Board and school examinations. 8. In order to fill vacant posts in education sector, one year teaching practice / service in rural area schools, must be made mandatory for fresh appointments. This practice will fill the vacum that exists in rural area secondary schools due to shortage of qualified teaching staff. 9. Quality infrastructural and physical facilities have great impact on students‟ learning. Therefore, the missing facilities like science laboratories, computer labs, furniture items, halls, auditoriums, toilets, clean drinking water, electricity and instructional aids should be made available in schools by increasing budgetary allocations and mobilizing community to support public sector education. 10. Practical work in science and computer laboratories must be incorporated in daily timetable in order to enable students to relate theoretical knowledge to real life situation. 11. Talent Hunt programme should be launched to provide scholarship to the needy and intelligent students. This would facilitate the deprived but deserving students to continue education. 12. Incentives and rewards (medals, certificates of excellence, monetary benefits) should be given to hard working teachers to motivate them towards work and retain their interest in the teaching profession. 13. Discipline should be maintained in secondary schools to provide students conducive learning environment. 14. The transfers, appointments and other administrative decisions in schools should be made on merit in order to eliminate the element of favouritism and nepotism.
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15. Co-curricular activities like Debates, Quiz, Art and Craft, Science Exhibition, Essay writing, Music, Indoor and Outdoor games should be planned and participation of each student of class must be ensured for overall development of their personalities. 16. The school administration should hold meeting with parents monthly to discuss their academic performance and other problems. 17. Unwarranted political interference in recruitment, transfers and administrative affairs of schools should be stopped so that an environment of professionalism prevails in educational organizations. 18. Special professional development programmes and refresher courses should be arranged for secondary school teachers because, without transforming them, the quality of education cannot be improved. 19. An effective system of supervision and monitoring should be ensured through monitoring/supervisory cell, composed of highly qualified and experienced professionals to increase the capacity of system. 20. School administration should be improved by recruiting dynamic school heads. Moreover, professional development courses should be introduced to improve managerial skills of school heads and increase their competency. 21. It is recommended that detailed evaluation of curricular and co-curricular activities may be carried out on quarterly basis under the supervision of district level education officers. 22. Constant efforts are required to make curriculum useful, effective and relevant to societal needs. The curriculum must be revised on regular basis to address ideological, social and economic needs of the country. 23. The curriculum has to be designed in a way that it develops creative thinking, analytical skills and curiosity of learning among students. 24. Teachers play significant role in the process of education. It is suggested that teachers should be given adequate representation in the process of curriculum planning because their participation in curriculum development will enhance the degree of quality in secondary education. 25. Highly qualified, competent and related subject specialists should be appointed in Text Book Boards and Bureau of Curriculum to improve the quality of textbooks and other teaching and learning resources.
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26. The examination system at the secondary school level must be made reliable so that it evaluates the actual knowledge of students. 27. In order to stop malpractices and unfair means in examination, there should be complete ban on pocket books, guides and cheating material of all sorts. 28. Questions given in papers should be thought provoking and based from the entire course. In order to discourage memorization and selective study, there should be ban on preparation of model papers and guess papers. 29. The weightage of purely subjective type questions has to be reduced and a balance between subjective and objective type questions be maintained. Questions, which can assess higher cognitive ability of students such as problem solving and analytical skills be included in the papers to enable students to apply knowledge to real life situations. 30. The government should set up a research centre in each Board for the training of paper setters, paper checkers, examiners and supervisory staff to equip them with the required expertise in assessment, test development and analysis of results. 31. A uniform marking mechanism be introduced to ensure quality of education. The boards should put a limit on maximum number of papers to be checked per day.
5.5 Implications of the Study This is the concluding paragraph, which looks forward and suggests what might happen if the recommendations were followed. The study explored causes of deterioration of quality of education at the secondary school level and provided remedial solution to the problem. The suggestions, if followed sincerely, will help the government of Khyber Pakhtunkhwa province of Pakistan to meet the challenges identified in this study. The results of this study will also be useful for policy makers, educationalists, examiners, curriculum planners, school supervisors and secondary school teachers. The outcome of the study can be utilized to improve quality of education in the secondary schools of the province, in future. The study has also potential to raise the interests of other researchers of Pakistan, in this area. An exhaustive review of literature based upon main causes of deterioration of quality at the secondary school level and factors to promote quality education provide a solid arena to other scholars to explore new areas of research in this field. It is hoped that this study will provide a base for improvement of
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quality education at the secondary school level to all the stakeholders of education, not only in Pakistan but will also serve as guideline for other developing countries to address such type of problems in the secondary education.
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Appendix-A
SARHAD UNIVERSITY OF SCIENCE & INFORMATION TECHNOLOGY, PESHAWAR
TO WHOM IT MAY CONCERN Dated Peshawar July 10th, 2013 Mr. Mohammad Javed, is PhD Education Scholar in Sarhad University of Science & Information Technology, Peshawar. He is conducting academic research on a topic “Causes of Deterioration of Quality in Secondary Education in Khyber Pakhtunkhwa, Pakistan”.
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I shall be highly grateful if he is provided all possible assistance in completion of this study, which is partial requirement for the award of degree of Doctor of Philosophy in Education.
Prof. Dr. Mohammad Iqbal Director, Higher Studies and In charge M.Phil/Ph.D Program in Education
Appendix-B
Topic: CAUSES OF DETERIORATION OF QUALITY IN SECONDARY EDUCATION IN KHYBER PAKHTUNKHWA, PAKISTAN
OPINIONNAIRE FOR SECONDARY SCHOOL STUDENTS
Section -I Personal Information (a) Name______
(b) Class ______
(c) Gender______
(d) School Name______
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Section –II
Please Tick (√) the response, which best represents your opinion. The questions / statements represent the level of agreement or disagreement as follow. Strongly Agree SA Agree A Undecided UD Disagree DA Strongly Disagree SDA
Topic: CAUSES OF DETERIORATION OF QUALITY IN SECONDARY EDUCATION IN KHYBER PAKHTUNKHWA, PAKISTAN
OPINIONNAIRE FOR SECONDARY SCHOOL STUDENTS
Name:______Gender:______Class:______School Name:______
S.No Category wise statements of opinionnaire for students SA A UD DA SDA Teaching Learning Process 1 The quality of education has deteriorated due to SA A UD DA SDA unsatisfactory teaching learning process. 2 The quality of education in schools is reportedly SA A UD DA SDA deteriorated. 3 Your teachers apply appropriate teaching SA A UD DA SDA methodologies according to the needs of students. 4 Your learning needs are fully attended by the school. SA A UD DA SDA 5 You are satisfied with the checking of your monthly SA A UD DA SDA tests and marking of your answer books by your teachers.
