A Research Proposal On

A study on the Student’s Achievement Differences between Private

and Public Schools of Gorkha (Nepal)

Submitted To

Apex College, Pokhara University

Submitted By

Nabin Bhattarai

Roll No: 12450455

Registration No: 2011-2-45-0480

Table of Contents

Contents Page no.

ACKNOWLEDGEMENT...........................................................................................I

LIST OF TABLE........................................................................................................II

LIST OF FIGURE……………………………………………………………..III

LIST OF ABBREVIATIONS…………………………………………………IV

Executive Summary....................................................................................................V

CHAPTER I..................................................................................................................1

INTRODUCTION........................................................................................................1

1.1 Background Information.................................................................................................1

1.2 Objective of the project work.........................................................................................2

1.3 Review of Related Studies...............................................................................................3

1.4 RESEARCH METHODS......................................................................................................5

1.4.1 Research Design.......................................................................................................5

1.4.2 Population................................................................................................................6

1.4.3 Sampling procedures and sample size.....................................................................6

1.4.4 Data collection procedures......................................................................................6

1.4.5 Tools and techniques of the study...........................................................................6

1.4.5.1 Closed questionnaire……………………………………………………………………………………….7

1.4.5.2 Observation checklist……………………………………………………………………………………...7

1.4.5.3 Matrix Preparation………………………………………………………………………………………….7

1.4.6 Analysis and interpretation of data……………………………………………………………………….7

CHAPTER II................................................................................................................8

DATA ANALYSIS AND MAJOR FINDINGS.........................................................8

2.1General Description.........................................................................................................8

2.2 Data tabulation and interpretation.................................................................................9

2.2.1 Students Profile………………………………………………………………………………………………..9

2.2.2 Students Attendance status……………………………………………………………………….....11

2.2.3 Past results………………………………………………………………………………………………………11

2.2.4 Variables affecting students' academic achievement…………………………………….12

2.2.4.1 Class Size………………………………………………………………………………………….13

2.2.4.2 Tuition Fees……………………………………………………………………………………..14

2.2.4.3 Family Guidance……………………………………………………………………………….15

2.2.4.4 Drugs and Alcohol Abuse………………………………………………………………….17

2.2.4.5 Quality of Teachers……………………………………………………………………………19

2.2.4.6 Role of Administration……………………………………………………………………….20

2.2.4.7 Extra-Curricular Activities……………………………………………………………….….21

2.3 Major Findings………………………………………………………………………………………………………………..22

CHAPTER III.....……………………………………………………………………24

SUMMARY AND CONCLUSION..……………………………………………….24

3.1 Summary………………………………………………………………………………………………………………………..24

3.2 Conclusion………………………………………………………………………………………………………………………24

Bibilography. . .………………………………………………………………………26

APPENDIX...………………………………………………………………………..27

ACKNOWLEDGEMENT

This summer project entitled “A study on Students Achievement Differences between Public

and Private Schools of Gorkha” has been prepared to research the current condition of

educational sector of Nepal and to point out the reasons for the achievement gap that exists

between public and private schools. It is submitted to meet the partial requirement on fieldwork

being and integral part of BBA-BI program designed by faculty of management, Pokhara

University.

This report would not be successful without contribution of numerous individual’s knowledge

and support. I would also like to extend my sincere thanks to smart mentors for their support.

I would like to thank Apex staff and Library Management Faculty for providing me with the

books, magazines and articles on required subject.

Finally, I would like to thank all the students, who have had the courage to share their deepest

and darkest secrets with us and the key informants who have spared their time to provide

information to us.

Informed consent was taken and voluntary participation was ensured from all respondents.

Pseudonyms have been used to preserve the identity of the respondent.

I

LIST OF TABLE

Title Page no.

Table 2.1: Composition of Grades 10

Table 2.2: Students attendance status 11

Table 2.3: Students Result 12

II

LIST OF FIGURES

Title Page no.

