1.1 INTRODUCTION

This chapter deals with the conceptual framework. Systems of formal

education, Importance of education, present scenario of education, Equitable

education, Importance of equitable education, Implementation of equitable education,

attitude of parents towards equitable education, attitude of teachers towards equitable

education, statement of the problem, objectives of the study, operational definitions of

key terms, chapter scheme and conclusion.

1.2 SYSTEMS OF FORMAL EDUCATION

Education is a broad concept, referring to all the experiences in which

students can learn something.

(i) Instruction refers to the intentional facilitating of learning toward

identified goals, delivered either by an instructor or other forms.

(ii) Teaching refers to the actions of a real live instructor designed to impart

learning to the student.

(iii) Training refers to learning with a view toward preparing learners with

specific knowledge, skills or abilities that can be applied immediately

upon completion.

1.3 THE IMPORTANCE OF EDUCATION

Education is the process of instruction aimed at the all round development of

boys and girls. Education dispels ignorance. It is the only wealth that cannot be

robbed. Learning includes the moral values and the improvement of character and the

methods to increase the strength of mind. Our school is a good example of this. We

are the recipients of sacred and precious values imparted regularly by our teachers. A

good moral based education is also a must. As students we want education by which

character is formed, strength of mind and knowledge increases and makes us

independent. This is ours to keep forever. We receive this kind of teaching in our

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school and I have every confidence to say that along with prosperity we will also

have character due to the quality of education.

1.4 PRESENT SCENARIO OF EDUCATION

Education is the fundamental means of human development. By it the innate

powers of human beings are developed, their knowledge and skills are enhanced, and

their behaviour is changed, and they are made civilized and cultured citizens. And

this task begins right from the birth of man.

Education is a process of bring, about a desirable and expected change in the

behaviour of a child in terms of knowledge, values, skills, attitude and feelings, etc.

A creative teacher has his own perception of a method or a programme for imparting

knowledge, developing proper concepts, skills, values, and attitudes and developing

right type of feeling among children education has always been and still remains an

essential part of socio-economic milieu. It contributes directly and indirectly to the

growth of the economy, psychological charge and institutional reconstruction.

1.5 EQUITABLE EDUCATION

Equitable education provides equal standard of education for everyone. In our

country there are different kinds of educational systems like Matriculation, State

board, Anglo-Indian and Oriental schools. The heterogeneous group of students

learning in these heterogeneous kinds of schools gain heterogeneous knowledge,

experience and education. This makes lot of differences and inequality in educational

standard. So for this there lies the solution and it is equitable education.

Equitable education system is a Government of the Tamil Nadu, India

programme to integrate the various educational systems within the state. The new

system was introduced for classes I and VI in the 2010 academic year.

1.6 IMPLEMENTATION OF UNIFORM EDUCATION SYSTEM IN TAMIL NADU

The proposed uniform education system for a common syllabus in the state

would be implemented only after proper discussions with educationists and public.

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The government had taken a policy decision to introduce ‘Samacheer kalvi’ (uniform

education system) from classes one to six from academic year (2010 - 2011) after

integrating all boards (State, Matriculation, Oriental and Anglo-Indian) on a trial

basis. Discussions would be held with educationists and public before finalising

syllabus under the new system. No schemes would be a success unless it got public

support. The scheme, if found to be a success, would be extended gradually upto

SSLC level.

Successful implementation of educational reforms has always been a big

challenge. Management efficiency has often played a crucial role in determining the

success. In a highly centralized education system like in Tamil Nadu, there is an

assumption that any reform effort can be successfully carried out with the existence of

a well-developed and formalized organizational structure. But, for the effective

implementation of any reform initiatives, the structure alone is not sufficient. It may

also need the application of cultural elements at work. While the organizational

structure ensures the integration of reform effort via coordination and control of

activities, organizational culture directs employee behavior through a common vision,

shared values, norms, and goals that may encourage whole-hearted participation in

reform implementation. But the efficiency in the implementation of reform policies

may be hampered by the structural and cultural discordance of the system.

1.7 PROCESS OF EQUITABLE EDUCATION

It is the process by which we are able to challenge any set of accepted

principles be they in chemistry, politics or any other discipline and to independently

inquire and extend our individual, and therefore collective, understanding of the world

and society. It has the potential to equip the population with the ability to both

increase the material comforts which are available to its members and to ensure more

equitable distribution of these resources, whilst simultaneously providing individuals

with the knowledge and confidence to culturally and politically enrich their own lives

and those of their community. Education is about self-determination and liberation

allowing people control over their own lives. The analytical and liberating nature of

quality education is central to its value to society and underpins the rationale for

accessibility. It is impossible to divorce the availability of education from its content.

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In this vein an education system which does not fulfill the criteria of being both

accessible and liberating cannot be condoned. To provide one without the other

produces a result which is unacceptable and all too common the replication of existing

power structures. The natural result of critical evaluation should be a vision of an

improved society the creation of new ways and directions for society, not just

technical breakthrough for the economic advantage for the minority.

Curricula must encourage the development of people able and willing to

challenge the status quo and to develop a critical and questioning community this is

the essence of the democratic liberation of individuals and societies. The role of

curricula was succinctly expressed by Shaull (Friere, 1971) when he wrote that: There

is no such thing as a neutral educational process. Education either functions as an

instrument which is used to facilitate the integration of the younger generation into

the logic of the present system and bring about conformity to it, or it becomes ‘the

practice of freedom’, the means by which men and women deal critically and

creatively with reality and discover how to participate in the transformation of their

world. In order for curricula to facilitate the practice of freedom, it must incorporate

all of the critical and analytical aspects discussed above, in addition to becoming

increasing culturally inclusive and relevant. So long as curricula are reflective of the

dominant cultures and exclude the experiences of those groups of people who have

been under-represented in tertiary education, the system cannot help but serve as a

means of inculcation into the accepted norms of the ruling class. By incorporating

cultural diversity within the curriculum, a large step will be taken in systemically

addressing the needs of disadvantaged groups, in contrast to the current approach of

treating non-conformity as deviance which needs to be normalised.

Equitable access should be promoted in the quest for equitable outcomes, in

doing so the arguments become stronger and more coherent. Communal and

individual benefits of education having highlighted the manner in which accessible

education underpins the basic principles of democracy, there can be no doubt that

benefits associated with participation in education both material and intellectual do

accrue to the individual. It is for precisely this reason that it is imperative that all

people are able to participate equally and thereby access these benefits. If no benefits

were gained by the individual the need for equitable access would be greatly reduced

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as lack of participation would have no negative outcomes for any given individual,

only for the society as a whole.

1.8 EQUITABLE STANDARD EDUCATION

Equitable standard education is to be provided by a Common School or

Neighbourhood School system, which with uniform syllabi would help to

‘decommercialise’ educational institutions and put an end to many a private

management that does not feel sufficiently accountable to society in this crucial

sector. The spiraling cost of education starting at the nursery level is cementing caste-

class and rural-urban divisions. A common school system using the mother tongue as

a medium of instruction would make equal education accessible to all without

discrimination. A common school system also means a common examination pattern.

The report of the Committee advocates a reasonable teacher-student ratio of not more

than 1:30 and doing away with faulty textbooks and a system of rote learning. It

emphasizes the promotion of analytical and rational skills that would equip the

students to learn by themselves; a testing and evaluation pattern that involves the

application of concepts learnt rather than mere reproduction of facts. The school

syllabus should not overload students with information but instead kindle their

interest in the subject and teach them how to search for more information and

conceptualize it. Traditional knowledge should be incorporated and made part of

school education.  

Evaluation should be comprehensive and not just of academic achievements,

and that too only marks based. Evaluation should include an assessment of student

abilities and performance in academics, the arts, sports and games, values, reading

habits, character, conduct and other extra-curricular activities. Schools should not

only lay emphasis on academic subjects but also on moral education. Here the

Committee suggests that it may be better to have a progress book with entries made

from time to time and also periodically sent to the parents so that they may be made

aware of their child’s progress. Regular consultation with parents about their wards’

progress and achievements and educational goals is a must. A sheet of paper

containing marks obtained in public exams is not enough to understand a student’s

development and potential.  If the marks obtained in only one exam are going to

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decide the person’s admission into an institute of higher learning then all stress is on

preparing for this exam neglecting other exams and activities. The chance or

temptation to indulge in malpractices is also high. Marks obtained in a one-time exam

also are no accurate reflection of the student’s actual knowledge and achievement

level and potential. Treating exams and marks as more important than life itself has

meant the death of many a student.   

In order to purge the school system of its current deficiencies and make it a

joyful process it is absolutely necessary to have an appropriately trained teaching

faculty with a free hand in designing syllabi and teaching methodology. This means a

common school system does not obviate the need for school and teacher autonomy

just as in the higher level educational institutions. In fact, it is necessary for

unleashing their initiative and to help them to keep pace with knowledge

development, which gets stifled with overt bureaucratism. The government also needs

to take over the responsibility for pre-school education. This is to avoid wrong

teaching practices in this crucial stage by untrained personnel who do not understand

the learning psychology of children.  

Finally, children belonging to linguistic minorities should be allowed to gain

instruction in their respective mother tongue, while all students in standards 5 or 8

ought to have a specific level of knowledge in Tamil and English so that these

languages can be used for communication. No student should be dropped and he/she

should be allowed to grow in the chosen field of interest and in accordance with their

individual capability. A simple pass or fail should certainly not be a deciding factor in

a person’s life.  

While the government has accepted the notion of one board for school

education other  major recommendations of the Muthukumaran Committee on

education reforms are being sidelined by the State government. In fact, some

government run schools are changing the medium of instruction to English and not all

schools teach Tamil, though this is compulsory as per current State education law.

Moreover, schools with an eye on the results in board exams and aiming at future

lucrative career possibilities for their students are introducing modern European

languages like French (German is waiting to be introduced on a larger scale on the

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school level) that are supposedly high scoring subjects in comparison to Tamil, which

is seen to be difficult even by those whose mother tongue it is. There is almost

everywhere an exodus from government run schools to aided or private schools

because of the perceived better quality and the lure of an English medium education,

which is regarded by parents to be necessary in today’s world.

It is to remain viable and not lose out in this competition for students that

government run schools are increasingly offering English medium instruction also,

although the English medium sections are permitted only on a self-financing basis.

The non-acceptance of important recommendations by the Muthukumaran committee

is thus in line with the general pro-globalisation trend in the Tamil Nadu economy as

a whole.

1.9 THE MUTHUKUMARAN COMMITTEE REPORT

Tamil Nadu is regarded to be one of India’s star performers in the sector of

elementary education. The results of the 2001 census show that Tamil Nadu has

attained third position behind Kerala and Maharashtra both in terms of overall and

female literacy. It recorded close to 100 per cent Gross Enrolment Ratio (GER) at

primary and upper primary levels based on 2007 estimates. A major legislative effort

for the universalisation of education in line with the constitutional mandate has been

the introduction of the Tamil Nadu Compulsory Education Act, 1994. Under this Act

it is the duty of the government to provide the necessary infrastructure (schools and

teachers) for ensuring universalisation of elementary education. Parents are also liable

to be fined if they do not send their wards to school, though this rule is not very

strictly enforced as most of the children not going to school come from poor

backgrounds.

 1.10 TAMILNADU BOARD OF EDUCATION

Tamil Nadu Board of Secondary Education, established in 1910, is under the

purview of the Department of Education, Government of Tamil Nadu, India. Up to

and ending at the secondary (class 10) level, the following streams of education are

offered: the SSLC (Secondary School Leaving Certificate) stream, the Anglo-Indian

stream, the Oriental School Leaving Certificate (OSLC) stream and the Matriculation

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stream. And for higher secondary (classes 11 and 12) there is single unified stream

leading to the award of the Higher Secondary Certificate (HSC). The Tamil Nadu

State Board of School Examination evaluates students' progress by conducting two

board examinations-one at the end of class 10 and the other at the end of class 12. The

scores from the class 12 board examinations are used by universities to determine

eligibility and as a cut-off for admissions into their programmes.

H.S.S. Lawrence is regarded in Tamil Nadu to be the Architect of Higher

Secondary Education in Tamil Nadu. As Special Officer for restructuring Educational

Pattern in Tamil Nadu and as Director of School Education, Dr. Lawrence planned

and implemented the All India 10+2+3 pattern of education in 1978.