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6 Your teachers complete the prescribed syllabus SA A UD DA SDA within given time of an academic year. 7 Your teachers use teaching aids to make the lesson SA A UD DA SDA effective. 8 Your teachers plan their lessons according to the SA A UD DA SDA prescribed syllabus and follow scheme of study. 9 Your teachers have mastery over the subjects they SA A UD DA SDA teach. 10 Your teachers observe high level of attendance and SA A UD DA SDA reach the classes in time. Infrastructural and Physical Facilities 1 Your school has purpose-built building. SA A UD DA SDA 2 Your school has a computer lab and internet facility. SA A UD DA SDA 3 Your school has science laboratories with sufficient SA A UD DA SDA chemicals and equipments. 4 Your school has library with sufficient books. SA A UD DA SDA 5 Your school has adequate physical facilities like hall, SA A UD DA SDA auditorium, toilets and clean drinking water etc. 6 Electricity is available in your school. SA A UD DA SDA 7 Your school has spacious classrooms to SA A UD DA SDA accommodate students. 8 There is a playground in your school. SA A UD DA SDA 9 There is sufficient furniture available in your school SA A UD DA SDA for students and teachers. 10 Your school has appropriate instructional facilities. SA A UD DA SDA School Climate 1 Your school arranges co-curricular activities like SA A UD DA SDA Debates, Quiz, Art and Craft, Science Exhibition, Essay Writing and Musical concert etc. 2 Your school provides the facility of indoor and SA A UD DA SDA outdoor games. 3 Your school has adequate student-teacher ratio to SA A UD DA SDA establish close relation between teacher and student. 4 Your school has high completion rates of secondary SA A UD DA SDA school certificate exams. 5 Your school has Parent Teacher Council to discuss SA A UD DA SDA school affairs and students‟ problems. 6 Your parents visit the school monthly to discuss your SA A UD DA SDA academic performance with teachers. 7 Your school provides scholarship to the needy and SA A UD DA SDA intelligent students. 8 You visit science laboratories for practical work SA A UD DA SDA weekly. 9 Students are admitted in your school on merit, based SA A UD DA SDA on test and interview.
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10 The teachers and students of your school observe SA A UD DA SDA discipline in school premises. Monitoring and Supervision 1 Your school head monitors the classes regularly to SA A UD DA SDA check the performance of students and teachers. 2 The school head looks after all the important matters SA A UD DA SDA regarding your academic achievements and discuss with your parents. 3 Inadequate supervision and monitoring of schools by SA A UD DA SDA district level officers is a big reason for poor quality of education. 4 The maladministration in your school is the major SA A UD DA SDA cause of deterioration of quality in education. 5 The monitoring cell/inspection committee visits your SA A UD DA SDA school to assess students‟ overall performance. Curriculum 1 The curriculum of secondary level education taught in SA A UD DA SDA your school meets your requirements. 2 The curricular contents are flexible and correspond to SA A UD DA SDA the mental level of average students. 3 The curriculum is revised on regular basis. SA A UD DA SDA 4 The curriculum develops students‟ creative thinking SA A UD DA SDA and analytical skills. 5 The present curriculum captivates students‟ interest SA A UD DA SDA and prepares them for better career.
Examination System 1 The existing system of examination at secondary SA A UD DA SDA level is questionable and does not evaluate actual knowledge of students. 2 The examination system of Pakistan improves the SA A UD DA SDA analytical skills of students. 3 The examination system of Pakistan provides SA A UD DA SDA feedback on pedagogy and ensures achievement of curricular objectives. 4 The use of unfair means and malpractices in SA A UD DA SDA examination have resulted in over all deterioration of quality of education at secondary level in Pakistan. 5 The examination system of Pakistan tests rote SA A UD DA SDA learning and memorization.
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Appendix-C
.
.
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. .
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.
""
Appendix-D
Topic: CAUSES OF DETERIORATION OF QUALITY IN SECONDARY EDUCATION IN KHYBER PAKHTUNKHWA, PAKISTAN
OPINIONNAIRE FOR SECONDARY SCHOOL TEACHERS Section -I Personal Information (e) Name______(b) Designation______
(c) Academic Qualification______(d) Professional Qualification______
(e) Teaching Experience______(f) School Name ______Section -II Please Tick (√) the response, which best represents your opinion. The questions represent the level of agreement or disagreement as follow.
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Strongly Agree SA Agree A Undecided UD Disagree DA Strongly Disagree SDA
Topic: CAUSES OF DETERIORATION OF QUALITY IN SECONDARY EDUCATION IN KHYBER PAKHTUNKHWA, PAKISTAN
OPINIONNAIRE FOR SECONDARY SCHOOL TEACHERS Name:______Designation:______Academic Qualification:______Professional Qualification:______Teaching Experience:______School Name:______
S.No Category wise statements of opinionnaire for Teachers SA A UD DA SDA Teaching Learning Process 1 The quality of education has deteriorated due to SA A UD DA SDA unsatisfactory teaching learning process. 2 Adequately trained, qualified and committed teachers SA A UD DA SDA are not mostly available to improve teaching learning process. 3 The quality of education in schools is reportedly SA A UD DA SDA deteriorated and not acceptable to stakeholders. 4 Teachers apply appropriate teaching methodologies SA A UD DA SDA
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according to the different needs of students. 5 Teachers pay individual attention to every student of SA A UD DA SDA classes. 6 Teachers make use of Audio Visual Aids while SA A UD DA SDA teaching. 7 Teachers prepare lesson plans and follow scheme of SA A UD DA SDA study properly. 8 Teachers complete their courses in time. SA A UD DA SDA 9 Teachers provide guidance and counseling to students. SA A UD DA SDA 10 The school has sufficient qualified staff for all the SA A UD DA SDA subjects they are supposed to teach. School Infrastructural and Physical Facilities 1 School infrastructural and physical facilities have great SA A UD DA SDA impact on students‟ personality development and academic progress. 2 Your school has (newly constructed) purpose-built SA A UD DA SDA building and adequate infrastructural facilities. 3 Your school has a computer lab with internet facility. SA A UD DA SDA 4 Your school has science laboratories with latest SA A UD DA SDA equipments, chemicals and other accessories. 5 Your school has spacious classrooms to accommodate SA A UD DA SDA students. 6 Your school has appropriate instructional facilities. SA A UD DA SDA
7 Your school has adequate physical facilities like hall, SA A UD DA SDA auditorium, toilets, clean drinking water and electricity etc. 8 Your school has sufficient furniture for students and SA A UD DA SDA teachers. 9 There is a playground in your school. SA A UD DA SDA 10 Your school has a library with sufficient books. SA A UD DA SDA School Climate 1 Your school provides scholarship to the needy and SA A UD DA SDA intelligent students. 2 Incentives and rewards are given to good teachers for SA A UD DA SDA encouragement. 3 Indiscipline in school premises leads to moral SA A UD DA SDA degeneration and decline in quality education. 4 The teachers and students of your school observe SA A UD DA SDA discipline in school premises. 5 In-service training and refresher courses are provided to SA A UD DA SDA teachers. 6 The teachers of your school are regular in their duties. SA A UD DA SDA
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7 There is adequate student-teacher ratio in your school. SA A UD DA SDA 8 Your school has high completion rates at secondary SA A UD DA SDA school certificate level. 9 Your school arranges co-curricular activities like SA A UD DA SDA Debates, Quiz, Art and Craft, Science Exhibition, Indoor and Outdoor games. 10 The transfers, appointments and other administrative SA A UD DA SDA decisions in your school are made on merit. Monitoring and Supervision 1 The maladministration in schools is the major cause of SA A UD DA SDA deterioration of quality. 2 Lack of supervision and monitoring by administrative SA A UD DA SDA authority results in poor performance of teachers. 3 Your school head monitors the classes regularly to SA A UD DA SDA check the performance of teachers and students. 4 Your school head looks after all the important matters SA A UD DA SDA of school and takes stakeholders in confidence (students, parents, teachers and district level education officers). 5 The District Level Education Officers visit your school SA A UD DA SDA regularly to assess students‟ performance and solve administrative problems. Curriculum 1 The curriculum at secondary level fulfills requirements SA A UD DA SDA of society and meets future challenges. 2 The curriculum develops students creative thinking and SA A UD DA SDA analytical skills. 3 The curriculum is revised regularly to accommodate SA A UD DA SDA current trends and issues at national and international level. 4 Teachers are involved in the process of curriculum SA A UD DA SDA development. 5 The present curriculum is based on theoretical contents SA A UD DA SDA and has little practical application. Examination System 1 The existing system of examination at secondary level SA A UD DA SDA is not reliable to evaluate the actual knowledge of students. 2 The examination system of Pakistan improves the SA A UD DA SDA analytical and problem solving skills of students. 3 The examination system of Pakistan provides feedback SA A UD DA SDA on pedagogy and ensures achievement of curricular objectives. 4 The use of unfair means and malpractices in SA A UD DA SDA examination has resulted in over all deterioration of quality of education at the secondary level in Khyber
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Pakhtunkhwa province of Pakistan. 5 The examination system of Pakistan tests rote learning SA A UD DA SDA and memorization.