Figure 2.1: Composition of grades 10

Figure 2.2: Influence of class size on student’s achievement 13

Figure 2.3: Influence of Tuition Fees on Private School Students’ Achievement 14

Figure 2.4: Influence of Tuition Fees on Public School Students’ Achievement 15

Figure 2.5: Influence of family guidance on student’s achievement 16

Figure 2.6: Private school’s student response for influence of drugs and alcohol abuse 17

Figure 2.7: Public school’s student response for

influence of drugs and alcohol abuse 18

Figure 2.8: Quality of teachers in public and private schools 19

Figure 2.9: Role of administration on students’ achievement 20

Figure 2.11: Influence of extra-curricular activities on

private school students’ achievement 21

Figure 2.10: Influence of extra-curricular

activities on public school students’ achievement 22

III

LIST OF ABBREVIATIONS

CERID Research Centre for Educational Innovation and Development

DOE Department of Education

INGO International Non-Governmental Organizations

MOE Ministry Of Education

NPA National Plan of Actions

SAR Social Achievement Research

SLC School Leaving Certificate

SMC School Management Committee

IV

EXECUTIVE SUMMARY

The main research questions addressed in this study are: Is there any achievement differences

between the students of public and private schools? What are the factors responsible for creating

the gap? What can be done to shorten the existing gap?

In order to answer these questions, a combination and a triangulation process of several data

collection techniques such as semi-structured direct interviews with the respondents, key

informant interviews and focus group discussions were used.

100 students were interviewed from two different schools of Gorkha district. 50 students from

Shree Ratna Rajya higher secondary school of Birenchowk (Public School) and other 50 from

Shree Shakti Higher Secondary School of Patechour(private school). The surveyed students were

from different grades i.e. from grade, eight, nine and ten. Some of the information was also

gathered from the Department of Education and Ministry of education.

This study is mainly based on the primary data collected from various means and methods. This

study makes an attempt to highlight the difference in students’ achievement as compared in

private and public schools. And also it cracks the reasons behind the gap or deals about the

factors that are responsible for the emergence of the deviation.

V

CHAPTER 1

INTRODUCTION

1.1. Background Information

Apex College affiliated to Pokhara University board has given chance to the students of BBA-BI

to conduct research on various topics through the subject called “Summer Project”. The summer

project instructor has authorized the research report to the BBA-BI student with the aim to

develop students’ capability to conduct small research projects, write effective research report

and communicate the findings. So I choose the topic titled “A Study on Student’s Achievement

Differences between Public and Private Schools of Gorkha”.

Student achievement is not simply a matter of what happens in school. Although schools can and

do make a dramatic difference, research (Hallinan, 2006)has identified numerous factors which

affect student success. The variance in academic performance between students attending public

and private schools remain a topic worthy of investigation. If this variance actually exists, are

there present specific factors which can be used to measure performance variables and

investigate the perceived differences in student performance?

School achievement of students in Nepal is often claimed under satisfactory as large number of

students get failed annually in their SLC examination. According to Department of Education

(DOE, 2011) almost all the public schools are running smoothly but the result is not satisfactory.

It may be the reason that teacher responsibility and role of School Management Committee

(SMC) are questionable. Similarly, every year school teachers are provided different sort of

training but it is often questioned that, that training is not transferred to classroom teaching is

equally responsible for student’s poor achievement.

On the other hand, there is often said a huge gap between public and private schools in terms of

each results, student’s enrollment teaching strategy and methods, and instructional materials that

are put in process of classroom teaching. Private schools are actively utilizing their all efforts, for

example, they run monthly, quarterly, semi-annually and annually examination formally and

informally. These gives sound results as the students get regularly provided feedback but the

case is quite different in public schools. Public schools do not follow such system for sound

results because their system itself is passive, as most of the teachers are reportedly involved in

politics. Similarly their public system is not properly monitored to yield a good result (Center for

Educational Innovation and Research Development, 2006). In this connection, this study will

attempt to explore the students’ achievement status of private and public schools.