1.11 TAMIL NADU STATES IN ELEMENTARY EDUCATION

But it has come to light that local bodies like corporations and municipalities

are not fully utilizing money collected as education tax as a percentage of property tax

under the Tamil Nadu Elementary Education Act and this is affecting the quality and

quantity of formal education provision at the grassroots level. While the general

literacy rate in Tamil Nadu as per 2001 data is 73.5%, wide disparities exist across

districts, gender, and area of residence as well as social grouping. The literacy rate of

the SC and ST populations are consistently lower in all the districts. The retention rate

within and after the primary school level is also not very impressive and there is a

high percentage of repeaters. This is particularly so in the case of the STs and SCs.  

1.12 TAMIL NADU STATE LEVEL BOARD OF EDUCATION

It is to overcome this discrepancy between education offered in different kinds

of schools, between rural and urban schools and to overcome other numerous ills that

have crept into the education system—such as arbitrary collection of fees, induction

of daily waged, inadequately qualified para teachers, rote learning, examination stress,

problems related to the medium of instruction and so on—that the State government

constituted the Muthukumaran Committee, which submitted its report in 2007. This

committee had the mandate to work out a framework of a uniform pattern of

education in Tamil Nadu and to make recommendations for improving its quality. The

report of the Committee recommends only one autonomous board, The Tamil Nadu

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State Secondary School Education Board, instead of the existing four State level

boards—Matriculation, Anglo-Indian, Oriental and State Board.  Schools coming

under this integrated Board would follow a common syllabus ensuring an equitable

school education in the State not conferring any undue advantages with regard to

admission into higher educational institutions for students completing their school

education from one particular Board.

1.13 SEMINAR ABOUT EQUITABLE EDUCATION AT DALIT RESOURCE

CENTRE

Giving equality of educational opportunities, equality in the sense giving

quality education to the required people. Equality and quality education is defined

here as not only the curriculum but also the infrastructure facilities number of

teachers, their talents, text book, examination pattern and school administration.

These are the part and parcel of school education. Having all these fulfillments with a

big plan of action is called “Equity in education” well trained teachers, curriculum ,

Infrastructure facilities and teacher – student ratio are the contributing factors. In any

one of the above factors is equal it cannot be called as “Equity in education” once

matriculation schools were under the control of universities. Rules pertaining to the

matriculation schools were under the control of universities. Rules pertaining to the

matriculation education is rigid than the rules framed for the state one percent of the

children under went education in matriculation and Anglo – Indian education. In

1976 universities gave up the idea of giving education to school children. After the

year 1978 it was announced to stop conducting matriculation examination and it was

decided to conduct or merge with the state or central board of examination. It was a

great mistake to establish a separate board of examination and rules pertaining to it by

the school itself removing the rules and regulations established by the universities by

the government.

According to the Tamil nadu Educational Regulation a good infrastructure

facilities equal to the norms of matriculation standard and to earmarked salary

applicable to government school teachers. The above regulation acts were framed by

the universities. Hence, there was a need to frame New Education Regulation Act.

The University rules do not define the term “Enough”. This change has resulted in

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establishment of schools without any facilities. In addition to that the government

accorded permission / Recognition for the establishment of many number of

matriculation school without any rigidity. By this act the government reduced the

responsibility of giving education which resulted in equity in educational standard.

Once there were 34 schools established and not there are 4000 schools not

adhering to the norms by the government such a situation is prevailing in our country.

This has resulted in commercialization of education a sad event still happening. After

a prolonged efforts and constant a committed consists of nine members was

established under the chairmanship of Dr. S. Muthukumaran. Among them four are

directors of school education Department. These people have hope and faith in the

New scheme. On the contrary they stand against Nursury, Matriculation, Anglo –

Indian, oriental and state board. They were instructed to submit a report after going

through the already existing afore social various educational programmes. On the

basis of the same the government did not give any definition of “Equity in

Education”. Before the commencement of the working committee no representation

was made on behalf of the government either by the Minister concerned or secretary

to the department of education about the New Educational Policy on 15.07.2010 a

seminar was held about the Equity in Education on behalf of the Dalit Resource centre

at “Parattai Arangam” in which about 65 delegates attended, Mr. Inbakumar writer

spoke on that occasion.

1.14 STATEMENT OF THE PROBLEM

Various educational systems are seen in our country. They are State Board,

Matriculation, Anglo-Indian and Oriental schools. Many qualitative differences are

seen in these schools. So Equitable Education is important in this time. Equitable

Education is all the students are getting the same quality of education. So the

investigator has intended to undertake the present study “ A study of the Attitude of

Teachers and Parents towards Equitable Education at High School Level in Thanjavur

District.

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1.15 NEED AND SIGNIFICANCE OF THE STUDY

In our country there are different kinds of educational systems like

Matriculation, State board, Anglo-Indian and Oriental schools. The heterogeneous

group of students learning in these heterogeneous kinds of schools gain heterogeneous

knowledge, experience and education. This makes lot of differences and inequality in

educational standard. So for this there lies the solution and it is equitable education.

There is big difference between educational standard of students in rural and

urban. So this makes different’s in opportunity of getting jobs and competitive

exams. The students whose studied in rural schools feel difficult in passing out

competitive exams like CAT (Common Attitude Test), IIT (Indian Institute of

Technology) and AIEEE (All India Engineering Entrance Exam) etc. This make us to

realise the importance of equitable education.

Equitable education removes all the differences in educational standard of all

kinds of students studying in various kinds of schools. And in future days when

equitable education is implemented all students will be found with same educational

standard. And this makes them to safe all kinds of competitive exams and the

competition lying in this past moving world.

Teachers and parents play a vital role in the growth of students both mentally

and physically. Therefore, this makes the researcher to undertake a study of the

attitude of teachers and parents towards equitable education.

1.16 OBJECTIVES OF THE STUDY

The following are the objectives of the present study.

(i) To construct a tool to assess the attitude of teachers towards Equitable

Education with respect to gender, educational qualification, experience of

teacher, locality of the school and types of school etc.

(ii) To construct a tool to assess the attitude of parents towards Equitable

Education with respect to gender, educational qualification, occupation,

locality and ward studying school of parents etc.

(iii) To give recommendations based on the finding.

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1.17 OPERATIONAL DEFINITION OF KEY TERMS

1.17.1. Attitude

A persisting feeling or emotion of a person that influences choice of action

and response to stimulus.

Defined as a disposition or tendency to respond positively or negatively

towards a certain thing (idea, object. Person, situation). They encompass, or are

closely related to, our opinions and beliefs and are based upon our experiences.

Training that produces tangible results starts by changing behavior which ultimately

changes attitudes. Training often uses the term attitude to identify the psychological

term affective domain.

Definitions of attitude

The University of Minnesota has put together a list regarding the definition of

attitude in psychological literature.

1. An attitude is a mental or neural state of readiness, organized through

experience, exerting a directive or dynamic influence on the individual’s

response to all objects and situations to which it is related (Allport, 1935).

2. An attitude denotes the general set of the organism as a whole toward an

object or a situation which calls for adjustment (Lundberg, 1929).

3. Attitudes represent a more or less permanently enduring state of readiness of

mental organization which predisposes an individual to react in a characteristic

way (Cantril, 1934).

4. An attitude is a tendency to act toward or against something in the

environment, which becomes thereby a positive or negative value (Bogardus,

1931).

5. An attitude is a predisposition to experience, to be motivated by, and to act

toward, a class of objects in a predictable manner (Smith, Bruner & White,

1956).

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6. Attitudes are likes and dislikes (Bem, 1970).

7. Attitude is a psychological tendency that is expressed by evaluating a

particular entity with some degree of favor or disfavor (Eagly & Chaiken,

1993).

1.17.2. Equitable education

Equitable education provides equal standard of education for everyone. In

our country there are different kinds of educational systems like Matriculation, State

board, Anglo-Indian and Oriental schools. The heterogeneous group of students

learning in these heterogeneous kinds of schools gain heterogeneous knowledge,

experience and education. This makes lot of differences and inequality in educational

standard. So for this there lies the solution and it is equitable education.

Equitable education system is a Government of the Tamil Nadu, India

programme to integrate the various educational systems within the state. The new

system was introduced for classes I and VI in the 2010 academic year.

1.17.3. Parents

Parents are complete responsible for the development of their children.

Children’s Education starts at home. Parents are sending their children to school for

getting positive thinking, good activities and abilities.

Parent attitudes are their children to learn all qualitative education in

educational institutions. Educational qualities are different in various schools,

according to their parents. Most of the parents thinking that in equitable education,

children must get the same qualities of all.

1.17.4. Teachers

Teachers are the second parents of students. So teachers are the hopers of

students. Teachers are responsible for the development of good education, disciplines

and various skills of students. Various differences are seeing among the students in

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our country. So Equitable Education is clear all lot of differences between the

students.

1.18 DELIMITATIONS OF THE STUDY

(i) This study is restricted to the attitude of parents & teachers in

Thanjavur district.

(ii) This study is restricted only to 100 teachers and 100 parents at High

School level.

1.19 CHAPTER SCHEME

Chapter-I deals with the conceptual framework of the problem.

Chapter-II gives a survey of related literature.

Chapter-III Methods and procedure followed in the study.

Chapter-IV Analysis and interpretation of the data are explained.

Chapter-V gives a summary of findings, conclusions and

recommendations of the study.

1.20 CONCLUSION

This study deals with an attitude of teachers and parents towards Equitable

Education at high school level. This study requires a good theoretical background of

the chosen variables and is attempted in the next chapter.

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2.1 INTRODUCTION

The review of pertinent literature enables the researcher to define the limit of

his/her field. It helps the researcher to delimit and define his problem.

When the related literature is reviewed the perspectives of the present research

problem could be better understood, The investigator has to choose the proper

technique and appropriate procedures for the present study.

In searching related literature, the important points to be noted by the

researchers are, reports of study closely related the problem that have been

investigated, variables that were defined, design of the study including procedures

employed and data gathering instruments used, extraneous variables that could have

affected the findings, recommendation for further-research. The available literature

and studies related to the present problem is given in this chapter.

2.2 STUDIES IN ABROAD

Joanna Harma (2011) India has seen an explosion in low-fee private (LFP)

schooling aimed at the poorer strata of society, and this once-urban phenomenon has

spread in the last decade to rural areas, with implications for equity due to the level of

direct costs involved. To explores whether or not LFP schooling in rural India is pro-

poor and equitable, and finds that these schools are unaffordable to the bottom two

wealth quintiles of families. This conclusion has implications for policy formation

and shows that increased reliance on a market in education will not help to achieve

equitable access to primary schooling for all.

Keith M. Lewin (2011) In the last decade the national Sarva Shiksha Abhiyan (SSA)

Programme has focused on universaling access to elementary education (Grades I-

VIII). Most recently the Right to Education Act provides the legislative framework to

guarantee schooling to all children between 6 and 14 years of age. It remains the case

however that less than half of all children attend and complete secondary school

especially in the Northern states. Under the 11 th National Plan Rastriya Madhyamic

Shiksha Abhiyan (RMSA) has been launched to increase the numbers entering

secondary school. This paper explores some of the key issues in planning and

managing the growth in participation that is envisaged so that 75% or more enjoy the

benefits of transition to Grades IX and X.

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The issues include the constraints on expansion that arise from the restricted

output of elementary school graduates, the continued exclusion of the poorest and

those from disadvantaged groups from progression to Grade VIII, the costs to

households and government of universal secondary schooling as currently structured,

the limits to growth of private provision, the massive infrastructure needs, and the

problems associated with increasing teacher supply and deployment. Policy dialogue

around secondary school expansion is a central concern if India is to close the gap

between itself and china and other rapidly developing countries in educating most of

its population beyond the elementary level.

Baldwin. G and James. R (2010) International patterns in access to higher education

and the complex issues surrounding equity and social imbalances in access to higher

education. To identifies contemporary research questions, including the reasons for

the apparent failure of mass higher education systems and equity programs to create

significant inroads into the social stratification of higher education, the limitations of

national data collection and databases, and the challenges for reconceptualizing equity

in a massified, globalized, higher education environment.

Hughes. P and Walker. A (2010) The key priority for developing countries has been,

and continues to be, the achievement of primary education for all (EFA) consistent

with the United Nations Educational, Scientific and Cultural Organization (UNESCO)

priority of EFA by 2015. This has brought secondary education also into prominence.

EFA is now often accepted by UNESCO as the completion of basic education, the

necessary platform for all, embracing much of secondary education.

This new attention has caused all countries, developed and developing, to pay

critical attention to secondary education, now requiring broader goals than preparation

for higher education such as individual earnings, economic growth, improved health,

equity and civic engagement. Major issues now need to be resolved in secondary

education.