Appendix-E
Topic: CAUSES OF DETERIORATION OF QUALITY IN SECONDARY EDUCATION IN KHYBER PAKHTUNKHWA, PAKISTAN
INTERVIEW GUIDE FOR PERSONAL INTERVIEWS WITH SCHOOL HEADS
Name:______Designation:______Academic Qualification:______Professional Qualification:______Administrative Experience:______School Name:______
Q1. How will you define quality of education?
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______Q2. What are the causes of deterioration in quality of education at the secondary level? ______Q3. What are the indicators of quality education? ______Q4. What causes teachers‟ performance to deteriorate? ______
Q5.What are those factors, which promote the quality of education in secondary schools? ______Q6. What suggestions will you give to improve educational quality at the secondary level in Khyber Pakhtunkhwa province of Pakistan? ______
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Appendix-F
List of Pilot Study Schools
S. No Name of school District Name of School Heads 1. GHS Data Mansehra Mansehra Khurshid Khan 2. GHS Khushala Mansehra Mansehra Muhammad Mushtaq 3. GHS No.2 Mansehra Mansehra Ahmad Ali 4. GHS No.3 Mansehra Mansehra Shahzad Ahmed 5. GHS Tamer Khola Mansehra Mansehra Khalil-ur-Rehman
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Appendix-G
District Wise Schedule of Interview with School Heads
S. Date Time School Name Name of Designation District No Interviewee 1 2nd Oct 2013 09AM to 10AM GHS No.1 Bannu Abdul Hadi School Head Bannu 2 3rd Oct 2013 10AM to 11AM GHS Amand Saif -Ur- School Head Bannu Umar Khan Rehman 3 4th Oct 2013 10AM to 11AM GHS Bahadar Muhammad School Head Bannu Manak Khel Habibullah 4 5th Oct 2013 09AM to 10AM GHS No. 4 Bannu Gul Baqi Jan School Head Bannu 5 7th Oct 2013 10AM to 11AM GHS Ghoriwala Sahib Zali School Head Bannu Khan 6 9th Oct 2013 09AM to 10AM GHSS Kaki Ghulam Daud School Head Bannu
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7 10th Oct 2013 09AM to 10AM GHSS Ismail Jamshed Khan School Head Bannu Khail Bannu 8 11th Oct 2013 10AM to 11AM GHS Hinjal Nor Abdul Bais School Head Bannu Baz Bannu Khan 9 12th Oct 2013 10AM to 11AM GHS Kingar Jan Muhammad School Head Bannu Bahadar Nasir Khan 10 14th Oct 2013 09AM to 10AM GHS Balawar Sher Daraz School Head Bannu Khan Khan 11 15th Oct 2013 10AM to 11AM GHS Mumbati Basher Ahmad School Head Bannu Barakzai Ghani 12 16th Oct 2013 10AM to 11AM GHSS Mitakhael Sadinullah School Head Bannu Khan 13 17th Oct 2013 09AM to 10AM GHSS Hakim Akbar Jan School Head Bannu Harved Bannu 14 18th Oct 2013 09AM to 10AM GHS Azim Killa Rafiullah School Head Bannu Khan 15 19th Oct 2013 10AM to 11AM GHS Jani Khael Umer Hayat School Head Bannu Bannu Khan 16 21st Oct 2013 10AM to 11AM GHS Khan Akhtar Zaman School Head Bannu Zaman Nurar Khan Bannu 17 22nd Oct 2013 09AM to 10AM GHS No. 2 Bannu Fazal Rahim School Head Bannu 18 23rd Oct 2013 10AM to 11AM GHS Mander Nor Zaman School Head Bannu Khan
19 25th Oct 2013 10AM to 11AM GHSS Shahbaz Abdul Qadir School Head Bannu Azmat 20 26th Oct 2013 10AM to 11AM GHSS No.1 Tashreef Ullah School Head Charsadda 21 28th Oct 2013 09AM to 10AM GHS Babra Hamid Ullah School Head Charsadda 22 29th Oct 2013 10AM to 11AM GHS Khat Kali Muhammad School Head Charsadda Arif 23 30th Oct 2013 10AM to 11AM GHS Prang Raham Din School Head Charsadda 24 31st Oct 2013 09AM to 10AM GHS Charsadda Shams –ur- School Head Charsadda Khass Rehman 25 1st Nov 2013 10AM to 11AM GHS Garhi Muhammad School Head Charsadda Hameed Gul Shoaib 26 2nd Nov 2013 10AM to 11AM GHS Kuladher Muhammad School Head Charsadda Manzoor Bacha 27 4th Nov 2013 09AM to 10AM GHS Sattiabad Hidayat-ul- School Head Charsadda Haq 28 5th Nov 2013 10AM to 11AM GHS Rajjar No1 Bashir School Head Charsadda Rabbani
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29 6th Nov 2013 10AM to 11AM GHS Rajjar No2 Sharif Gul School Head Charsadda 30 7th Nov 2013 09AM to 10AM GHSS Utmanzai Tajamul School Head Charsadda No. 1 Hussain 31 8th Nov 2013 10AM to 11AM GHS Shakardand Ubaid Ullah School Head Charsadda 32 9th Nov 2013 10AM to 11AM GHS Utmanzai Fazle Subhan School Head Charsadda No. 2 33 13th Nov 2013 10AM to 11AM GHS Manikhela Niaz School Head Charsadda Muhammad 34 16th Nov 2013 10AM to 11AM GHSS Nissata Hazrat Umar School Head Charsadda 35 18th Nov 2013 09AM to 10AM GHSS No.1 Tashreef Ullah School Head Charsadda Charsada 36 19th Nov 2013 09AM to 10AM GHS Mondehar Hamid Ullah School Head Charsadda 37 20th Nov 2013 10AM to 11AM GHS Sarash Altaf School Head Charsadda 38 1st Oct 2013 10AM to 11AM GHS Dalazak Noorani Gul School Head Charsadda 39 8th Oct 2013 10AM to 11AM GHS Harichand Amir Hussain School Head Charsadda 40 24th Oct 2013 10AM to 11AM GHS Mohammad Mujahid Khan School Head Charsadda Nari 41 21st Nov 2013 09AM to 10AM GHSS Sherpao Masood Khan School Head Charsadda 42 22nd Nov 2013 10AM to 11AM GHS Naivela Atta-Ur- School Head D.I.Khan Rehman 43 23rdNov 2013 10AM to 11AM GHS Prova Qamar-Uz- School Head D.I.Khan Zaman 44 25th Nov 2013 09AM to 10AM GHSS Ramak Muhammad School Head D.I.Khan Aslam Jaffar 45 26th Nov 