Since the educational system of Nepal is in a developing phenomenon, achievement of students,

specifically at school level, is always claimed to be a hot debate. That’s why the results obtained

from this research will help the board of both public and the private schools to govern the

students’ achievement to maximum level. As this research investigates the factors liable for

creating the gap of student’s achievement between private and public school, this study helps the

policy planners and decision makers of MOE. If so, they can play significant role in improving

the students’ result with providing good information that are the contributing factors of the poor

result to some extent. The obtained information might be useful for the sample and other

education department of Nepal.

1.2. Objective of the Project Work

The primary objective of this study is partial fulfillment of the degree of Bachelor of Business

Administration in Banking and Insurance (BBA-BI) of Pokhara University. Following are the

secondary objectives of this report:

To assess the students achievement gap between the private and public schools of Gorkha

district

To seek out the crucial factors that play roles in achievement gap of the students between

public and private schools

1.3. Review of Related Studies

What works in education has long been an overarching issue in School Achievement Research

(SAR). The early research beginning with the Coleman Report (Coleman, 1966) claimed that

teacher, school, and the fiscal resources had minimal, if any, effect on student achievement

(Cynthia, 1998). Subsequent studies however emphasized ‘school factors’ as predominant in

student’s learning achievement (S. Heyneman, 1983). Hanushek, 1998 did not emphasize school

characteristics as predominant in student achievement. Fuller (1994), on the other hand, argues

that within industrialized countries the effect of school quality is eclipsed by the child’s family

background, whereas in the developing countries school quality and student they can be a major

determinant of educational achievement. Because majority of families are below the poverty line

they are mostly illiterate. Hence, the familial support to children’s learning at home is minimal,

which forces students to rely on school factors – classroom, teacher, and textbooks – for learning

achievements. In developing countries because learning outside schools, at least the pedagogical

learning, is not fully developed therefore students have to rely on school and teachers and self.

Thus, school effectiveness is mostly represented in two underlying dimensions - school factor

and students self.

Researchers (Coleman, Hoffer, & Kilgore, 1982) have identified differences in academic

achievement between students attending public and private schools suggesting that private

schools are “associated with higher cognitive outcomes than public schools in reading,

vocabulary, and mathematics” (Boerema, 2009). Boerema notes that “students in their junior and

senior years in high schools learn slightly more in private schools than in public schools”

(p.113).

Students attending public and private schools may not be identical, one might error in accepting

a generalization as noted by Bracey (Barcey, 2000) that “private schools succeed because they

can pick and choose students, they have more freedom to dismiss disruptive students, and their

parents are more involved in their children’s education” (p.165). However, according to Maureen

T. Hallinan (2006) research has shown that “religion plays an important role in adolescents’

lives, positively impacting their academic performance, educational aspirations, worldview and

optimism about the future” (p.73). Further, Hallinan argues that adolescent religiosity has been

related to a reduced likelihood of engaging in risky behaviors such as smoking, drugs, and

alcohol abuse.

However, Oscar Barillas (2009), in his article Private Schools vs. Public Schools - Top 5

Reasons Why Private Schools Are Better than Public Schools, suggests students in private

schools perform academically better than students in public schools. Among the five reasons

Barillas (2009) suggests is the premise that government budget cuts do not affect private schools.

His research suggests that “most public schools are making concessions to try and reduce their

overall expenses, cutting down useful programs and teachers. However, schools not funded by

the government are hardly making any reductions in their overall economic budget” (p.1).

Moreover, he suggests that students are motivated to perform higher in independent schools than

in government funded schools. “…because parents and guardians are paying for their student’s

education, the students are pressured to perform well and impress their parents” (p.1).