Tia L. Zuze and Murray Leibbrandt (2010) To understand both direct and indirect

resource effects in the context of a mass education system in Uganda. We find that

under certain conditions, policies that promote physical resource availability can lead

to substantial equity gains. A school’s social composition appears to improve

educational quality but it is also related to wider gaps between rich and poor students.

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We also show that heavier teaching workloads have the most damaging effect on low-

income students who have fewer private resources to devote to academic pursuits.

The policy implication is that equalizing access to formal primary education does not

guarantee equitable outcomes.

Tuovinen. J. E. (2010) The educational system of Finland provides a practical

example of equity and excellence in education. It rests on an equitable legislative

base leading to an even-handed nationwide educational provision. The basic features

and development of the education system from the preschools and basic education to

upper secondary schools, polytechnics, higher education, and adult education. The

education system reflects the high value placed on education throughout the country,

for both its intrinsic and instrumental value to the community and the individuals,

demonstrated, in particular, by the teacher’s profession having an exceptionally high

community status.

Boaz Shulruf and John Hattie (2009) Equity in higher education is one of the major

challenges higher education institutions and policy makers face today. The need to

enhance equity in higher education raises difficult ethical dilemma such as: how

equitable are affirmative admission policies if they are ethnicity or race based? The

literature, however, is inconclusive and highlighting the need to re-assess the current

paradigms. This study tests a new model entitled “ Dual Admission Model” which

aims to enhance equity and equality in higher education while addressing many of the

ethical dilemmas associated with affirmative action admission policies. Data of three

consecutive national cohorts of New Zealand secondary school graduates were used

to establish and test the effectiveness of a range of admission models. These datasets

include achievements from secondary school assessments and data from the first year

at the university.

The predictability of the first year university GPA was calculated for different

alternative admission models based on the NCEA features. The effect of these

admission models on different groups of students was measured across three student

leaving cohorts. It was found that the best models give greater weight to the quality

of the assessments (i.e. higher grades) and less weight to quantity (i.e. credit

accumulation) and particular combinations of subject choices. It was also found that

by combining the new model with the current admission model (Dual Admission

Model) provides a merit-based admissions system, which would potentially increase

17

the number of under-represented students (e.g. lower socio-economic communities)

while maintaining their success in the university academic programmes. These

finding were consistent across all cohorts. It is suggested that this Dual Admission

Model (DAM) will increase participation and success in degree programmes for

students from traditionally underrepresented groups without having to apply any

affirmative action admission policy. Implications for policy makers are discussed.

Nik Mohd Harris Nik-Hussin (2009) To assess the usefulness of intraoperative

photographs taken during paediatric upper airway endoscopy used as an educational

tool for parents and to define their attitudes towards seeing these photographs.

Questionnaire based survey of 50 parents at a tertiary referral centre for paediatric

otolaryngology in North West England. The response rate was 82%.

All parents wanted to see the intraoperative images and reported improved

understanding of their child's condition. No parents reported lasting anxiety. 79.2%

of parents seeing photographs for the first time found the images to be informative;

82.4% of parents reported reassurance from being able to see progress in treatment;

17.6% found it easier to accept further intervention from seeing the photographs.

Intraoperative photographs are useful as an educational tool for parents; they provide

reassurance and help  parents  accept clinical management.

Feyza Tantekin Erden (2008) To investigate if a semester-long course on gender

equity in education has an impact on the attitudes of preservice teachers toward

gender roles. To this end, a pretest-posttest analysis is carried out in a state university

in Ankara, Turkey, employing a sample of 133 preservice teachers; 33 of whom had

taken the course and 100 of whom had not. The results reveal that the course has a

substantial impact on the attitudes of the preservice teachers. Indeed, the attitudes of

the teacher candidates taking the course change considerably at the end of the

semester, developing more favorable attitudes toward gender issues.

California. U (2007) To study about the attitudes of the parents of 64 academic

achievers (31 males, 33 females) and 51 underachievers (36 males, 15 females) were

compared on an Independence Training Inventory. 2 questions were asked: what were

the goals of your independence training procedures, and at what age did you expect

your child to have achieved mastery of these goals.? Outcomes were not clear-cut, but

4 hypotheses relative to these groups appear reasonable: the demands made

by parents of achievers were more specific,  parents of achievers wanted their children

18

to learn to make their own decisions,  parents of achievers expected their children to

be more adult in their behavior,  parents of underachievers were concerned with

having their children learn to protect their personal rights.

Deborah Stipek (2007) suggested that parents of 551 children in their last year of

preschool or in kindergarten completed a questionnaire on their beliefs about

appropriate ways to teach basic skills to young children and on the learning-related

activities they engaged in with their children at home. A factor analysis revealed

that parents varied in terms of a coherent set of beliefs related to teaching basic skills

that correspond to the debate among early childhood experts on “child-centered”

versus didactic teaching approaches.  Parents who embraced didactic, teacher-directed

approaches which emphasized performance chose schools that were compatible with

their beliefs. Poorly educated  parents  evidenced stronger support for didactic

methods than well-educated parents. The strong relationships between parents' beliefs

and behavior suggest that  parents training would be an effective way to influence the

learning environment of young children.

Nisha Arunatilake (2007) Despite Sri Lanka’s 1990 commitment to provide 10-11

years of free education to all, only 93% of children in the 5-14 year old age group

were in school by the year 2000. Moreover, the education participation rates are not

equitable across the country, varying by socio-economic groups. This paper examines

the determinants of school non-participation of 5-14 year olds in Sri Lanka using

household, community and school-level information obtained from an island-wide

survey. The study finds that demand side problems such as poverty, direct and

indirect costs of schooling, and cultural factors as well as supply side shortcomings

such as quality of education seem to affect schooling behaviour of children.

Sonam Yang (2007) Explores the potential influence of parental attitudes towards

education on their children's daily life and their development in Korea. Qualitative

methodologies were used; semi-structured in-depth interviews with 34 participants.

The findings suggest that the desire of the parents for the educational success of their

children is profound and it has a huge impact on their actual behavior towards their

children. Although there was a contrast between what parents should want and the

underlying preoccupying concern, all of the parents placed great importance on their

children's academic achievement as a means to acquire personal advancement, higher

19

social status, and wealth. The children's developmental needs for leisure, pleasure,

and sleeping are overlooked.

William F. Anderson (2007) study about Parents of the sample reported in this paper

showed little difference in the prestige value they gave to various occupations. Four

social classes were represented in the study. Eight occupations ranked higher than

college teaching: surgeon, physician, college president, judge, clergyman, architect,

dentist and electrical engineer.  Parents of upper two classes considered teaching more

suitable for their children than did parents of the lower two classes. Other findings

discussed relate to high school and grade school teaching as well.

Ann Matear (2006) Education policy in Chile after the return to democracy in 1990

from an equity perspective. Since then, policies have aimed for continuity, coherence

and complementarity with the aim of furthering national development, promoting

social mobility, and equitable access to quality education at all levels. However,

Chile faces the challenge of implementing equity-oriented policies within the legal

confines of an education system constructed under the neoliberal model which was

introduced by the military government (1973-1990). This has resulted in tensions

between policy and practice, which have constrained the role of the state in a highly

marketised system in its efforts to distribute quality education more equitably.

David Zarifa (2005) This paper examines these issues in education. As issues of

control become more prominent on political party agendas, exemplified by reforms

that bolster both central bureaucracy and parent influence, public opinion is

increasingly consequential for teachers. To gauge support for different kinds of

control over schooling, we operationalize Freidson’s typology of bureaucratic, client,

and professional logics using the 2002 OISE/UT survey of educational attitudes. We

find considerable levels of support for all forms of control, yet also significant

opposition to a further extension of any single type. In logistic regression models

neither background variables nor educational attitudes consistently predict preferences

for forms of control. He interpret these findings as indicating that Ontarians prefer

public education to be controlled via a balance of powers shared among the provincial

government, teachers, and parents. This preference signals, nonetheless, an

acceptance of a decade-long trend that has strengthened central government and client

powers at the expense of teachers.

20

Elizabeth Campbell (2005) To explore parental attitudes and beliefs about genetic

testing of children for conditions that present throughout the life cycle.  Twelve semi-

structured focus groups with black and white parents were conducted.  Across racial

groups, most respondents want access to genetic testing and believe that parents

should be the final decision-makers. While most respondents believe it is important to

share genetic information with relatives, white respondents want physicians to respect

confidentiality absolutely, whereas some black respondents accept physician

disclosures in specific situations. Professional policy statements are restrictive about

access to predictive genetic testing of children. This conflicts with parental attitudes

about who should have decisional authority. While there is consensus among

respondents that genetic information should be shared with relatives, respondents

disagree as to who should be responsible for disclosure, and when professionals

should breach patient confidentiality.

HAK. E (2005) To determine attitudes of parents towards possible future

vaccinations for their children and the behavioural determinants associated with a

negative  attitude. Parents of children aged between 3 months and 5 years of day-care

centres were asked to fill out a questionnaire. Determinants of a negative attitude to

comply with possible future vaccinations against example diseases such as pneumonia

or influenza, hepatitis B, TBC, smallpox and SARS were assessed using polytomous

logistic regression analysis. Modifiable determinants for a negative attitude to comply

with new vaccinations are mainly based on lack of specific knowledge. These barriers

to vaccinations might be overcome by improving health education in the vaccination

program, especially when targeted at educated parents and health care workers.

Yuping Zhang (2004) investigate maternal attitudes about gender equity and their

relationship to educational expectations for sons and daughters in rural China using a

survey of 2000 mothers and children in Gansu Province. He findings suggest that

most mothers hold egalitarian attitudes in terms of gender equity, but most expect

future support from sons. Mothers’ own attitudes about gender equity, their

expectations of future support, and their children’s past educational achievements

predict their educational aspirations for their children. Interestingly, gender biases in

aspirations appear more pronounced among mothers of mediocre students – mothers

seem to be more forgiving of the mediocre academic performance of sons relative to

daughters.

21

Gail Leedy.M (2003) suggested that the attitudes about mathematics held by girls

and boys participating in a regional mathematics contest, their parents, teachers, and

mathematics coaches were investigated. Quantitative data regarding mathematics as a

male domain, perception of importance of mathematics, confidence in learning

mathematics, effectance motivation, and usefulness of mathematics were

obtained.Furthermore, parents' responses to the questions regarding the role of

mathematics revealed that mothers, more than fathers, focused on the computational

aspects of mathematics, while fathers more than mothers mentioned the role of

mathematics in science or as a language. These findings are discussed in terms of the

need to resolve the essential conflicts between students', parents', and teachers' deeply

held beliefs regarding the nature of mathematics, gender differences in mathematical

abilities, and the desire for equity within mathematics education.

Isaac M. (2003) Accelerated expansion of and increased access to higher education

(HE) have been wieldy supported as a response to the social, political and economic

imperatives in many countries. Increased access to and equitable allocation of

resources to HE in developing countries have been advocated to accommodate the

new king of student entering HE, to increase access for previously under-represented

groups, and to make the HE responsive to the changing conditions affected by

globalization. It argues further that the current policy of institutional mergers and

incorporations is driven by demands to make the HE sector efficient and does not

seem to sufficiently address historical inequities in higher education.

Ken Masters and Gudrun Oberprieler (2003) Student participation is a central

issue in debates around online education. In most instances, course convenors wish to

increase the amount of participation, while ensuring that the quality is of an

acceptable standard. They also wish to ensure that their students have adequate

access to the technology, and that there is no undue dominance by any groups of

students. In order to achieve the desired degree and balance of participation, various

strategies are pursued-most of these focus on the awarding or denial of marks. In this

exercise, first year Health Sciences students were introduced to online discussions as

part of an Information Technology/ Information Literacy (IT/IL) stream in their

curriculum.

Most importantly, the nature of the participation was to be guided purely by

the philosophy and content of the main Health Sciences curriculum, with no overt

22

reward or punishment system for participation in the online discussions. An analysis

of the number of postings and the spread of postings shows an acceptable level of

equitable participation across the student body. The main conclusion is that effective

participation in online discussions is possible by curriculum articulation.

Gerald W. Sazama (2002) Equality of choice in higher education is measured by

indices of inequality calculated. These indices compare the distribution of parental

family income of incoming freshmen at 13 classifications of institutions of higher

education with the distribution of income of families in the United States. The

resulting indices show substantial systemic differences in equality of choice by

institutional type. The low point (least inequality) in the 26-year trend of these

indices is in either 1979 or 1980 and the high point is in 1988. Further, the indices for

the least equitable parts of the system are the least likely to change over time.