2013 10AM to 11AM GHS Haji Mora Saeed Akhtar School Head D.I.Khan 46 27th Nov 2013 10AM to 11AM GHSS No.3 Muhammad School Head D.I.Khan D.I.Khan Khan 47 28th Nov 2013 09AM to 10AM GHS Hathala Basher Ahmad School Head D.I.Khan 48 29th Nov 2013 10AM to 11AM GHS Din Pur Majeed Khan School Head D.I.Khan 49 30th Nov 2013 10AM to 11AM GHS Katla Fakhar Abbas School Head D.I.Khan Saidan 50 2nd Dec 2013 10AM to 11AM GHS Chahkan Mehr Barr School Head D.I.Khan 51 3rd Dec 2013 10AM to 11AM GHS Musa Zai Wazir Ahmad School Head D.I.Khan Shareef Khan 52 4th Dec 2013 10AM to 11AM GHS Moazam Khadim School Head D.I.Khan Rasool 53 5th Dec 2013 09AM to 10AM GHSS Draban Sami Ullah School Head D.I.Khan Kalan Khan 54 6th Dec 2013 09AM to 10AM GHSS Kurai Fakhar -Ud- School Head D.I.Khan Din 55 7th Dec 2013 10AM to 11AM GHS Kachi Paind Qaiser Anwar School Head D.I.Khan 56 9th Dec 2013 09AM to 10AM GHS No.1 Ismail Shah School Head D.I.Khan D.I.Khan 57 11th Dec 2013 09AM to 10AM GHSS No.2 Pir Ghulam School Head D.I.Khan D.I.Khan 58 12th Dec 2013 09AM to 10AM GHSS No.4 Muhammad School Head D.I.Khan D.I.Khan Aslam Jafer 59 13th Dec 2013 10AM to 11AM GHS No.5 Taus Khan School Head D.I.Khan D.I.Khan
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60 14th Dec 2013 09AM to 10AM GHSS Muryali Shakeel School Head D.I.Khan Hussain 61 16th Dec 2013 10AM to 11AM GHSS Daraban Muhammad School Head D.I.Khan Khurd Ali Saduie 62 17th Dec 2013 10AM to 11AM GHS Babar Shoukat Siyal School Head D.I.Khan Kacha 63 18th Dec 2013 10AM to 11AM GHS Jatta Abdul Hanan School Head D.I.Khan 64 19th Dec 2013 09AM to 10AM GHS Malana Younis Zaib School Head D.I.Khan 65 20th Dec 2013 10AM to 11AM GHS Mandhra Irshad Hassan School Head D.I.Khan Kalan 66 21st Dec 2013 10AM to 11AM GHS Hissam Muhammad School Head D.I.Khan Saleem 67 23rd Dec 2013 10AM to 11AM GHS Kurai Fakhar Ud School Head D.I.Khan Din 68 24th Dec 2013 09AM to 10AM GHS Himat Muhammad School Head D.I.Khan Rafiq 69 25th Dec 2013 10AM to 11AM GHS Behari Jamal Ahmad School Head D.I.Khan Colony Mirza 70 26th Dec 2013 10AM to 11AM GHS Ramak Inyatullah School Head D.I.Khan 71 27th Dec 2013 09AM to 10AM GHSS Billitang Muhammad School Head Kohat Nawaz 72 28th Dec 2013 10AM to 11AM GHS No. 2 Kohat Dilawar Khan School Head Kohat 73 30th Dec 2013 10AM to 11AM GHS Chikarkot Syed School Head Kohat Bala Muhammad Akbar 74 1st Jan 2014 10AM to 11AM GHS Nusrat Abdur-ur- School Head Kohat Khael Rahim Khan 75 2nd Jan 2014 09AM to 10AM GHS Sheikhan Nek Nawaz School Head Kohat 76 3rd Jan 2014 10AM to 11AM GHS Togh Bala Muhammad School Head Kohat Altaf 77 4th Jan 2014 09AM to 10AM GHS No. 4 Abdul Latif School Head Kohat 78 6th Jan 2014 10AM to 11AM GHS Jarma Kohat Said Badshah School Head Kohat 79 7th Jan 2014 09AM to 10AM GHS (Tappi) Abdul Khaliq School Head Kohat Kohat 80 8th Jan 2014 10AM to 11AM GHS Khoat Irshad khan School Head Kohat 81 9th Jan 2014 10AM to 11AM GHS .No.3 Osam-Ul-Haq School Head Kohat 82 10thJan 2014 09AM to 10AM GHS No.1 Muhammad School Head Kohat Hassan 83 11thJan 2014 10AM to 11AM GHS Mohammad Muhammad School Head Kohat Zai Ilyas 84 13thJan 2014 10AM to 11AM GHS Khadi Zai Anwar Habib School Head Kohat Kohat 85 14thJan 2014 10AM to 11AM GHS Gumbat Mohammad School Head Kohat Kohat Rehman 86 15thJan 2014 09AM to 10AM GHS Ghori Zai Irshad Ahmad School Head Kohat Payan 87 15thJan 2014 12AM to 01PM GHS Nandraka Muhammad School Head Kohat Irshad 88 16thJan 2014 10AM to 11AM GHS Ghanidherai Muhammad School Head Malakand Hayat Khan
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89 17thJan 2014 10AM to 11AM GHS Mehrdi Rehmat Khan School Head Malakand 90 18thJan 2014 09AM to 10AM GHS No.1 Dargai Fida School Head Malakand Muhammad 91 20thJan 2014 10AM to 11AM GHS No.2 Dargai Said Rehman School Head Malakand 92 21st Jan 2014 10AM to 11AM GHS No.1 Abdul Halim School Head Malakand Sakhakot 93 22ndJan 2014 09AM to 10AM GHS No.2 Saeed-ur- School Head Malakand Sakhakot Rhaman 94 23rdJan 2014 10AM to 11AM GHS Garhi Naik School Head Malakand Usmani khel Muhammad 95 24thJan 2014 09AM to 10AM GHS Haryankot Khalid Khan School Head Malakand 96 25thJan2014 10AM to 11AM GHS Mina Khan Bahadar School Head Malakand 97 27thJan 2014 10AM to 11AM GHS Kot Abdur Razzaq School Head Malakand 98 28thJan 2014 10AM to 11AM GHS Wartair Mohibgul School Head Malakand 99 29th Nov 2014 10AM to 11AM GHS Kharki Amin Ul Haq School Head Malakand 100 30thJan 2014 10AM to 11AM GHS Gul Muqam Niamatullah School Head Malakand 101 31thJan 2014 09AM to 10AM GHS Badraga Abdul Haq School Head Malakand 102 1st Feb 2014 09AM to 10AM GHS Balakot Wajid Ali School Head Mansehra 103 1st Feb 2014 12AM to 01PM GHS Pairan Muhammad School Head Mansehra Hamayun 104 3rd Feb 2014 10AM to 11AM GHS Maira Muhammad School Head Mansehra Amjad Ali Shafique 105 3rd Feb 2014 09AM to 10AM GHS Atter Shisha Muhammad School Head Mansehra Haroon 106 4th Feb 2014 09AM to 10AM GHS Hassa Qazi Riaz School Head Mansehra 107 4th Feb 2014 10AM to 11AM GHS Bissian Shafique-Ur- School Head Mansehra Rehman 108 5th Feb 2014 10AM to 11AM GHS Jaba Muhammad