Moreover, public schools have been found to allow students to have a choice in the course when

compared to private schools as Ravitch (1996) states, “Across the curriculum, the same pattern

emerges: the public schools allow students to choose easy courses, while the Private schools

have the same high expectations for all their students” (p.81). Rense Corten and Jaap Dronkers

(2006) hypothesize that differences related to school climate or high values and expectations of

teachers and students might explain differences in scholastic achievement between private and

public schools (Dronkers, 2006). Similarly E. DeAngelis points that the achievement gap

between private and public schools has been widening for decades possibly because private

schools have the flexibility to create a specialized program for students (DeAngelis, 2008). As it

is possible that private schools may use art or science in all classes, or take children on extended

outdoor trips that blend lessons across the curriculum, private schools can create their own

curriculum and assessment systems (DeAngelis, 2008).

The above discussion shows that the major challenge facing Nepal’s education today is the

problem of poor quality of public education. It is also worth adding that although the nation has

made impressive progress in increasing access to education, the level of access varies greatly

across regions and population groups. According to the 2003 EFA National Plan of Action, for

example, 1.6 million school-age children never attend school (MoES, 2003). And 46% of

students drop out before grade five. Most of these children are from public schools and

disadvantaged population groups. Thus while education access at the aggregate level is no longer

a major issue, quality of public education access continues to be a serious Problem.

1.4. Research Methods

Research methodology refers to various systematic steps to study the identified and defined

research problem or subject by a researcher stating certain related objectives. This section deals

with the methodology used in the study to collect primary and secondary data and analyze and

measure the student’s achievement in the Gorkha district in Nepal. First, research design was

set making overall plan of the study using appropriate sample size. Second, data was collected

from Gorkha with concerned respondents and analyzed the data using compatible statistical

software. The research methodology term contains research design, source of data, sample and

population of survey, data collection procedure, tools and techniques, data presentation and

analysis procedures.

1.4.1. Research Design

The study employed the survey design for carrying out the study to meet the stated objectives.

The study mostly utilized quantitative and partially qualitative approach as a major method of

data collection and data analysis which employs statistical tools, mean, median, mode,

correlation, significance test and closed questionnaire.

1.4.2. Population

All the students of that particular grade whose results were analyzed are the population of the

study. For the purpose of the study certain representative sample population was selected.

1.4.3. Sampling procedures and sample Size

Because schools were scattered in remote areas and hard to visit at the same time for data

collection so, the sampling procedure of this study was be non-probability sampling. To select

the sample population those students who are currently studying in the grade were selected by

utilizing random sampling procedures. And their previous grades result was traced out for the

statistical analysis. A total of 100 students and 50 teachers from both Public and Private school

were taken for the survey in order.

1.4.4. Data collection procedures

At the very first, the researcher visited the site with the stamped letter provided by the college as

form of request letter. The researcher first sampled the schools as discussed in limitations of the

study i.e. two private and public schools in order to carryout survey. Then the researcher

developed the rapport building with the schools head teachers and teachers, and explained the

objectives of the study just for academic purpose. This rapport building opened an avenue for

getting consent to administer questionnaire over the teachers and essential data that is result seat

of the students from the school documents. Accordingly, both private and public schools were

visited to collect the data.

1.4.5. Tools and techniques of the study

The following tools and techniques of the study were carried out to collect the essential data

from the field.

1.4.5.1. Closed questionnaire

The closed questionnaire was prepared to collect the from the school teachers regarding what

affects students results and what major factors are responsible for affecting the achievement of

private and public schools.

1.4.5.2. Observation Checklist

To find out the school’s effectiveness it’s surficial physical facility room, desk, benches,

decoration and other facility (library, computer lab) the researcher recorded them with the help

of observation checklist, which is prepared focusing on public and private schools.

1.4.5.3. Matrix preparation

To record the student’s achievement of the grades as per the student’s name, the researcher

prepared a matrix in such a way that it is more facilitative while computing data for different

statistical means.