Jean Davison (2002) Investigated that compares the attitudes of Kenyan and

Malawian rural parents to educating girls, using perceptions of gender-specific

academic potential, educational aspirations and opinions on the gender

appropriateness of primary school subjects and various careers. Suggestions are

offered as to how these attitudes affect girls' educational attainment. The paper closes

with a discussion of the ways that parents' attitudes affect girls' completion of primary

school in Malawi and how the high wastage rate might be cut.

Julie. A et.al (2002) reported that recent studies of beginning science teachers make

clear that learning to integrate contemporary nature of science descriptions and

equitable instructional strategies into educational practices is a complex and

challenging endeavor. In this research project, we examined the views and practices

of three first-year science teachers, recent graduates of a teacher education program in

California known for its attention to gender equitable and multicultural content and

instruction. In our discussion,we examined commonalties across beginning teachers’

successes and struggles in learning to teach science in contemporary and equitable

ways, as well as lessons we learned about ways to improve preservice science teacher

education.

Mary Lou Smith (2002) Elementary school children in Grades 4–7 (N = 243)

and parents (N = 155) were surveyed to discover their knowledge

and attitudes towards AIDS and AIDS education. The majority of children knew what

23

AIDS is, but younger children were less knowledgeable about sexual transmission,

prevention, or what happens to people with AIDS. Significant age and sex differences

in attitudes were found, older children and girls being more tolerant. Families are

discussing AIDS at home, but children are generally not confiding in

their parents about their fears of this disease.  Parents attributed responsibility for

providing AIDS education to the family and the school, supporting such instruction as

early as age 6, and definitely before age 12.  Parents were more willing to have their

children associate with a child who is HIV-positive than one who has AIDS.

Sheldon (2002) although widespread support for parental involvement is reflected in

current educational policies and practices, what this means is not always clear.

Parental involvement includes a wide range of behaviors but generally refers to

parents and family members use and investment of resources in their children's

schooling. These investments can take place in or outside of school, with the intention

of improving children's learning. Parental involvement at home can include activities

such as discussions about school, helping with homework, and reading with children.

Involvement at school may include parents volunteering in the classroom, attending

workshops, or attending school plays and sporting events.

Jessica L. (2001) suggested Public discussion and literature on educational reform

and educational inequality assert a sort of understood agreement on what exactly

school quality is and what the purpose of education is. Though there is little to no

discussion detailing exactly what this purpose indeed is, this assumption that we’re all

in agreement limits the conversation taking place. This paper will first address the

three primary paradigms that discuss the purpose of education: functionalist,

Marxist, and democratic. The final section will outline the implications of each

paradigm’s policy direction for the notion of “educational reform” and for the view

of education as the “great equalizer.

2.3 STUDIES IN INDIA:

Court Opinion (2011) Samacheer Kalvi will be implemented in classess 2 to 5 and 7

to 10 in schools across the state this academic year. The Supreme court delivered its

verdict on Tuesday, quashing the amendment to the samacheer kalvi act, brought out

by the state government in May postponing the implementation of the common

syllabus in the state.

24

With this judgement, Tamil Nadu, the only state in the country to have four

boards of education, will have a common syllabus, textbooks and examinations.

Samacheerkalvi, first called for by a civil movement in 2006, was taken up as

an election promise by the previous government during the 2006 assembly elections.

It was implemented after much postponement in classes 1 and 6 in 2010 and was

expected to be extended to classes 2 to 5 and 7 to 10 in this academic year. However,

the present government, decided to postpone the implementation of the act and passed

an amendment to the act in May. Reopening dates of schools were postponed to june

15 to enable the Tamil Nadu Textbook society and private publishers to print

textbooks under the old syllabus. Meanwhile. Samacheer kalvi text books, printed at

a cost of Rs 200 crore were in danger of going to waste.

The State platform for common school system, an organization of

educationists and academics, appealed against the amendment to the act in the Madras

high court in June. In July the high court quashed the amendment and directed the

State government to implement Samacheer kalvi in schools in the current academic

year, and distribute text books by July 22. The state government appealed against the

high court verdict in the Supreme court, which initially postponed the distribution of

books to August 5. On August 4, when the hearing was completed, a bench of three

judges reserved orders on the case and postponed the deadline for the distribution of

books to August 10.

On Tuesday, the apex court ordered the implementation of Samacheer kalvi in

classes 2 to 5 and 7 to 10 before 10 days. It came out with the verdict taking into

consideration 25 points.

Rajagopalan. S. S (2011) The panel constituted sub-committees for each subject with

senior teachers drawn from all the four streams and recommended guidelines for a

common curriculum of good standard. The question papers for the public

examinations were also studied. The common curriculum was based on this analysis

and prepared by teachers from all streams, headed by a university or college

professor.

Jagabarsadik. K (2010) A study on parents attitude towards Equitable Education in

Thanjavur District.

Objectives: The purpose of this study was

25

To study the cultural characteristics of students studying in low literacy

and literacy areas of Thanjavur.

To study the behavior/attitudes of parents that they commonly adopt

with their children.

Method:

It was a survey study. The developed a tool in the form of questionnaire. The

data of the study was collected from 200 parents from villages and towns in

Thanjavur District. Descriptive statistics were used to find out the significance

difference between the groups.

Findings:

The Equitable Education has touched upon various important aspects of

elementary and middle school education with its broad based objectives and

provisions. These are low awareness level about the objectives and provisions under

the program among the students, teachers and parents.

Mohanasundaram. K & Thirugnanasambandam. S (2010) made a study on ‘Sarva

Shiksha Abhiyan programme at Primary level with special reference to attitude of

students, teachers and parents’.

Objectives: The objectives of the study are,

1. To construct a tool to access the attitude of students, teachers and

parents towards SSA programme at primary level.

2. To study the attitude of students, teachers and parents towards SSA

programme at primary level.

Variables: The variable included in the study are age, gender, location, types of

school, qualification and experience of the teachers. Age, gender, qualification and

occupation of the parents.

Methodology:

Normative survey method was adopted in the study. A sample of 400 primary

students, 400 primary teachers and 400 parents were selected by using cluster-

sampling technique. Tools:- Scale of attitude of students, scale of attitude of parents

and scale of attitude of teachers were constructed and validated by the investigator.

26

Descriptive statistics were used. In the differential analysis, t-test and F-test were

applied. Chi-square test was used for association studies.

Findings:

The main findings of this study are,

1. There is a significant difference between attitude of students towards

SSA programme with respect to their age.

2. A significant difference is noticed in the attitude of boys and girls

towards SSA programme as a whole.

3. The significant difference is found between the students of rural and

urban schools.

4. The significant difference is found between the students of

government, private and aided schools towards SSA programme as a

whole.

5. No significant difference is found in the attitude of students of primary

and upper primary towards SSA programme as a whole with reference

to the variable-type of school.

6. The significant difference is found in the attitude of teachers towards

SSA programme with reference to the experience as a whole.

7. There is a significant difference between the rural and teachers in their

attitude towards SSA programme as a whole.

8. There is a significant difference in the attitude of parents towards the

SSA programme with reference to their age. So the findings of the

study reveals that the students, teachers and the parents expressed

favourable attitude towards the implementation of the Sarva Shiksha

Abhiyan programme at primary level.

Balakrishnan (2009) Tamil Nadu Science Forum (TNSF) told reporters that the

forum welcomed the government’s decision on equitable education. The time given

for the public to go through the syllabus was not enough, he said. Before

implementing the equitable education system, the government should conduct a study

27

in at least 25 panchayat unions in the State, Mr. Balakrishnan said. The government

should also clarify on the status of implementing the Activity Based Learning system.

Nasreen akhter (2009) The parents attitude towards the education of their children at

Secondary level.

Objectives: The purpose of this study was

All parents want their children to learn. But the level of their desire

and efforts vary because of different socio-cultural and economical

factors.

Parents educational level also influences their urge of making their

children to learn.

Method:

It was a survey study. Therefore, questionnaire was considered appropriate

research tool. The data of the study was collected from 650 students. The analysis of

data depicted some specific behaviors of parents in educating their children.

Findings:

The study concluded that parents have adopted some attitudes that effect badly

the educational attainment of students. It was suggested to understand the needs of

students and educate parents through different programs about the attitudes and styles

that can be in favor of to upgrade the educational achievement of children.

Ponmudi. K (2009) The proposed uniform education system for a common syllabus

in the state would be implemented only after proper discussions with educationists

and public. To introduce ‘Samacheer Kalvi’ (uniform education system) from classes

one to six from next academic year (2010-11) after integrating all boards (State,

Matriculation, Oriental and Anglo-indian) on a trial basis. Discussions would be held

with educationists and public before finalising syllabus under the new system. “No

schemes would be a success unless it got public support”.

Suresh Kumar .S (2009) Democratic Youth Federation of India the DYFI urged the

government to enact a law to enforce equitable education in the State. The members

stated that the present education system helped only the rich. Quality education had

not reached about 80 per cent of the poor students. Hence, they were forced to drop

28

out of schools and work at an early age. The DYFI also demanded additional funds to

upgrade the quality of education in the government schools.

Muthukumaran (2007) reported quite sure that Tamil Nadu will set an example for

other States to emulate as the new system will standardise all schools and ensure

quality education. The objective of our committee’s recommendations was that there

should be standard education in all schools. When there is equitable system, all

schools will become good schools without any distinction in quality,” he felt.

Applauding the government’s decision to create a Common Board by merging all four

Boards (State Board, Matriculation, Anglo-Indian and Oriental), the former Vice-

Chancellor said, “There is nothing to worry for any section. Interests of all sections in

the current four streams will be protected.”

2.4 RATIONALE OF THE PRESENT STUDY

The studies reviewed so far, reveals that there are some reports related to

Equitable education. Only few studies are reported towards the teachers attitude in

the field of education. But no study was reported as per the knowledge of the

investigator related to attitude of teachers and parents towards equitable education at

High School level. So, the Investigator has decided to study the attitude of teachers

and parents towards equitable education at High School level.

29

3.1 Introduction

In the ongoing work of research one has to be careful in planning the

research. This chapter of methodology explains about the sample, sampling

procedure, tools, research paradigm, formulation of hypothesis, construction of tools,

procedure of data collection and the mode of analyzing the data by using different

types of statistical techniques for the present investigation.

3.2 Re-Statement of the problem

Various educational systems are seen in our country. They are State Board,

Matriculation, Anglo-Indian and Oriental schools. Many qualitative differences are

seen in these schools. So Equitable Education is important in this time. Equitable

Education is all the students are getting the same quality of education. So The

investigator has intended to undertake the present study “A study of the Attitude of

Teachers and Parents towards Equitable Education at High School level in Thanjavur

district”.

3.3 Objectives of the study

The following are the objectives of the present study.

1. To construct a tool to assess the attitude of teachers towards Equitable

Education with respect to gender, educational qualification, experience of

teacher, locality of the school and types of the school etc.

2. To construct a tool to assess the attitude of parents towards Equitable

Education with respect to gender, educational qualification, occupation,

locality and ward studying types of school etc.

3. To give recommendations based on the finding.

3.4 Variables in the study

The criterion variables in the study are attitude of teachers and parents towards

Equitable Education. This study attempts to investigate these variables with respect

to gender of teachers, educational qualification of teachers, locality of the school,

experience of teachers and types of management. Gender of parents, education of

parents, occupation of parents, residential location of parents and whose ward

studying school of parents.

30

3.5 Hypotheses of the study

The following hypotheses were formulated based on the objectives of the

study.

1. There is no significant difference between the men and women teachers in

their attitude towards Equitable Education.

2. There is no significant difference between the teachers with educational

qualification UG with B.Ed and PG with B.Ed in their attitude towards

Equitable Education.

3. There is no significant difference between the teachers with the teaching

experience of below 10 years and above 10 years in their attitude towards

Equitable Education.

4. There is no significant difference between the teachers teaching in the rural

and urban schools in their attitude towards Equitable Education.

5. There is no significant difference between the teachers teaching in government

schools and in private schools in their attitude towards Equitable Education.

6. There is no significant difference between the men and women parents in their

attitude towards Equitable Education.

7. There is no significant difference between the parents educated upto 10 th std

and above 10th std in their attitude towards Equitable Education.

8. There is no significant difference between the daily wage and self employed

parents in their attitude towards Equitable Education.

9. There is no significant difference between the parents living in rural and in

urban areas in their attitude towards Equitable Education.

10. There is no significant difference between the parents whose wards studying

in aided schools and private schools in their attitude towards Equitable

Education.

31

3.6 The Research Paradigm

The research paradigm of the study is shown in table 3.1

Table 3.1 showing the research paradigm of the study.