School Head Mansehra Mansehra Ashfaq 109 6th Feb 2014 09AM to 10AM GHS Khera Abad Syed Kafait School Head Mansehra Mansehra Hussain Shah 110 5th Feb 2014 10AM to 11AM GHS Chitta Batta Muhammad School Head Mansehra Riaz 111 7th Feb 2014 10AM to 11AM GHS Bandi Noor-Ul-Islam School Head Mansehra Shungli 112 8th Feb 2014 09AM to 10AM GHS M.M Pole Muhammad School Head Mansehra Akbar 113 9th Feb 2014 10AM to 11AM GHS Shinkiari Muhammad School Head Mansehra Nazir 114 10th Feb 2014 10AM to 11AM GHS Gari Shafqat School Head Mansehra Habibullah Hussain 115 11th Feb 2014 10AM to 11AM GHS Hussania Mir Zaffar School Head Mansehra 116 12th Feb 2014 09AM to 10AM GHS No.1 Muhammad School Head Mansehra Mansehra Javed 117 13th Feb 2014 10AM to 11AM GHS Ramkot Khalil-Ur- School Head Mansehra Mansehra Rehman 118 14th Feb 2014 10AM to 11AM GHS Shelia Amjad Ali School Head Mansehra Mansehra 119 15th Feb 2014 09AM to 10AM GHS Gandian Sher School Head Mansehra
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Mansehra Muhammad 120 15th Feb 2014 10AM to 11AM GHS Labarkot Khursheed School Head Mansehra Mansehra Anwar 121 17th Feb 2014 10AM to 11AM GHS Chattar Abdul School Head Mansehra Plane Mansehra Qayyum 122 18th Feb 2014 10AM to 11AM GHS Bherkund Muhammad School Head Mansehra Mansehra Tariq 123 19th Feb 2014 09AM to 10AM GHS Bhangia Shafiq –Ur- School Head Mansehra Mansehra Rehman 124 20th Feb 2014 10AM to 11AM GHS Tarengeri Muhammad School Head Mansehra Mansehra Fiaz 125 21st Feb 2014 10AM to 11AM GHS Battal Imdad Khan School Head Mansehra Mansehra 126 22nd Feb 2014 09AM to 10AM GHS Talahka Ibrar Shah School Head Mansehra 127 24th Feb 2014 10AM to 11AM GHS Kotgalli Muhammad School Head Mansehra Khursheed 128 25th Feb 2014 09AM to 10AM GHS Shohal Muhammad School Head Mansehra Mazullah Farooq 129 25th Feb 2014 10AM to 11AM GHS Jareed Sajjad Ahmed School Head Mansehra 130 26th Feb 2014 10AM to 11AM GHS Mohanderi Noor-Ur- School Head Mansehra Rehman 131 27th Feb 2014 09AM to 10AM GHS Paras Khalid Pervez School Head Mansehra 132 28th Feb 2014 10AM to 11AM GHS Ganool Muhammad School Head Mansehra Shafique
Appendix-H
List of Government Boys’ Secondary Schools in Six Districts of Khyber Pakhtunkhwa
DISTRICT BANNU 1. Government High School Azam Kila 2. Government High School Amand Umar Khan 3. Government High School No.1 Bannu 4. Government High School No.2 Bannu 5. Government High School No.3 Bannu 6. Government Central Model High School No.4 Bannu
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7. Government High School Bahadr Manak Khel 8. Government High School Bilawar Khan 9. Government High School Goriwala 10. Government Higher Secondary School Hakim Javed 11. Government High School Hinjal Nor Baz 12. Government Higher Secondary School Ismail Khel 13. Government High School Jani Khel 14. Government Higher Secondary School Kaki 15. Government High School Khan Zaman Nurare 16. Government High School Kinga Jan Bahadar 17. Government High School Mander 18. Government High School Mambati Barakzai 19. Government High School Mitakhel 20. Government Higher Secondary School Shahbaz Azmat Khel 21. Government High School Slaimu Skindar Khel 22. Government High School Toor kaki
DISTRICT CHARSADDA 1. Government High School Agra Charsadda 2. Government High School Ambadher Charsadda 3. Government Higher Secondary School No.1 Charsadda 4. Government High School Cheena Charsadda 5. Government High School Dargai 6. Government High School Gul Abad Tangi 7. Government High School Garhi Hameed Gul 8. Government High School Ghazi 9. Government High School Gul Abad Charsadda 10. Government High School Hatt Charsadda 11. Government High School Kuladher Charsadda
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12. Government High School Katozai Charsadda 13. Government High School Khat Killi Prong Charsadda 14. Government High School Mian Esa 15. Government High School Mani Khela 16. Government High School No.1 Matta Mughal Khel 17. Government High School No.2 Matta Mughal Khan 18. Government High School Nissata 19. Government Higher Secondary School Nisat Kalli 20. Government High School Prang Charsadda 21. Government High School Rahmat Khan Korana Shaqadar Charsadda 22. Government Higher Secondary School Sherpao 23. Government High School Tarlandi 24. Government Centennial Model High School Turangzan Charsadda 25. Government High School No. 1 Tangi 26. Government High School No. 2 Tangi 27. Government Higher Secondary School Umar Zai Charsadda 28. Government High School Wardaga Charsadda 29. Government High School Dalazak 30. Government High School Harichand 31. Government High School Mohammad Nari 32. Government High School Sherpao
DISTRICT DERA ISMAIL KHAN 1. Government High School Awan 2. Government High School Band Kurai 3. Government High School Babar Kacha 4. Government High School Chaskian 5. Government High School Daraban Khurd 6. Government High School Dhap Shumali 7. Government National Model High School No.1 D.I.Khan 8. Government Higher Secondary School No.3 D.I.Khan