1.4.6. Analysis and interpretation of data

As the research is mainly quantitative it employed quantitative data analysis procedures such as,

statistical methods charts and tables. Similarly the closed questionnaire as responded by teachers

is converted into numerical data, so that, it is changed into percentage and other statistical means.

On the other hand, qualitative data received from open questionnaire as the researcher prepared

semi-structured questionnaire. The response given by the teachers were constructed in to

meaningful words and their quoted “narration” was prioritized to analyze the data which gave the

meaning about the factors that affect achievement of the students in both public and private

schools.

CHAPTER 2

DATA ANALYSIS AND MAJOR FINDINGS

2.1. General Description

School and classroom

Both of the sampled schools were found to have permanent (Pakka) buildings. In most of the

cases, classrooms were built either by the earthquake project, BPEP/PEDP, municipality, or by

the I/NGOs. Now many schools in Nepal have at least permanent structure the next attempt

should be to equip these schools with necessary educational resources. This is indeed a

remarkable achievement that the government has made in the past couple of years. However,

physical condition in almost all public schools in Nepal is such that they all consist of bare bones

lacking its vital lifeblood – educational resources.

Classes in which primary grade students are taught were found mostly of sub-standard in its

quality compared to other classes in the same school. Classrooms for primary grades in almost

all schools were found barely equipped with any educational materials or displays of any kind.

Even in the Kathmandu city, public schools were found consisting of bare walls and poor lights.

School Teachers

Though the school teacher they were qualified were mostly untrained. It is found that teachers

have received different forms of teacher training of which many forms are not considered as a

complete training.

Student characteristics

Student’s data includes those enrolled in grade 1, 3, and 5. From all 20 sampled schools three

year’s: 1999-2001, student data have been collected. The student data consists of student’s

ethnicity, age, gender, and achievement score in Math, Social Studies, and Nepali, and enrolment

and attendance status. There are altogether 8099 students data studied for this analysis. Some of

the students, however, appear repeatedly in the analysis of overall student characteristics.

2.2. Data tabulation and interpretation

In order to analyze the student’s achievement of Gorkha, I used one of the primary source i.e.

Questionnaire. 2 schools (private and public) samples were taken for examining the personal

views of the students in Gorkha. Out of the two schools 50 students from private schools and 50

from public schools were questioned with the prepared questionnaire. In this study, variables

such as class size, tuition fees, family guidance, drugs and alcohol abuse, quality of teachers,

teacher-student relationship, role of administration, and extra-activities etc. were examined. Most

of the data collected were quantitative in nature and some were qualitative. These data are

presented in various forms like tabular, Bar charts, and pie charts.

2.2.1. Students profile

From the survey conducted it was seen that out of 100 students 50 from private and 50 from

public school 30% of the students were of class 8, 28% from class 9 and 42% from class 10.

These data are well explained with the following table and bar diagram.

Grade Public Private Total

Eight (8) 12 18 30(30%)

Nine (9) 14 14 28(28%)

Ten (10) 24 18 42(42%)

Table 2.1: Composition of Grades

2.2.2. Students Attendance status (both school)

Year Attendance Status Total

continue Irregular Transferred Drop out

2009 Grade 7 118 165 9 18 310

Grade 8 98 31 16 17 162

Grade 9 87 56 1 9 153

2010 Grade 7 66 97 3 17 183

Grade 8 241 56 10 7 314

Grade 9 108 64 8 8 188

2011 Grade 7 555 312 8 32 907

Grade 8 445 184 27 10 666

Grade 9 486 194 16 27 723

Table 2.2: student’s attendance status

Above table shows that the number of students who are irregular or transferred or either dropped

is in the decreasing trend throughout these three years. It was found that public school still leads

private school by around 80% more number of drop out and transferred students. This shows that

the students and the family solely contribute towards the low achievement of public schools

students.

2.2.3. Past results

To study the actual achievement gap between the public schools’ and private schools’ students,

academic results stored in each school of students of each class was analyzed and following

result was obtained.