S. No

VariableSampl

eTools Statistics

1.Attitude of Teachers towards Equitable

Education100

Scale of Teachers Attitude towards

Equitable Education

Percentage analysis, M, S.D

and t-test

2.Attitude of Parents towards Equitable

Education100

Scale of Parents Attitude towards

Equitable Education

Percentage analysis, M, S.D

and t-test

32

3.7 Research ProcedureThe research procedure adopted in the present study is shown in figure 3.1

33

Fig 3.1 Showing the research procedure

1. Scale of Teacher’s attitude towards Equitable Education constructed and validated by the investigator

2. Scale of Parent’s attitude towards Equitable Education constructed and validated by the investigator

Selection of the Sample

100 Teachers and 100 Parents at High School Level

Administration of tools and collection of data

Data Analysis

1. Percentage Analysis 2. Differential M, S.D and ‘t’ test

Conclusions and Educational Implications

Problem

Development of Tools

Identification of VariablesAttitude of Teachers towards Equitable EducationAttitude of Parents towards Equitable Education

Findings

Testing of Hypothesis

3.8 Methodology

3.8.1 Method

The present study is based on Normative Survey Method.

3.8.2 Sample

A sample of 100 teachers and 100 parents were selected from the High and Higher

Secondary schools in Thanjavur district. They were selected using Simple Random

Sampling Technique.

3.8.3 Tools

The following tools are used in the study.

1. “Scale of Teachers attitude towards Equitable Education” developed and

validated by the investigator.

2. “Scale of Parents attitude towards Equitable Education” developed and

validated by the investigator.

3.9 Construction of the tools

Scale of Teachers attitude towards Equitable Education.

Scale of teachers attitude towards Equitable Education was constructed to

assess the attitude of high school level teachers towards Equitable Education.

The tool was constructed based on ‘5’ dimensions.

1. Syllabus

2. Teaching-Learning process.

3. Personality development of the students.

4. Preparing for the future life.

5. Evaluation.

The investigator has constructed 50 objective type questions.

Expert Opinion

The items constructed were subjected to jury opinion consisting of research guide.

1. Reader, 2. Assistant Professors working in the University Department of Education

34

and 3. Expert teachers at High School level. The judges were requested to review

each item as to their validity with reference to factors of Equitable Education,

correctness of structures, phrasing of items and the suitability to the High School level

teachers. The suggestions given by them were incorporated, some items were omitted

and modifications were made. The modified scale consisted of 50 statements. It was

confirmed that the tool was almost in order, covered all areas and suitable for final

study.

Reliability

To establish the reliability of the test, the investigator adopted split-half method.

The test was split into 2 equivalent halves usually by pooling the odd numbered items

for one score and the even numbered items for another score. This usually makes the

two set of scores obtained from a single phase reasonably equivalent. In this way

these scores for each high school level teachers was obtained, one on odd numbered

items and second on even numbered item. The correlation between the results of the

halves is determined and from these, the reliability of the whole test was calculated by

applying spearman-brown formula

Where ‘r’ is the reliability co-efficient of the whole test and r1/2 is the reliability

co-efficient of the half of the test. The reliability co-efficient calculated was 0.644.

The obtained correlation co-efficient is significant at 0.01 level.

Validity

The tool was constructed based on ‘5’ dimensions related to attitude of teachers

towards Equitable Education. It was subjected to juries attitude, which confirmed that

the tool possessed the validity with an adequate level.

Scoring

The scale of teachers attitude towards Equitable Education has “Strongly agree”,

“Agree”, “Disagree” and “Strongly disagree” as responses which are to be ticked ()

by the teachers at High School level. The positive questions were subsequently scores

as 4,3,2 and 1 respectively. Thus the negative questions were subsequently scored

35

1,2.3 and 4 respectively. The possible range of score obtained by an individual will

be 50 to 200 marks for Equitable Education.

Scale of Parents Attitude towards Equitable Education

Scale of parents attitude towards Equitable Education was constructed to assess the

attitude of high school level parents towards Equitable Education.

The tool was constructed based on ‘5’ dimensions.

1. Syllabus

2. Educational standard

3. Fees structure

4. Preparing for the future life.

5. Awareness about Equitable Education.

Expert Opinion

The items constructed were subjected to jury opinion consisting of research guide.

1. Reader, 2. Assistant Professors working in the University Department of Education

and 3. 5 parents at High School level. The judges were requested to review each item

as to their validity with reference to factors of Equitable Education, correctness of

structures, phrasing of items and the suitability to the High School level parents. The

suggestions given by them were incorporated, some items were omitted and

modifications were made. The modified scale consisted of 50 statements. It was

confirmed that the tool was almost in order, covered all areas and suitable for final

study.

Reliability

To establish the reliability of the test, the investigator adopted split-half method.

The test was split into 2 equivalent halves usually by pooling the odd numbered items

for one score and the even numbered items for another score. This usually makes the

two set of scores obtained from a single phase reasonably equivalent. In this way

these scores for each high school level parents was obtained, one on odd numbered

items and second on even numbered item. The correlation between the results of the

halves is determined and from these, the reliability of the whole test was calculated by

applying spearman-brown formula

36

Where ‘r’ is the reliability co-efficient of the whole test and r1/2 is the reliability

co-efficient of the half of the test. The reliability coefficient calculated was 0.623.

The obtained correlation coefficient is significant at 0.01 level.

Validity

The tool was constructed based on ‘5’ dimensions related to attitude of parents

towards Equitable Education. It was subjected to juries attitude which confirmed that

the tool possessed the validity with an adequate level.

Scoring

The scale of parents attitude towards Equitable Education has “Strongly agree”,

“Agree”, “Disagree” and “Strongly disagree” as responses which are to be ticked ()

by the parents at high school level. The positive questions were subsequently scores

as 4,3,2 and 1 respectively. Thus the negative questions were subsequently scored

1,2,3 and 4 respectively. The possible range of score obtained by an individual will

be 50 to 200 marks for Equitable Education.

3.10 Pilot study

Twenty High School teachers are taken for Pilot study. The research tool for scale

of teachers attitude towards Equitable Education were given to the teachers. The

doubts are cleared by the investigator and filled up the questionnaire. The

questionnaire are collected from the teachers after giving some time.

Twenty High School parents are taken for Pilot study. The research tool for scale

of parents attitude towards Equitable Education were given to the parents. The doubts

are cleared by the investigator and filled up the questionnaire. The questionnaire are

collected from the parents after giving some time.

3.11 Collection of data

The investigator has selected three Government Higher secondary schools and

three private higher secondary schools for collection of data. The necessary

permission was obtained from the head masters of these schools for collecting data.

37

The questionnaire was distributed to the teachers at High School level and necessary

instructions were given to them and the data was collected.

The investigator went to ‘four’ villages and ‘two’ towns in Thanjavur district for

distributed questionnaire. The investigator clarified the doubts raised by the parents

regarding tool and asked them to respond the tool in presence of the investigator.

This helped much to avoid misinterpretation of things by the respondents

3.12 Statistical techniques used in the study

Descriptive statistics were used to describe the sample with reference to the

variables taken for the study.

The percentage analyses were used to find out the levels of the attitude of teachers

and parents towards Equitable Education.

The t-test were used to find out the significant difference between the groups.

3.13 Conclusion

The data were collected from 100 teachers and 100 parents at High School level in

Thanjavur district. The collected data were analyzed with suitable statistical

techniques and interpreted in the next chapter.

38

4.1 Introduction

Analysis is a process which enters into research in one form or another from

the very beginning. It may be fair to say that research consists in general of two

larger steps, the gathering of data and the analysis of these data but no amount of

analysis can validity extract from the data factors which are not present. The merits

and essence of a research depends upon the measurement and analysis of the

performance of individual involved in the research.

This chapter deals with the statistical analysis and interpretation of the

collected data. The data collected using the suitable tools was analysed and the

hypotheses were tested using appropriate statistical techniques. The following

statistical techniques are used to analyze the data.

1. Percentage Analysis

2. Differential studies – t-test

4.2 Percentage Analysis

Based on score scale, the scores are divided into four levels as High Negative,

Negative, Positive and High Positive. If the score is in-between of (50-87) it is

considered to be High Negative level, between (88-125) it is considered to be

Negative level, between (126-152) it is considered to be Positive level and between

(153-200) is considered High Positive level. The levels are presented in Table 4.1 and

in fig 4.1

39

4.2.1 Percentage analysis of teachers attitude towards Equitable Education.

Table 4.1 Showing the percentage analysis of teachers attitude towards

Equitable Education.

Range No. of Respondent Percentage

50 - 87 - -

88 - 125 20 20%

126 - 152 71 71%

153 - 200 9 9%

Total 100

The table 4.1 represents that there is no respondents in the range of High

Negative level (50-87). 20% of teachers have Negative attitude towards Equitable

Education, 71% of teachers have Positive attitude towards Equitable Education and

9% of teachers have High Positive attitude towards Equitable Education.

It is concluded that majority of teachers (71%) in the sample have Positive

attitude towards Equitable Education.

The percentage analysis of teachers attitude towards Equitable Education is

shown graphically in figure 4.1

40

Figure 4.1 Showing the percentage analysis of teachers attitude towards Equitable Education

41

4.2.2 Percentage analysis of parents attitude towards Equitable Education

Table 4.2 Showing the percentage analysis of parents attitude towards

Equitable Education.

Range No. of Respondent Percentage

50 - 87 - -

88 - 125 35 35%

126 - 152 54 54%

153 - 200 11 11%

Total 100

The table 4.2 represents that there is no respondents in the range of High

Negative level (50-87). The 35% of parents have Negative attitude towards Equitable

Education, 54% of parents have Positive attitude towards Equitable Education and

11% of parents have High Positive attitude towards Equitable Education.

It is concluded that majority of the parents (54%) in the sample have Positive

attitude towards Equitable Education.

The percentage analysis of parents attitude towards Equitable Education is

shown graphically in figure 4.2

42

Figure 4.2 Showing the percentage analysis of parents attitude towards Equitable Education

43

4.2.3 Percentage analysis with respect to gender of the teachers.

Table 4.3 Showing the percentage analysis with respect to gender of the teachers.

Gender of the Teachers

Negative (88-125) Positive (126-152)High Positive

(153-200)

N % N % N %

Men 10 24.4 30 73.2 1 2.4

Women 10 16.9 41 69.5 8 13.6

The table 4.3 represents that 24.4% of men teachers have Negative attitude

towards Equitable Education. 73.2% of men teachers have Positive attitude towards

Equitable Education. 2.4% of men teachers have High Positive attitude towards

Equitable Education. So it is concluded that the majority of men teachers (73.2%) in

the sample have Positive attitude towards Equitable Education.

The table 4.3 represents that 16.9% of women teachers have Negative attitude

towards Equitable Education. 69.5% of women teachers have Positive attitude

towards Equitable Education. And 13.6% of women teachers have High Positive

attitude towards Equitable Education. So it is concluded that the majority of women

teachers (69.5%) in the sample have Positive attitude towards Equitable Education.

The percentage analysis with respect to gender of the teachers is shown

graphically in figure 4.3

44

Figure 4.3 Showing the percentage analysis with respect to gender of the teachers.

45

4.2.4 Percentage analysis with respect to educational qualification of the teachers

Table 4.4 showing the percentage analysis with respect to educational

qualification of the teachers.

Educational qualification of the Teachers

Negative (88-125) Positive (126-152)High Positive

(153-200)

N % N % N %

UG with B.Ed 12 25 32 66.7 4 8.3

PG with B.Ed 8 15.4 39 75 5 9.6

The table 4.4 represents that 25% of teachers (UG with B.Ed) have Negative

attitude towards Equitable Education. 66.7% of teachers (UG with B.Ed) have

Positive attitude towards Equitable and 8.3% of teachers (UG with B.Ed) have High

Positive attitude towards Equitable Education. So it is concluded that majority of UG

with B.Ed qualified teachers (66.7%) in the sample have Positive attitude towards

Equitable Education.

The table 4.4 represents that 15.4% of teachers (PG with B.Ed) have Negative

attitude towards Equitable Education. 75% of teachers (PG with B.Ed) have Positive

attitude towards Equitable Education and 9.6% of teachers (PG with B.Ed) have High

Positive attitude towards Equitable Education. So it is concluded that majority of PG

with B.Ed qualified teachers (75%) in the sample have Positive attitude towards

Equitable Education.

The percentage analysis with respect to educational qualification of the

teachers is shown graphically in figure 4.4

46

Figure 4.4 Showing the percentage analysis with respect to educational qualification of the teachers.

47

4.2.5 Percentage analysis with respect to experience of the teachers.

Table 4.5 Showing the percentage analysis with respect to experience of the

teachers.