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9. Government High School No.5 D.I.Khan 10. Government High School No.4 D.I.Khan 11. Government High School No.2 D.I.Khan 12. Government High School Gara Hayat 13. Government High School Hathala 14. Government High School Hissam 15. Government High School Haji Mora 16. Government High School Jatta 17. Government High School Kotla Syedan 18. Government High School Kach 19. Government High School Kiri Shamozai 20. Government High School Kotla Saidan 21. Government High School Musa Zai Shareef 22. Government High School Moazum 23. Government High School Mandhra Kalan 24. Government High School Mahra 25. Government High School Malana 26. Government High School Naivela 27. Government High School Paharpur No.1 D.I.Khan 28. Government High School Paharpur No.2 D.I.Khan 29. Government High School Potah 30. Government High School Ratta Kulachi
DISTRICT KOHAT 1. Government High School Bazadi Chakar Kohat 2. Government High School Billi Tang Kohat 3. Government High School Chakarkoat Bala Kohat 4. Government High School Gumbat 5. Government High School Ghori Zai Payan 6. Government High School Jarma Kohat 7. Government High School No. 4 Kohat
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8. Government High School No. 2 Kohat 9. Government High School Kohat 10. Government High School No.3 Kohat 11. Government High School Khadi Zai 12. Government High School No.1 Kohat 13. Government High School Meer Banda Jarma Kohat 14. Government High School Mohammad Zai 15. Government High School Nusrat Khel Kohat 16. Government High School Sheikhan Khan Kohat 17. Government High School Topi Kohat 18. Government High School Togh Bala 19. Government High School Nandraka
DISTRICT MALAKAND 1. Government High School Badraga 2. Government High School No.1 Dargai 3. Government High School No.2 Dargai 4. Government High School Ghani Dherai 5. Government High School Garhi Usmani Khel 6. Government High School Gul Muqam 7. Government High School Haryan Kot 8. Government High School Kot 9. Government High School Kharki 10. Government High School Mehrdi 11. Government High School Mina 12. Government High School Sakhakot No.1 Malakand 13. Government High School Sakhakot No.2 Malakand 14. Government High School Wartair
DISTRICT MANSEHRA 1. Government High School Atter Shisha
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2. Government High School Balakot 3. Government High School Bissian 4. Government High School Bandi Shungli 5. Government High School Bherkund Mansehra 6. Government High School Bhangia Mansehra 7. Government High School Battal Mansehra 8. Government High School Chitta Batta 9. Government High School Chattar Plane Mansehra 10. Government High School Gari Habibullah 11. Government High School Gandian Mansehra 12. Government High School Ganool 13. Government High School Hassa Balakot 14. Government High School Hussania 15. Government High School Jaba Mansehra 16. Government High School Jareed 17. Government High School Khera Abad Mansehra 18. Government High School Kotgalli 19. Government High School Labarkot Mansehra 20. Government High School Maira Amjad Ali 21. Government High School M.M Pole 22. Government High School Mohanderi 23. Government High School Number No.1 Mansehra 24. Government High School Pairan 25. Government High School Paras 26. Government High School Ramkot Mansehra 27. Government High School Shinkiari 28. Government High School Shelia Mansehra 29. Government High School Shohal Mazullah 30. Government High School Tarengeri Mansehra 31. Government High School Talata
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Appendix-I
List of Names and Qualification of Secondary School Teachers
DISTRICT BANNU 1. Abdul Qayyum Khan MA/M.Ed 2. Abd-ur-Rauf Shah M.Sc/M.Ed 3. Abid Khan MA/B.Ed 4. Akhtar Gul MA/M.Ed 5. Ali Nawaz Khan MA/B.Ed 6. Asmat Ullah Khan MA/B.Ed 7. Asmat Ullah Shah MA/B.Ed
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8. Azhar Khan MA/M.Ed 9. Azim Ullah Khan MA/B.Ed 10. Aziz Ullah Khan MA/B.Ed 11. Falak Nazir MA/M.Ed 12. Ghulam Nawaz Khan MA/M.Ed 13. Ghulam Nazir Khan MA/B.Ed 14. Gul Baz Khan MA/B.Ed 15. Gul Diaz Khan MA/B.Ed 16. Hafeez Ullah MA/M.Ed 17. Hamid Ullah Khan M.Sc/B.Ed 18. Hazrat Jamal MA/B.Ed 19. Ihsan Ullah Khan MA/B.Ed 20. Inham Ullah MA/B.Ed 21. Inam Ullah Khan MA/B.Ed 22. Irfan Ullah Khan MA/M.Ed 23. Khalid Nawaz Khan M.PHIL/B.Ed 24. Muhammad Israel MA/B.Ed 25. Muhammad Israr MA/B.Ed 26. Nawaz Khan MA/M.Ed 27. Niaz Khan MA/M.Ed 28. Sadiq Khan M.Sc/M.Ed 29. Muhammad Javed Khan MA/M.Ed 30. Muhammad Shafiq MA/M.Ed 31. Muhammad Tayeb MA/M.Ed 32. Musa Ali Khan MA/M.Ed 33. Nisar Ali Khan MA/DAE 34. Nisar Khan BA/B.Ed 35. Pir Laiq Shah MA/M.Ed 36. Raham Zaman MA/M.Ed 37. Rahim Dad Khan M.Sc /M.Ed 38. Rashid Ullah Khan MA/B.Ed
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39. Riaz Ahmad Javed MA/M.Ed 40. Riaz Khan MA/B.Ed 41. Roman Ullah Khan MA/M.Ed 42. Sakhi Badshah MA/M.Ed 43. Sakhi Zaman MA/M.Ed 44. Sami Ullah Khan MA/B.Ed 45. Shahid Ullah Khan M.Sc /B.Ed 46. Taj Bar Ali Khan MA/M.Ed 47. Umer Fiaz Khan MA/M.Ed 48. Zahid Ullah Khan M.Sc /M.Ed