Class Percentage Public Private

Eight Above 90% 0% 5%

80% - 90% 28% 77%

60% - 80% 39% 18%

Below 60% 33% 0%

Nine Above 90% 0% 2.5%

80% - 90% 34% 82.5%

60% - 80% 10% 12%

Below 60% 56% 3%

Ten Above 90% 0% 0%

80% - 90% 7% 63%

60% - 80% 63% 25%

Below 60% 30% 12%

Table 2.3: Students Result

Above given table is worth to describe the achievement of private and public school’s students.

As we can see that the achievement each class of public schools is never above 90% whereas,

numerous private school students are success to achieve above 90%. Similarly most of the

students of private schools remain in the category of 70% to 80% meanwhile, around 23% of

total public school students are in that category and most of these public schools students lie in

below 60% category. This explanation shows the achievement differences between the private

and public school’s students. It shows that public school students are always far behind than

private schools. That’s why we analyzed various influencing factors on student’s achievement

for both private and public schools and noted the following variables.

2.2.4. Variables affecting student’s academic Achievement

An attempt was made to study the influence of various factors such as class size, tuition fees,

family guidance, drugs and alcohol abuse, quality of teachers, teacher-student relationship, role

of administration, and extra-activities etc. on student’s academic achievement. Each factor is

explained below with a chart for each.

2.2.4.1. Class Size

Class size plays an important role on deciding the student’s academic achievement. It is difficult

for both students to understand and teacher to make understand in a class with large number of

students. The response given by both public and private school’s students for the question, “At

which level is your achievement influenced by large class size ?” is stated below in the bar

diagram. High Medium Low

0

5

10

15

20

25

30

35

40

45

50

PublicPrivate

Figure 2.2: Influence of class size on student’s achievement

Above diagram shows the students of the public schools are still unaware about the effects of the

large number of students on a single class. They even claim that it is enjoying being higher

number of students in a single class. “Class would have been boring if all of these friends were in

other class”, uttered a small 14 years old student of class 8. This factor also depicts the public

school’s students careless towards their study.

2.2.4.2. Tuition fees

22%

31%

47%

Private school Students Response

HighMediumLow

Figure 2.3: Influence of Tuition Fees on Private School Students’ Achievement

It is seen that the influence of tuition fees on student’s achievement is less active for private

school students. It shows that around 22% of student believes that there academic achievement is

also dependent on tuition fees they pay. But at the same time as the researcher got a chance to

meet a group of guardians in the same school it made the research easier to predict for the

variables. According to them students achieve less because of the less well-equipped teachers

and lack of good supervision inside school territory. They claim that they never make the tuition

fee due for a single day and their children |(students) are unknown about the fees they pay.

38%

41%

21%

Public school Students Response

HighMediumLow

Figure 2.4: Influence of Tuition Fees on Public School Students’ Achievement

Students of public schools heavily believe that tuition fees they pay are responsible for degrading

their educational achievement. Most of the public school students have poor economic condition.

And that’s the reason why they are compelled to drop out and be irregular in schools. The socio-

economic factor relating to students achievement is discussed in later pages.

2.2.4.3. Family Guidance

The student’s response towards the question “Is your family guidance enough for contributing in

your academic achievement?” is presented below.

High Medium Low

Public 0.25 0.05 0.7

Private 0.83 0.1 0.07

5%

15%

25%

35%

45%

55%

65%

75%

85%

Family Guidance

Figure 2.5: Influence of family guidance on student’s achievement

Comparing the family guidance of both schools it is found that most of the students in private

schools are guided by their parents but in public schools only few students are under the care and

guidance of their parents. As a result, private schools get high academic achievement over the

public schools. As the survey shows that only 25% students in public school are guided by their

parents where in private schools nearly 83% students are under the direct supervision of parents.