Experience of the Teachers

Negative (88-125) Positive (126-152)High Positive

(153-200)

N % N % N %

Below 10 years 8 14.8 38 70.4 8 14.8

Above 10 years 12 26.1 33 71.7 1 2.2

The table 4.5 represents that 14.8% of below 10 years experience of teachers

have Negative attitude towards Equitable Education. 70.4% of below 10 years

experience of teachers have Positive attitude towards Equitable Education and 14.8%

of below 10 years experience of teachers have High Positive attitude towards

Equitable Education. So it is concluded that majority of below 10 years experience of

teachers (70.4%) in the sample have Positive attitude towards Equitable Education.

The table 4.5 represents that 26.1% of above 10 years experience of teachers

have Negative attitude towards Equitable Education. 71.7% of above 10 years

experience of teachers have Positive attitude towards Equitable Education and 2.2%

of above 10 years experience of teachers have High Positive attitude towards

Equitable Education. So it is concluded that majority of above 10 years experience of

teachers (71.7%) in the sample have Positive attitude towards Equitable Education.

The percentage analysis with respect to experience of teachers is shown

graphically in figure 4.5

48

Figure 4.5 Showing the percentage analysis with respect to experience of the teachers.

49

4.2.6 Percentage analysis with respect to locality of the school.

Table 4.6 Showing the percentage analysis with respect to locality of the

school.

Locality of the school

Negative (88-125) Positive (126-152)High Positive

(153-200)

N % N % N %

Urban 18 28.1 41 65.1 4 6.3

Rural 2 5.4 30 81.1 5 13.5

The table 4.6 represents that 28.1% of teachers teaching in urban school have

Negative attitude towards Equitable Education. 65.1% of teachers teaching in urban

school have Positive attitude towards Equitable Education. And 6.3% of teachers

teaching in urban school have High Positive attitude towards Equitable Education. So

it is concluded that the majority of teachers (65.1%) in the sample teaching in urban

school have Positive attitude towards Equitable Education.

The table 4.6 represents that 5.4% of teachers teaching in rural school have

Negative attitude towards Equitable Education. 81.1% of teachers teaching in rural

school have Positive attitude towards Equitable Education. And 13.5% of teachers

teaching in rural school have High Positive attitude towards Equitable Education. So

it is concluded that the majority of teachers (81.1%) in the sample teaching in rural

school have Positive attitude towards Equitable Education.

The percentage analysis with respect to locality of the school is shown

graphically in figure 4.6

50

Figure 4.6 Showing the percentage analysis with respect to locality of the school

51

4.2.7 Percentage analysis with respect to types of management.

Table 4.7 Showing the percentage analysis with respect to types of

management.

Types of the Management

Negative (88-125) Positive (126-152)High Positive

(153-200)

N % N % N %

Government 8 16 36 72 6 12

Private 12 24 34 68 4 8

The table 4.7 represents that 16% of government school teachers have

Negative attitude towards Equitable education. 72% of government school teachers

have Positive attitude towards Equitable Education. And 12% of government school

teachers have High Positive attitude towards Equitable Education. So it is concluded

that the majority of government school teachers (72%) in the sample have Positive

attitude towards Equitable Education.

The table 4.7 represents that 24% of private school teachers have Negative

attitude towards Equitable Education. 68% of private school teachers have Positive

attitude towards Equitable Education. And 8% of private school teachers have High

Positive attitude towards Equitable Education. So it is concluded that the majority

private school teachers (68%) in the sample have Positive attitude towards Equitable

Education.

The percentage analysis with respect to types of management is shown

graphically in figure 4.7

52

Figure 4.7 Showing the percentage analysis with respect to types of management.

53

4.2.8 Percentage analysis with respect to gender of the parents.

Table 4.8 Showing the percentage analysis with respect to gender of the

parents.

Gender of the Parents

Negative (88-125) Positive (126-152)High Positive

(153-200)

N % N % N %

Men 17 32.7 30 57.7 5 9.6

Women 18 37.5 24 50 6 12.5

The table 4.8 represents that 32.7% of men parents have Negative attitude

towards Equitable Education. 57.7% of men parents have Positive attitude towards

Equitable Education. And 9.6% of men parents have High Positive attitude towards

Equitable Education. So it is concluded that the majority of men parents (57.7%) in

the sample have Positive attitude towards Equitable Education.

The table 4.8 represents that 37.5% of women parents have Negative attitude

towards Equitable Education. 50% of women parents have Positive attitude towards

Equitable Education. And 12.5% of women parents have High Positive attitude

towards Equitable Education. So it is concluded that the majority of women parents

(50%) in the sample have Positive attitude towards Equitable Education.

The percentage analysis with respect to gender of the parents is shown

graphically in figure 4.8

54

Figure 4.8 Showing the percentage analysis with respect to gender of the parents.

55

4.2.9 Percentage analysis with respect to education of the parents.

Table 4.9 Showing the percentage analysis with respect to education of the

parents.

Education of the Parents

Negative (88-125) Positive (126-152)High Positive

(153-200)

N % N % N %

Upto 10th std 13 35.1 19 51.4 5 13.5

Above 10th std 22 34.9 35 55.6 6 9.5

The table 4.9 represents that 35.1% of upto 10th std parents have Negative

attitude towards Equitable Education. 51.4% of upto 10th std parents have Positive

attitude towards Equitable Education. And 13.5% of upto 10 th std parents have High

Positive attitude towards Equitable Education. So it is concluded that the majority of

upto 10th standard parents (51.4%) in the sample have Positive attitude towards

Equitable Education.

The table 4.9 represents that 34.9% of above 10th std parents have Negative

attitude towards Equitable Education. 55.6% of above 10 th std parents have Positive

attitude towards Equitable Education. 9.5% of above 10th std parents have High

Positive attitude towards Equitable Education. So it is concluded that the majority of

above 10th std parents (55.6%) in the sample have Positive attitude towards Equitable

Education.

The percentage analysis with respect to education of the parents is shown

graphically in figure 4.9

56

Figure 4.9 Showing the percentage analysis with respect to education of the parents.

57

4.2.10 Percentage analysis with respect to occupation of the parents.

Table 4.10 Showing the percentage analysis with respect to occupation of the

parents.

Occupation of the Parents

Negative (88-125) Positive (126-152)High Positive

(153-200)

N % N % N %

Daily wage 13 31.7 23 56.1 5 12.2

Self employ 24 40.7 31 52.5 4 6.8

The table 4.10 represents that 31.7% of daily wage parents have Negative

attitude towards Equitable Education. 56.1% of daily wage parents have Positive

attitude towards Equitable Education. And 12.2% of daily wage parents have High

Positive attitude towards Equitable Education. So it is concluded that the majority of

daily wage parents (56.1%) in the sample have Positive attitude towards Equitable

Education.

The table 4.10 represents that 40.7% of self employed parents have Negative

attitude towards Equitable Education. 52.5% of self employed parents have Positive

attitude towards Equitable Education. And 6.8% of self employed parents have High

Positive attitude towards Equitable Education. So it is concluded that majority of self

employed parents (52.5%) in the sample have Positive attitude towards Equitable

Education.

The percentage analysis with respect to occupation of the parents is shown

graphically in figure 4.10

58

Figure 4.10 Showing the percentage analysis with respect to occupation of the parents.

59

4.2.11 Percentage analysis with respect to locality of the parents.

Table 4.11 Showing the percentage analysis with respect to locality of the

parents.

Locality of the Parents

Negative (88-125) Positive (126-152)High Positive

(153-200)

N % N % N %

Urban 17 39.5 23 53.5 3 7

Rural 18 31.6 31 54.4 8 14

The table 4.11 represents that 39.5% of urban parents have Negative attitude

towards Equitable Education. 53.5% of urban parents have Positive attitude towards

Equitable Education. And 7% of urban parents have High Negative attitude towards

Equitable Education. So it is concluded that the majority of urban parents (53.5%) in

the sample have Positive attitude towards Equitable Education.

The table 4.11 represents that 31.6% of rural parents have Negative attitude

towards Equitable Education. 54.4% of rural parents have Positive attitude towards

Equitable Education. And 14% of rural parents have High Positive attitude towards

Equitable Education. So it is concluded that the majority of rural parents (54.4%) in

the sample have Positive attitude towards Equitable Education.

The percentage analysis with respect to locality of the parents is shown

graphically in fig 4.11

60

Figure 4.11 Showing the percentage analysis with respect to locality of the parents.

61

4.2.12 Percentage analysis with respect to ward studying school of parents.

Table 4.12 Showing the percentage analysis with respect to ward studying

school of parents.

Ward studying school of Parents

Negative (88-125) Positive (126-152)High Positive

(153-200)

N % N % N %

Aided 12 24 29 58 9 18

Private 23 46 25 50 2 4

The table 4.12 represents that 24% of aided school parents have Negative

attitude towards Equitable Education. 58% of aided school parents have Positive

attitude towards Equitable Education. And 18% of aided school parents have High

Positive attitude towards Equitable Education. So it is concluded that the majority of

the aided school parents (58%) in the sample have Positive attitude towards Equitable

Education.

The table 4.12 represents that 46% of private school parents have Negative

attitude towards Equitable Education. 50% of private school parents have Positive

attitude towards Equitable Education. 4% of private school parents have High

Positive attitude towards Equitable Education. So it is concluded that the majority of

private school parents (50%) in the sample have Positive attitude towards Equitable

Education.

The percentage analysis with respect to ward studying school of parents is

shown graphically in figure 4.12

62

Figure 4.12 Showing the percentage analysis with respect to ward studying school of parents.

63

4.3 Differential studies

Attitude of teachers and parents towards Equitable Education are the variables

in the study. These variables are analysed with respect to gender of teachers,

educational qualification of teachers, experience of the teachers, locality of the school

and types of the management. Gender of parents, education of parents, occupation of

the parents, locality of the parents, ward studying school of parents.

TESTING THE DIFFERENCE BETWEEN THE MEANS OF TWO GROUPS

‘t’ test was used to find out whether the two group means significantly differ

or not. ‘t’ value is calculated using the formula,

Where,

M1 - The mean of the first group

M2 - The mean of the second group

- The standard deviation of first group

- The standard deviation of second group

N1 - Number of subjects in the first group

N2 - Number of subjects in the second group

LEVEL OF SIGNIFICANCE

The significant level is the maximum value of probability of rejecting the null

hypothesis when it is true and usually determined in advance before testing the

hypothesis. In the present study 0.05% level and 0.01% level of significance was

determined for making decisions.

DEGREES OF FREEDOM

The degrees of freedom (df) for the t-test,

df= (N1+N2) - 2

64

4.3.1 Attitude of teachers towards Equitable Education and gender

Hypothesis: 1

There is no significant difference between the men and women teachers in

their attitude towards Equitable Education.

The above hypothesis was tested by using the t-test.

The attitude scores of teachers towards Equitable Education was analysed with

respect to gender. The mean, S.D and ‘t’ values are shown in the table 4.13.

Table 4.13. Showing the mean, S.D and ‘t’ values for the attitude of teachers

towards Equitable Education at High School level with respect to gender.

Gender N M S.D ‘t’ value ‘p’ value

Men 41 134.98 12.453 -1.588NS

0.116Women 59 139.22 13.610

NS – Not Significant at 0.05 level

The ‘t’ value is not significant at 0.05 level of significance. So the null

hypothesis is accepted. It is concluded that the men and women teachers do not

differ significantly in their attitude towards Equitable Education. They are at the

same level in their attitude towards Equitable Education.

The attitude of High School teachers towards Equitable Education with respect

to gender is shown graphically in figure 4.13.

65

Figure 4.13 Showing the attitude of teachers towards Equitable Education with respect to gender.

66

4.3.2 Attitude of teachers towards Equitable Education and educational

qualification.

Hypothesis: 2

There is no significant difference between the teachers with educational

qualification UG with B.Ed and PG with B.Ed in their attitude towards Equitable

Education.

The above hypothesis was tested by using the t-test.

The attitude scores of teachers towards Equitable Education was analysed with

respect to educational qualification. The mean, S.D and ‘t’ values are shown in the

table 4.14.

Table 4.14. Showing the mean, S.D and ‘t’ values for the attitude of teachers

towards Equitable Education at High School level with respect to educational

qualification.

Educational qualification of the

TeachersN M S.D

‘t’ value

‘p’ value

UG with B.Ed 48137.0

013.80

4 0.346NS

0.730PG with B.Ed 52

137.92

12.838

NS – Not Significant at 0.05 levels.