DISTRICT CHARSADDA 1. Abdullah Khalid B.Sc/B.Ed 2. Abid Ullah Abid M.Sc/M.Ed 3. Abid Ullah Khan MA/M.Ed 4. Ahmad Ali MA/B.Ed 5. Ahmed Arshid M.Sc/M.Ed 6. Ahmed Jan M.Sc/M.Ed 7. Ahmed Saeed MA/M.Ed 8. Akhtar Ali M.Sc/M.Ed 9. Ali Ahmad M.Sc/M.Ed 10. Aman Gul MA/M.Ed 11. Anwar Ali Shah MA/M.Ed 12. Asghar Ali Khan MA/B.Ed 13. Assad Jan MA/M.Ed 14. Muhammad Aslam MA/M.Ed 15. Ayaz Khan M.Sc/B.Ed 16. Baseer Khan M.Sc/B.Ed 17. Daud Shah M.Sc/B.Ed 18. Faiz-Ullah MA/M.Ed 19. Wali Qadir MA/B.Ed
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20. Farhad Khan MA/B.Ed 21. Farman Ali M.Sc/B.Ed 22. Farhan Ali MA/M.Ed 23. Fazal Jawad B.Sc/M.A/M.Ed 24. Fazi Ullah Khan MA/B.Ed 25. Fazli Ahad Khan MA/M.Ed 26. Fazli Saeed MA/B.Ed 27. Ghulam Muhammad MA/M.Ed 28. Ghuncha Gul MA/M.Ed 29. Haji Muhammad MA/M.Ed 30. Hameed Ullah Jan MA/B.Ed 31. Hassan Khan MA/M.Ed 32. Hazrat Muhammad M.Sc/M.Ed 33. Ihsan Ullah M.Sc/M.Ed 34. Iftikhar B.Sc/B.Ed 35. Ihtisham Ali MA/M.Ed 36. Imam Ali MA/M.Ed 37. Inham Khan MA/M.Ed 38. Ishtiaq Ahmed M.Sc/M.Ed 39. Jamil Ahmed M.Sc/M.Ed 40. Javed Ali MA/M.Ed 41. Jawad Ali MA/B.Ed 42. Khalid Ali MA/M.Ed 43. Latif Jan BA/B.Ed 44. M. Ajmal Hassan M.Sc/M.Ed 45. M. Anas Jan M.Sc/B.Ed 46. M. Ibrahim MA/B.Ed 47. M. Sulaiman MA/B.Ed 48. M.Akif Khan MA/M.Ed 49. M.Iqbal MA/B.Ed 50. M.Irshad Ali M.Sc/B.Ed
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51. Mauz Ullah Khan M.Sc/M.Ed 52. Muhammad Fayyaz M.PHIL 53. Muhammad Naeem Jan MA/M.Ed 54. Muhammad Shabbir MA/M.Ed 55. Mumtaz Ahmed MA/M.Ed 56. Mushraf Khan MA/M.Ed 57. Muzammel Khan M.Sc/M.Ed 58. Naseer-Ud-Din MA/M.Ed 59. Fauroz Khan MA/M.Ed 60. Pir Wali Shah MA/M.Ed 61. Qaiser Khan MA/M.Ed 62. Rehmat Ali MA/M.Ed 63. Rehmat Ullah M.Sc/B.Ed 64. Riaz-Ud-Din MA/M.Ed 65. Rizwan Ullah M.Sc/B.Ed 66. S.M. Tariq Shah M.Sc/B.Ed 67. Saif Ullah Khan B.Sc/B.Ed 68. Sajid Khan MA/B.Ed 69. Sayeed Wali BA/B.Ed 70. Shabab Ullah M.Sc/M.Ed 71. Shah Jehan Akhtar M.Sc/M.Ed 72. Shahzad Ali Jan M.Sc 73. Shoukat Ali MA/B.Ed 74. Sohrab Ali MA/M.Ed 75. Syed Mushtaq Ali Shah BA/B.Ed 76. Tahsin Ullah B.Sc/B.Ed 77. Tariq Ahmed MA/M.Ed 78. Tariq Jan MA/B.Ed 79. Umar Zada MA/B.Ed 80. Younas Khan MA/B.Ed 81. Zahid Hussain M.Sc/B.Ed
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82. Zahir Shah MA/M.Ed 83. Zarwali Khan MA/M.Ed 84. Zeeshan Ullah MA/M.Ed
DISTRICT DERA ISMAIL KHAN 1. Abdul Ahad M.Sc/M.Ed 2. Abdur Rehman M.Sc/M.Ed 3. Abdul-Ur-Raheem M.Sc/M.Ed 4. Aman Ullah M.Sc/M.Ed 5. Arif Hussain MA/B.Ed 6. Ashiq Hussain MA/ M.Sc/M.Ed 7. Asmatullah Khan BA/M.Ed 8. Attaullah Khan MA/M.Ed 9. Akhtar Khan MA/M.Ed 10. Auragzaib MA/B.Ed 11. Bashir Hussain M.Sc/M.Ed 12. Faiz -Ur- Rehman MA/M.Ed 13. Fakhar Abbas M.Sc/B.Ed 14. Fida Ullah M.Sc/M.Ed 15. Gohar Hameed M.Sc/M.Ed 16. Hafiz Abdur Rehman MA/M.Ed 17. Hanif Ullah Khan M.Sc/M.Ed 18. Hizb Ullah Khan M.Sc/M.Ed 19. Khan Bahadar MA/M.Ed 20. Latif -Ur- Rehman MA/M.Ed 21. Liaqat Farid M.Sc/PHD 22. M Younis Khan M.Sc/B.Ed 23. M. Altaf M.Sc/B.Ed 24. M. Talha Habib MA/M.Ed 25. Muhammad Aslam MA/B.Ed 26. Muhammad Hassan MA/M.Ed
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27. Muhammad Khalid M.Sc/M.Ed 28. Muhammad Naeem MA/B.Ed 29. Muhammad Riaz MA/B.Ed 30. Muhammad Shafiq M.Sc/M.Ed 31. Muhammad Siddique MA/M.Ed 32. Muhammad Siddique MA/M.Ed 33. Munawar Gul MA/M.Ed 34. Najeebullah Khan MA/M.Ed 35. Niazullah M.Sc/M.Ed 36. Noor-Ul-Hassan MA/B.Ed 37. Qazi Abdul Shakoor MA/M.Ed 38. Saif -Ur-Rehman M.Sc/M.Ed 39. Sajid Ullah M.Sc/M.Ed 40. Samiullah Khan M.PHIL/M.Ed 41. Shokat Ali MA/B.Ed 42. Tariq Mahmood M.Sc/M.Ed 43. Wali-ur-Rehman MA/M.Ed
DISTRICT KOHAT 1. Anjam Bilal MA/B.Ed 2. Anwar Ali M.Sc/B.Ed 3. Asghar Khan MA/B.Ed/M.Ed 4. Gul Jawad M.Sc/B.Ed 5. Gul Razeem Khan MA/M.Ed 6. Irshad Ahmad M.PHIL/M.Ed 7. Junaid Akhter M.Sc/B.Ed 8. Kamran Shah M.Sc/M.A/M.Ed 9. Khiyzar Hayat MA/B.Ed 10. M. Kamran MA/B.Ed 11. Mubasher Iqbal MA/B.Ed 12. Muhammad Aqeel MA/M.Ed
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13. Muhammad Irfan MA/B.Ed 14. Muhammad Sadiq MA/B.Ed 15. Muhammad Sajjad M.Sc/B.Ed 16. Muhammad Shoaib MA/B.Ed 17. Muhammad Zubair MA/B.Ed 18. Naseem Adil MA/B.Ed 19. Naseem Gul MA/M.Ed 20. Nek Nawaz MA/M.Ed 21. Niga Hussain MA/M.Ed 22. Qaiser Alam MA/B.Ed 23. Rasool Badshah MA/B.Ed 24. Saeed Ahmad Qureshi MA/B.Ed 25. Saif-Ur-Rehman B.Sc/ M.A/M.Ed 26. Sajjad Hussain MA/M.Ed 27. Sherzaman Khan MA/B.Ed 28. Tanveer Khan MA/B.Ed 29. Tariq Bilal MA/M.Ed 30. Yousaf Khan B.Sc/ M.A/M.Ed 31. Zaki-Ullah M.Sc/B.Ed DISTRICT MALAKAND 1. Abbas MA/M.Ed 2. Abdul ghafoor MA/M.Ed 3. Adil khan MA/B.Ed 4. Asghar Ali M.Sc/M.Ed 5. Bacha Munir B.Sc/B.Ed 6. Dawood Khan MA/B.Ed 7. Faqir Khan MA/B.Ed 8. Fazal Karab MA/M.Ed 9. Fazalkarab MA/B.Ed 10. Fazle Khaliq BA/B.Ed 11. Ghulam Rehman B.Sc/B.Ed