Differently 10% students in private schools and 5% students in public schools are moderately

influenced by the parents. Above diagram also shows that, large number of students nearly 70%

in public schools is out of surveillance of the parents but only 7% students in private schools are

out of guidance. This is also one of the major factors to decide the academic achievement of

students. The researcher is now worth to point that family guidance also plays a vital role to

influence the students’ performance.

2.2.4.4. Drugs and Alcohol Abuse

76%

22%

2%

Private school Students' Response

HighMediumLow

Figure 2.6: Private school’s student response for influence of drugs and alcohol abuse

Above diagram as explains that the students of private school are aware about the influence of

the drugs and alcohol abuse on their academic performance. Out of 50 students examined

approximately 76% of the students claim that there is high effect of intoxication in their study.

But only 2% are not affected by such factor in average. This result shows that, private schools

are successful to spread the knowledge of inappropriate effect of drugs and alcohol. As seen in

the survey the students are toughly worried about their future and their academy. They are

always influenced to achieve high and score best.

57%35%

8%

Public School students' response

HighMediumLow

Figure 2.7: Public school’s student response for influence of drugs and alcohol abuse

Moving towards the data obtained from public school students’, it though shows similar results

as in private but it is relatively less those who claims that drugs and alcohol abuse affects their

academic performance. Around 50% of the students are aware that drugs and alcohol abuse will

spoil their performance. This is though a bit a large amount of data to be claimed. In the same

way 35% of the respondents are still confused to point that drugs and alcohol abuse degrades

their achievement. At a glance, a student from public school explains that the achievement

depends on the students themselves. Some students might be addicted to drugs but they still

achieve high. This saying ever remind of my school friends who were struggling in the similar

case. Summing up, half of the students are worried about their future and are aware about the

negative impacts of addiction.

2.2.4.5. Quality of Teachers

High Medium Low

Public School 29 13 8

Private School 38 7 5

2.5

7.5

12.5

17.5

22.5

27.5

32.5

37.5

Axis Title

Figure 2.8: Quality of teachers in public and private schools

Teachers play an important role on students’ performance. Teaching pedagogy and their skills

governs the performance and achievement of the students. Taking in consideration the influence

of teacher’s quality on students’ achievement both schools students were asked whether the

quality of teacher is sound enough to make their performance better.

It was found that the private school’s students are governed and taught with high quality of

teachers. It was even found that more than 75% of students in private schools are satisfied with

the teacher’s pedagogy and claim they are getting quality education. At the mean time the quality

of teachers in public school is unexplainable. Only 14% of the students claimed that the teachers

are qualified as their need for performance. Now we can simply predict that the quality of

teachers in public school is not directed towards the good performance of the students. As the

students in public schools point that teachers just come to take attendance and leave giving them

some work to complete. Furthermore, they never check the completed assignments.

2.2.4.6. Role of Administration

High Medium Low

Public School 8 11 31

Private School 36 10 4

2.5

7.5

12.5

17.5

22.5

27.5

32.5

37.5

Figure 2.9: Role of administration on students’ achievement

Either for a particular organization or a company or even it is a school the management level of

employee or the administrators are the key persons to ensure the quality of teachers, students’

performance and compel the students’ guardian for guidance. If the administration of the school

is weak then the whole school fails. Timely interaction and suggestions from upper level is

required to make the students struggle harder and achieve higher.

That’s why; the students in each school were questioned if their school administration committee

plays a significant role to enhance their achievement. And for this question also the responses

were similar. Around 72% of students in private schools claimed it is sufficient for their

achievement, whereas, only 16% in public school claimed it to be sufficient.

These difference in each factor tested are the reasons for the gap which exists in between the

students achievement of private and public schools.

2.2.4.7. Extra-curricular activities

Question relating to the extra-curricular activities was asked if it influences the academic

achievement of students on the process of survey. The collected result is shown in the below pie-

chart.