The‘t’ value is not significant at 0.05 level of significance. So the null

hypothesis is accepted. It is concluded that the teachers with educational

qualifications UG with B.Ed and PG with B.Ed do not differ significantly in their

attitude towards Equitable Education. They are at the same level in their attitude

towards Equitable Education.

The attitude of High School teachers towards Equitable Education with respect

to educational qualification is shown graphically in figure 4.14.

67

Figure 4.14 Showing the attitude of teachers towards Equitable Education with respect to

educational qualification.

68

4.3.3 Attitude of teachers towards Equitable Education and experience of the

teachers.

Hypothesis: 3

There is no significant difference between the teachers with the teaching

experience of below 10 years and above 10 years in their attitude towards Equitable

Education.

The above hypothesis was tested by using the t-test.

The attitude scores of teachers towards Equitable Education was analysed with

respect to experience of the teachers. The mean, S.D and ‘t’ values are shown in the

table 4.15.

Table 4.15. Showing the mean, S.D and ‘t’ values for the attitude of teachers

towards Equitable Education at High School level with respect to experience of the

teachers.

Experience of the Teachers

N M S.D ‘t’ value‘p’

value

Below 10 years 54 138.96 12.8521.215NS

0.227Above 10 years 46 135.74 13.639

NS – Not Significant at 0.05 level.

The ‘t’ value is not significant at 0.05 level of significance. So the null

hypothesis is accepted. It is concluded that below 10 years and above 10 years

experience of teachers do not differ significantly in their attitude towards Equitable

Education. They are at the same level towards in their attitude towards Equitable

Education.

The attitude of High School teachers towards Equitable Education with respect

to experience of teachers is shown graphically in figure 4.15.

69

Figure 4.15 Showing the attitude of teachers towards Equitable Education with

respect to experience of teachers

70

4.3.4 Attitude of teachers towards Equitable Education and locality of the school.

Hypothesis: 4

There is no significant difference between the teachers teaching in the rural

and urban schools in their attitude towards Equitable Education.

The above hypothesis was tested by using the t-test.

The attitude scores of teachers towards Equitable Education was analysed with

respect to locality of the school. The mean, S.D and ‘t’ values are shown in the table

4.16.

Table 4.16 Showing the mean, S.D and ‘t’ values for the attitude of teachers

towards Equitable Education at High School level with respect to locality of the

school.

Locality of the School N M S.D ‘t’ value ‘p’ value

Rural 37 140.38 9.903 1.692NS

0.094Urban 63 135.78 14.679

NS – Not Significant at 0.05 level.

The ‘t’ value is not significant at 0.05 level of significance. So the null

hypothesis is accepted. It is concluded that the rural and urban teachers do not differ

significantly in their attitude towards Equitable Education. They are at the same level

in their attitude towards Equitable Education.

The attitude of High School teachers towards Equitable Education with respect

to locality of the school is shown graphically in figure 4.16.

71

Figure 4.16 Showing the attitude of teachers towards Equitable Education with respect to

locality of the school.

72

4.3.5 Attitude of teachers towards Equitable Education and management of the

school.

Hypothesis: 5

There is no significant difference between the teachers teaching in government

schools and private schools in their attitude towards Equitable Education.

The above hypothesis was tested by using the t-test.

The attitude scores of teachers towards Equitable Education was analysed with

respect to management of the school. The mean, S.D and ‘t’ values are shown in the

table 4.17.

Table 4.17. Showing the mean, S.D and ‘t’ values for the attitude of teachers

towards Equitable Education at High School level with respect to management of the

school.

Management of the school

N M S.D ‘t’ value ‘p’ value

Govt. 50 141.02 11.4692.759

**0.007

Private 50 133.04 14.059

** - Significant at 0.01 level.

The ‘t’ value is significant at 0.01 level of significance. So the null hypothesis

is rejected. It is concluded that the government school and private school teachers

differs significantly in their attitude towards Equitable Education. The teachers

working in the government schools are at the higher level in their attitude towards

Equitable Education than the teachers working in private schools.

The attitude of High School teachers towards Equitable Education with respect

to management of the school is shown graphically in figure 4.17.

73

Figure 4.17 Showing the attitude of teachers towards Equitable Education with respect to

management of the school.

74

4.3.6 Attitude of parents towards Equitable Education and gender of the parents.

Hypothesis: 6

There is no significant difference between the men and women parents in their

attitude towards Equitable Education.

The above hypothesis was tested by using the t-test.

The attitude scores of parents towards Equitable Education was analysed with

respect to gender of the parents. The mean, S.D and ‘t’ values are shown in the table

4.18.

Table 4.18. Showing the mean, S.D and ‘t’ values for the attitude of parents

towards Equitable Education at High School level with respect to gender of the

parents.

Gender of the Parents

N M S.D ‘t’ value‘p’

value

Men 52 133.00 12.864 0.400NS

0.690Women 48 131.94 13.679

NS – Not Significant at 0.05 level.

The ‘t’ value is not significant at 0.05 level of significance. So the null

hypothesis is accepted. It is concluded that the men and women parents do not differ

significantly in their attitude towards Equitable Education.

The attitude of High School parents towards Equitable Education with respect

to gender is shown graphically in figure 4.18.

75

Figure 4.18 Showing the attitude of parents towards Equitable Education with respect to gender

of the parents.

76

4.3.7 Attitude of parents towards Equitable Education and education of the

parents.

Hypothesis: 7

There is no significant difference between the parents educated upto 10 th std

and above 10th std in their attitude towards Equitable Education.

The above hypothesis was tested by using the t-test.

The attitude scores of parents towards Equitable Education was analysed with

respect to education of the parents. The mean, S.D and ‘t’ values are shown in the

table 4.19.

Table 4.19. Showing the mean, S.D and ‘t’ values for the attitude of parents

towards Equitable Education at High School level with respect to education of the

parents.

Education of the Parents

N M S.D‘t’

value‘p’

value

Upto 10th std 37 131.43 14.066 -0.612NS

0.542Above 10th std 63 133.11 12.747

NS – Not Significant at 0.05 level.

The ‘t’ value is not significant at 0.05 level of significance. So the null

hypothesis is accepted. It is concluded that the upto 10 th std and above 10th std

parents do not differ significantly in their attitude towards Equitable Education. They

are at the same level in their attitude towards Equitable Education.

The attitude of High School parents towards Equitable Education with respect

to education of the parents is shown graphically in figure 4.19.

77

Figure 4.19 Showing the attitude of parents towards Equitable Education with respect to

education of the parents.

78

4.3.8 Attitude of parents towards Equitable Education and occupation of the

parents.

Hypothesis: 8

There is no significant difference between the daily wage and self employed

parents in their attitude towards Equitable Education.

The above hypothesis was tested by using the ‘t’-test.

The attitude scores of parents towards Equitable Education was analysed with

respect to occupation of the parents. The mean, S.D and ‘t’ values are shown in the

table 4.20.

Table 4.20. Showing the mean, S.D and ‘t’ values for the attitude of parents

towards Equitable Education at High School level with respect to occupation of the

parents.

Occupation of the Parents

N M S.D ‘t’ value ‘p’ value

Daily wage 41 133.12 12.3310.397

NS0.692

Self employ 59 132.05 13.867

NS – Not Significant at 0.05 level.

The ‘t’ value is not significant at 0.05 level of significance. The table

indicates that Daily wage and Self employed parents do not differ significantly in

their attitude towards Equitable Education. They are at the same level in their attitude

towards Equitable Education.

The attitude of High School parents towards Equitable Education with respect

to occupation is shown graphically in figure 4.20.

79

Figure 4.20 Showing the attitude of parents towards Equitable Education with respect to

occupation of the parents.

80

4.3.9 Attitude of parents towards Equitable Education and locality of the

parents.

Hypothesis: 9

There is no significant difference between the parents living in rural and urban

in their attitude towards Equitable Education.

The above hypothesis was tested by using the ‘t’-test.

The attitude scores of parents towards Equitable Education was analysed with

respect to locality of the parents. The mean, S.D and ‘t’ values are shown in the table

4.21.

Table 4.21. Showing the mean, S.D and ‘t’ values for attitude of parents

towards Equitable Education at High School level with respect to locality of the

parents.

Locality of the Parents

N M S.D ‘t’ value ‘p’ value

Rural 57 134.19 13.0581.494NS

0.138Urban 43 130.23 13.210

NS – Not Significant at 0.05 level.

The ‘t’ value is not significant at 0.05 level of significance. So the null

hypothesis is accepted. It is concluded that the rural and urban parents do not differ

significantly in their attitude towards Equitable Education.

The attitude of High School parents towards Equitable Education with respect

to locality of the parents is shown graphically in figure 4.21.

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Figure 4.21 Showing the attitude of parents towards Equitable Education with respect to locality

of the parents.

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4.3.10 Attitude of parents towards Equitable Education and ward studying school of

parents.

Hypothesis: 10

There is no significant difference between the parents whose wards studying in

aided schools and private schools in their attitude towards Equitable Education.

The above hypothesis was tested by using the t-test.

The attitude scores of parents towards Equitable Education was analysed with

respect to ward studying school of parents. The mean, S.D and ‘t’ values are shown in the

table 4.22.

Table 4.22. Showing the mean, S.D and ‘t’ values for the attitude of parents

towards Equitable Education at High School level with respect to ward studying school of

parents.

Ward studying school of Parents

N M S.D ‘t’ value ‘p’ value

Aided 50 137.08 11.6913.691

**0.000

Private 50 127.90 13.139

** - Significant at 0.01 level.

The ‘t’ value is significant at 0.01 level of significance. So the null hypothesis is

rejected. It is concluded that the aided and private school parents differs significantly in

their attitude towards Equitable Education. The parents of the students studying in the

aided schools are at the higher level in their attitude towards Equitable Education than the

parents of the students studying in the private schools.

The attitude of High School parents towards Equitable Education with respect to

ward studying school of parents is shown graphically in figure 4.22.

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Figure 4.22 Showing the attitude of parents towards Equitable Education with respect to ward

studying school of parents.

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4.3.11 Attitude of teachers towards Equitable Education with respect to the personal

variables.

Table 4.23 Showing the attitude of teachers towards Equitable Education with

respect to the personal variables.

Variables Groups N M S.D t-value p-value

GenderMen 41 134.98 12.453 -1.588

NS 0.116Women 59 139.22 13.610

Educational qualification

UG with B.Ed 48 137.00 13.8040.346NS

0.730PG with B.Ed 52 137.92 12.838

ExperienceBelow 10 years 54 138.96 12.852

1.215NS

0.227Above 10 years 46 135.74 13.639

Locality of the school

Rural 37 140.38 9.9031.692NS

0.094Urban 63 135.78 14.679

Types of Managemen

t

Govt. 50 141.02 11.4692.759

**0.007

Private 50 133.04 14.059

NS - Not significant at 0.05 level.

** - Significant at 0.01 level.

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4.3.12 Attitude of parents towards Equitable Education with respect to the personal variables.

Table 4.24 Showing the attitude of parents towards Equitable Education with

respect to the personal variables.

Variables Groups N M S.D t-value p-value

GenderMen 52 133.00 12.864

0.400NS

0.690Women 48 131.94 13.679

EducationUpto 10th std 37 131.43 14.066

-0.612NS

0.542Above 10th std 63 133.11 12.747

OccupationDaily wage 41 133.12 12.331

0.397NS

0.692Self employ 59 132.05 13.867

LocalityRural 57 134.19 13.058

1.494NS

0.138Urban 43 130.23 13.210

Ward studying school of parents

Aided 50 137.08 11.6913.691

**0.000

Private 50 127.90 13.139

NS – Not significant at 0.05 level.

** - Significant at 0.01 level.

4.4 CONCLUSION

The data collected related to the study were analysed and interpreted. The

percentage analysis was used to find out the level of attitude of teachers and parents

towards Equitable Education and t-test was used to find out the significant difference

between the groups.

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5.1 INTRODUCTION

Equality and quality education is defined here as not only the curriculum but also

the infrastructure facilities number of teachers, their talents, text book, examination

pattern and school administration. These are the part and parcel of school education.

Having all these fulfillments with a big plan of action is called “Equity in education” well

trained teachers, curriculum , Infrastructure facilities and teacher – student ratio are the

contributing factors. In any one of the above factors is equal it cannot be called as “Equity

in education” once matriculation schools were under the control of universities. The

summary, findings of the study, educational implications and recommendations are given

in this chapter.