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12. Habib ullah MA/M.Ed 13. Hameed Ullah MA/M.Ed 14. Hassan Khan BA/B.Ed 15. Hazrat Ghulam BA/B.Ed 16. Ihsan Mehmood BA/B.Ed 17. Inham MA/B.Ed 18. Ihsanullah MA/B.Ed 19. Islam Ghani MA/B.Ed 20. Jamal Uddin BA/B.Ed 21. Jamshid MA/M.Ed 22. Khaista Muhammad MA/B.Ed 23. Muhammad Ilyas M.Sc/M.Ed 24. Meraban Gul BA/B.Ed 25. Mir badshah MA/M.Ed 26. Muhammad Shah BA/B.Ed 27. Mukaram Shah BA/B.Ed 28. Mukhtiar Ahmad MA/M.Ed 29. Mumtaz Ali MA/B.Ed 30. Naik Muhammad MA/B.Ed 31. Nazir Rehman BA/B.Ed 32. Niamat Hussain MA/B.Ed 33. Niaz Muhammad MA/B.Ed 34. Sawab Gul BA/B.Ed 35. Shabir MA/B.Ed 36. Shah Hussain M.Sc/M.Ed 37. Shakir Muhammad M.Sc/M.Ed 38. Sher Ali Khan MA/B.Ed 39. Sher Muhammad MA/M.Ed 40. Sherin Bacha MA/M.Ed 41. Sultan Ghani MA/B.Ed
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DISTRICT MANSEHRA 1. Abdul Bari MA/M.Ed 2. Abdul Latif MA/M.Ed 3. Abdul Majid B.Sc/B.Ed 4. Abdul Rasheed MA/B.Ed 5. Abdur Rasheed MA/M.Ed 6. Abdur Rashid BA/C.T 7. Akhtar Zaman M.PHIL/B.Ed 8. Akhter Ali Shah MA/B.Ed 9. Ashaq Raza BA/M.Ed 10. Asif Iqbal MA/M.Ed 11. Bakht Nawaz MA/J.D.P.E 12. Bashir Hussain BA/B.Ed 13. Fakhraj Hussain Shah MA/B.Ed 14. Inayat-Ur-Rehman M.Sc/B.Ed 15. Isfaq Ahmad BA/B.Ed 16. Jamil Ahmed MA/M.Ed 17. Kaleem Rasheed M.Sc/B.Ed 18. Khursheed MA/M.Ed 19. M. Aziz Ahmed BA/C.T 20. M. Nawaz BA/C.T 21. M. Raja Wajid MA/B.Ed 22. Muhammad Rizwan MA/M.Ed 23. Muhammad Sultan BA/C.T 24. Muhammad Waseem MA/M.Ed 25. Muhammad Ayub MA/M.Ed 26. Muhammad Fiaz MA/B.Ed 27. Muhammad Ibrar MA/B.Ed 28. Muhammad Imran MA/M.Ed 29. Muhammad Irfan MA/M.Ed 30. Muhammad Jameel MA/M.Ed
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31. Muhammad Jamal MA/M.Ed 32. Muhammad Munir Awan MA/B.Ed 33. Muhammad Naseer B.Sc/B.Ed 34. Muhammad Nawaz BA/B.Ed 35. Muhammad Niaz MA/B.Ed 36. Muhammad Saeed MA/M.Ed 37. Muhammad Sarwar BA/C.T 38. Muhammad Shafique MA/B.Ed 39. Muhammad Yousaf MA/M.Ed 40. Muhammad Zahoor MA/B.Ed 41. Mukhtar Ahmad MA/B.Ed 42. Muneer Hussain MA/B.Ed 43. Muzaffar Khan M.PHIL/LLM/C.T 44. Naeem Ahmed MA/M.Ed 45. Naseer Zaman M.Sc/M.Ed 46. Noor Muhammad MA/M.Ed 47. Noor-Ul-Islam M.Sc/M.Ed 48. Nuhammad Naseem M.Sc/B.Ed 49. Rafaqat Ali MA/B.Ed 50. Rafi-Ud-Din MA/M.Ed 51. Rizwan Shah MA/B.Ed 52. Sadaqat Hussain BA/B.Ed 53. Saeed Akhter Awan MA/B.Ed 54. Sajid Hussain Shah BA/B.Ed 55. Sajjad-Ur-Rehman MA/M.Ed 56. Shabir Ahmed MA/B.Ed 57. Shafiq-Ur-Rehman MA/B.Ed 58. Shaid Sarwar B.Sc/B.Ed 59. Siraj Ahmed M.Sc/B.Ed 60. Syed Niamat Shah MA/M.Ed 61. Syed Tariq Shah MA/M.Ed
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62. Tajdar Adil MA/M.Ed 63. Zia-Ur-Rehman MA/B.Ed
Appendix-J
Reliability Scale: Opinionnaire for Teachers
Case Processing Summary
N % Cases Valid 302 100.0 Excludeda 0 .0 Total 302 100.0 a. List wise deletion based on all variables in the procedure.
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Reliability Statistics
Cronbach's Alpha N of Items .994 45
Reliability Scale: Opinionnaire for Students
Case Processing Summary
N % Cases Valid 6203 100.0 Excludeda 0 .0 Total 6203 100.0 a. List wise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach's Alpha No. of Items .991 45
VITAE
The researcher, Mohammad Javed, was born in village Pairan, tehsil and district Mansehra located in Khyber Pakhtunkhwa province of Pakistan. He received his elementary and secondary education in a local school and studied for Bachelor and Master degree in Government Post graduate College Abbottabad. He obtained degree of Bachelor of Education from Peshawar University and master‟s degree in Education from Allama Iqbal Open University, Islamabad. He earned his M. Phil Education degree from Abasyn University of Science and Information Technology, Peshawar. Thereafter he took admission in PhD Education programme in Sarhad University of Science and Information Technology, Peshawar (Pakistan). He is currently in business of education and owns three higher secondary schools in district Mansehra. His wife,
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Fozia Maqbool, helps the researcher in management of these educational institutes. The researcher has three children: a daughter and two sons. He will utilize his PhD Education degree for promotion of higher education in Pakistan. VITAE
The researcher, Mohammad Javed, was born in village Pairan, tehsil and district Mansehra located in Khyber Pakhtunkhwa province of Pakistan. He received his elementary and secondary education in a local school and studied for Bachelor and Master degree in Government Post graduate College Abbottabad. He obtained degree of Bachelor of Education from Peshawar University and master‟s degree in Education from Allama Iqbal Open University, Islamabad. He earned his M. Phil Education degree from Abasyn University of Science and Information Technology, Peshawar. Thereafter he took admission in PhD Education programme in Sarhad University of Science and Information Technology, Peshawar (Pakistan). He is currently in business of education and owns three higher secondary schools in district Mansehra. His wife, Fozia Maqbool, helps the researcher in management of these educational institutes. The researcher has three children: a daughter and two sons. He will utilize his PhD Education degree for promotion of higher education in Pakistan.
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