5.2 STATEMENT OF THE PROBLEM

Various educational systems are seen in our country. They are State Board,

Matriculation, Anglo-Indian and Oriental schools. Many qualitative differences are seen

in these schools. So Equitable Education is important in this time. Equitable Education is

all the students are getting the same quality of education. So the investigator has intended

to undertake the present study “A study of the Attitude of Teachers and Parents towards

Equitable Education at High School level in Thanjavur district”.

5.3 NEED AND SIGNIFICANCE OF THE STUDY

In our country there are different kinds of educational systems like Matriculation,

State board, Anglo-Indian and Oriental schools. The heterogeneous group of students

learning in these heterogeneous kinds of schools gain heterogeneous knowledge,

experience and education. This makes lot of differences and inequality in educational

standard. So for this there lies the solution and it is equitable education.

There is big difference between educational standard of students in rural and

urban. So this makes differents in opportunity of getting jobs and competitive exams.

The students whose studied in rural schools feel difficult in passing out competitive exams

like CAT (Common Attitude Test), IIT (Indian Institute of Technology) and AIEEE (All

India Engineering Entrance Exam) etc. This make us to realise the importance of equitable

education.

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Equitable education removes all the differences in educational standard of all kinds

of students studying in various kinds of schools. And in future days when equitable

education is implemented all students will be found with same educational standard. And

this makes them to safe all kinds of competitive exams and the competition lying in this

past moving world.

Teachers and parents play a vital role in the growth of students both mentally and

physically. Therefore, it is a felt need to study the attitude of teachers and parents towards

equitable education.

5.4 OBJECTIVES OF THE STUDY

The following are the objectives of the present study.

1. To construct a tool to assess the attitude of teachers towards Equitable

Education with respect to gender, educational qualification, experience of

teacher, locality of the school and types of the school etc.

2. To construct a tool to assess the attitude of parents towards Equitable

Education with respect to gender, educational qualification, occupation,

locality and ward studying types of school etc.

3. To give recommendations based on the finding.

5.5 VARIABLES IN THE STUDY

The criterion variables in the study are attitude of teachers and parents towards

Equitable Education. This study attempts to investigate these variables with respect to

gender of teachers, educational qualification of teachers, locality of the school, experience

of teachers and types of management. Gender of parents, education of parents, occupation

of parents, residential location of parents and whose ward studying school of parents and

gender of teachers, educational qualification of teachers, locality of the school, experience

of teachers and types of management.

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5.6 HYPOTHESES OF THE STUDY

The following hypotheses were formulated based on the objectives of the study.

1. There is no significant difference between the men and women teachers in their

attitude towards Equitable Education.

2. There is no significant difference between the teachers with educational

qualification UG with B.Ed and PG with B.Ed in their attitude towards Equitable

Education.

3. There is no significant difference between the teachers with the teaching

experience of below 10 years and above 10 years in their attitude towards

Equitable Education.

4. There is no significant difference between the teachers teaching in the rural and

urban schools in their attitude towards Equitable Education.

5. There is no significant difference between the teachers teaching in government

schools and in private schools in their attitude towards Equitable Education.

6. There is no significant difference between the men and women parents in their

attitude towards Equitable Education.

7. There is no significant difference between the parents educated upto 10 th std and

above 10th std in their attitude towards Equitable Education.

8. There is no significant difference between the daily wage and self employed

parents in their attitude towards Equitable Education.

9. There is no significant difference between the parents living in rural and in urban,

in their attitude towards Equitable Education.

10. There is no significant difference between the parents whose wards studying in

aided and private schools in their attitude towards Equitable Education.

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5.7 METHODOLOGY

5.7.1 METHOD

The present study is based on Normative Survey Method.

5.7.2 SAMPLE

A sample of 100 teachers and 100 parents was selected from the high and higher

secondary schools in Thanjavur district. They were selected using Simple Random

Sampling Technique.

5.7.3 TOOLS

The following tools was used in the study.

1. "Scale of Teachers attitude towards Equitable Education" developed and validated

by the investigator.

2. "Scale of Parents attitude towards Equitable Education" developed and validated by

the investigator.

5.8 DATA ANALYSIS

The percentage analyses were used to find out the levels of the attitude of teachers and

parents towards Equitable Education.

The t-test were used to find out the significant difference between the groups.

5.9 FINDINGS OF THE STUDY

The following are the findings of the study.

Findings related to Percentage analysis

1. Majority of the High School teachers (71%) in the sample have positive attitude

towards Equitable Education.

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2. Majority of the parents (54%) in the sample have positive attitude towards

Equitable Education.

3. Majority of the men teachers (73.2%) in the sample have positive attitude

towards Equitable Education. Majority of the women teachers (69.5%) in the

sample have positive attitude towards Equitable Education.

4. Majority of UG with B.Ed qualified teachers (66.7%) in the sample have positive

attitude towards Equitable Education. Majority of PG with B.Ed qualified

teachers (75%) in the sample positive attitude towards Equitable Education.

5. Majority of below 10 years experience of teachers (70.4%) in the sample have

positive attitude towards Equitable Education. Majority of above 10 years

experience of teachers (71.7%) in the sample have positive attitude towards

Equitable Education.

6. Majority of teachers (65.1%) in the sample teaching in urban school have

positive attitude towards Equitable Education. Majority of teachers (81.1%) in

the sample teaching in rural school have positive attitude towards Equitable

Education.

7. Majority of government school teachers (72%) in the sample have positive

attitude towards Equitable Education. Majority of private school teachers (68%)

in the sample have positive attitude towards Equitable Education.

8. Majority of men parents (57.7%) in the sample have positive attitude towards

Equitable Education. Majority of women parents (50%) in the sample have

positive attitude towards Equitable Education.

9. Majority of upto 10th std parents (51.4%) in the sample have positive attitude

towards Equitable Education. Majority of above 10th parents (55.6%) in the

sample have positive attitude towards Equitable Education.

10. Majority of daily wage parents (56.1%) in the sample have positive attitude

towards Equitable Education. Majority of self employed parents (52.5%) in the

sample have positive attitude towards Equitable Education.

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11. Majority of urban parents (53.5%) in the sample have positive attitude towards

Equitable Education. Majority of rural parents (54.4%) in the sample have

positive attitude towards Equitable Education.

12. Majority of the aided school parents (58%) in the sample have positive attitude

towards Equitable Education. Majority of the private school parents (50%) in the

sample have positive attitude towards Equitable Education.

The following are main findings of the study.

1. The men and women teachers do not differ significantly in their attitude towards

Equitable Education. They are at the same level in their attitude towards

Equitable Education.

2. The UG with B.Ed and PG with B.Ed qualified teachers do not differ

significantly in their attitude towards Equitable Education. They are at the same

level in their attitude towards Equitable Education.

3. The below 10 years and above 10 years experience of teachers do not differ

significantly in their attitude towards Equitable Education. They are at the same

level in their attitude towards Equitable Education.

4. The rural and urban teachers do not differ significantly in their attitude towards

Equitable Education. They are at the same level in their attitude towards

Equitable Education.

5. The government school and private school teachers differs significantly in their

attitude towards Equitable Education. The teachers working in the government

schools are at the higher level in their attitude towards Equitable Education than

the teachers working in private schools

6. The men and women parents do not differ significantly in their attitude towards

Equitable Education. They are at the same level in their attitude towards

Equitable Education.

7. The up to 10th std and above 10th std parents do not differ significantly in their

attitude towards Equitable Education. They are at the same level in their attitude

towards Equitable Education.

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8. The daily wage and self employed parents do not differ significantly in their

attitude towards Equitable Education. They are at the same level in their attitude

towards Equitable Education.

9. The living in rural and urban parents do not differ significantly in their attitude

towards Equitable Education. They are at the same level in their attitude towards

Equitable Education.

10. The aided and private school parents differs significantly in their attitude towards

Equitable Education. The parents of the students studying in the aided schools

are at the higher level in their attitude towards Equitable Education than the

parents of the students studying in the private schools.

5.10 DISCUSSION WITH THE RESULTS OF OTHER RELATED STUDIES

The result of the present study “ A study of the Attitude of Teachers and Parents

towards Equitable Education at High School Level in Thanjavur district” is discussed

below with the result of other related studies.

This study reveals that the majority of the High school teachers (71%) have positive

attitude towards Equitable Education. Majority of the parents (54%) have positive attitude

towards Equitable Education. It is in congruence with the results of Mohanasundaram and

Thirugnanasambandam (2010) who reported that the students, teachers and parents

expressed favourable attitude towards the implementation of the Sarva Shiksha Abhiyan

programme at primary level in Tamil Nadu. It is also in agreement with the results of

Tuovinen (2010) who reported that the educational system of Finland provides a practical

example of equity and excellence in equation. It rests on an equitable legislative base

leading to an even-handed nationwide educational provision. It is also in congruence with

the court opinion (2011) samacheer kalvi will be implemented in classess 2 to 5 and 7 to

10 in schools across the state this academic year.

This study reveals that the men and women teachers do not differ significantly in their

attitude towards Equitable Education. They are at the same level. It is in agreement with

the reports of Rajagopalan (2011) who reported that committees for each subject with

senior teachers are constituted and guidelines for a common curriculum of good standard

was recommended.

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This study reveals that the parents of the students studying the aided and private

schools differs in their attitude towards Equitable Education. It is congruence with the

results of Nasreen akhter (2009) who reported that all parents want their children to learn.

But the level of their desire and efforts vary because of different socio-cultural and

economical factors.

5.11 CONCLUSIONS AND EDUCATIONAL IMPLICATIONS OF THE STUDY

Conclusions:

The study reveals that the majority of the High School teachers (71%) in the sample

have positive attitude towards Equitable Education.

The Majority of the parents (54%) in the sample have positive attitude towards

Equitable Education.

There is a significant difference in the research variables attitude of teachers and

parents towards Equitable Education with respect to types of management and ward

studying school of parents.

The teachers working in the government schools are at a higher level in their attitude

towards Equitable Education than the teachers working in private schools.

The parents of the students studying in the aided schools are at a higher level in their

attitude towards Equitable Education than the parents of the students studying in the

private schools.

EDUCATIONAL IMPLICATIONS OF THE STUDY

1. Equitable Education emphasizes equal quality education for all.

2. Equitable Education gives no differences between rural students and urban

students.

3. Students are benefited in employment through same curriculum.

4. Various changes are made in teaching-learning process.

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5. Teacher centred education changes student centred education through this

curriculum.

6. Life skill is developed from class room skill.

7. Changes are made in examination evaluation.

8. Text books are in psychological basis.

5.12 RECOMMENDATIONS OF THE STUDY

Recommendations to the government

1. Implementation of Equitable Education for following years will bring a great

revolution in the educational history and standard gets uniform.

2. Equitable Education can the modernized by using educational technology.

3. Government should great proper awareness about Equitable Education among

the society.

4. The standard of Equitable Education should be maximized updated in a easier

manner so that goes often and rural students prosper.

5. Proper inservice training should be given for Equitable Education. So that can get

benefit at there doorsteps.

6. Government can also conduct open seminar, conferences for students based on the

syllabus of education.

7. In order to improve the standard of Equitable Education proper knowledge of

current affairs, technology, communication skill, world affairs could also be added

as a separate subject.

Recommendations to the teachers

1. Teachers should encourage the student so that the students themselves do the

project work by own.

2. Teachers must train the students to apply the knowledge in day-to-day life.

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3. Teachers should teach Equitable Education using educational technology.

4. Teachers should develop the mentality to accept Equitable Education-since right

to get and equal education is an compulsory right for everyone.

Recommendations to the parents

1. Getting an equal education is the basic right – parents should develop the mentality

of accepting Equitable Education.

2. Equitable Education do not accept the quality of their childrens education at any

cost.

3. Awareness about educational fees should be made among the parents by the

government.

4. Parents should encourage the children to do the Equitable Educational projects.

5. Parent should realise todays children are tomorrows society. So that by providing

Equitable Education they are getting an uniform society. And children get the

right knowledge to face the competition in this high-tech world.

6. Parents should also realise by getting Equitable Education, children get confident

and innovative thinking.

5.13 SCOPE FOR FURTHER STUDY

1. A study on the Attitude of Primary school teachers towards Equitable Education

may be conducted.

2. A study on the Attitude of Primary school students towards Equitable Education

may be conducted.

3. A study on the Attitude of Matriculation school parents towards Equitable

Education may be conducted.

4. A study on the Attitude of various Educationalists towards Equitable Education

may be conducted.

5. Equitable Education improves quality child education – A study.

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6. Teaching-Learning materials of Equitable Education were found to be very

effective and helped students in better understanding of the subjects.

7. Equitable Education increased Parents satisfaction with their children education –

A study.

8. A study on the Attitude of High School Students towards Equitable Education may

be conducted.

97

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