74%

20%

6%

Response of Private School Students

HighMediumLow

Figure 2.10: Influence of extra-curricular activities on private school students’ achievement

It is seen that around 74% of students from private school are satisfied with the extra-curricular

activities they are involved in their school territory. This is a quite high result that might also

influence the achievement they perform in their exams. It is one of the motivational factors for

the students. High opportunity of being involved in such activities makes the students feel free

and fresh which automatically enhances and motivates them for their study. And this factor

seems fair in private schools.

56%

6%

38%

Response of Public School Students

HighMediumLow

Figure 2.11: Influence of extra-curricular activities on public school students’ achievement

In the same way the extra-curricular activities are also seen flexible in context of public school.

Students are actively involved in such activities and are claiming that these activities should be

continued to influence their better performance to achieve higher. Around 56% of the students in

public school are satisfied by the opportunity they catch being involved in these activities. This is

another influencing factor for the better achievement.

2.3. Major Findings

Two schools of Gorkha district were researched, where 50 students from private school and

another 50 students of public school were involved. On questioning the major hypothesis which

are calculable to predict the gap of students’ achievement between public and private schools

unexpected findings were noticed.

The major findings of the research conducted on the schools of Gorkha district are noted below.

Talking about the achievement gap, there is a vast difference in achievement in between

the students studying in public and private school. It is seen that students of private

school are stronger in context of their academic achievement i.e. private schools are

always leading public schools in academic performance.

After deciding the leading achievers, an attempt was made to predict the variables that

contribute for the existing gap. Variables such as class size, family guidance, drugs and

alcohol abuse, quality of teacher and role of administration were found to be major.

Attendance of the students of the public schools was weak in comparison to private

school. Most of the students in public school are seen to either drop out or transfer. Public

schools students were pointed that they were always irregular in class.

It was found that class size also seriously affect the upcoming exam result that is high

number on students in a single classroom is adversely affected by their weak

performance. And for this variable also public school was seen degraded.

It was concluded that family guidance was directly related with the students’ performance

and the family guidance for the students’ of public school is not good enough to

contribute for their academic achievement.

Similarly, drugs and alcohol abuse makes the students dull to perform well. Majority of

students in private school were aware about the inappropriate effects of drugs and alcohol

abuse in their study. But this majority is not similar in public school, less number of

students were aware about this facts.

Administration is important to surveillance all the above explained variables and if the

administration is weak it makes all other factors weak. As a result, the students’

performance deteriorates. We found that, since the role of the administration is weak in

public school and thus the other factors are weak. This is explainable for the low

performance of public school students.

CHAPTER 3

SUMMARY AND CONCLUSIONS

3.1. Summary

Doing the research in the topic “A Study on Students’ Achievement Differences Between Public

and Private Schools of Gorkha”, is praiseworthy to me. It provided me the chance to analyze the

ongoing evidences in Nepalese Educational Sector and point out the contributing factors for

degrading educational system. Blaming is not everything but implementing the achieved result is

the most.

In this research the difference in achievement between the private and public schools were

explored. For this the past results of both public and private schools were analyzed of class

seven, eight and nine. After it was seen public schools were found to achieve less than the

private school. After that an attempt was made to investigate the contributing factors for this

difference. Variables such as class size, family guidance, drugs and alcohol abuse, quality of

teachers and role of administration were questioned to the respondents whether these all were

strong enough to influence their academic achievement.

Factors such as class size, family guidance, quality of teachers and role of administration were

not relevant or strong to strengthen the achievement of public schools students. And still these

students were unaware about the effects of drugs and alcohol abuse on their achievement.

3.2. Conclusions

On the very beginning phase of the research after the analysis of the schools the analysis , class

room , buildings, environment it was concluded that classrooms were built either by the

earthquake project, BPEP/PEDP, municipality, or by the I/NGOs.

Secondly, the past results were enough to explain the difference in academic of the students

studying in private and public schools. It shows that the students achievement in public school is

very weak as compared to private school students. It was found that the average score of students

of public school remain in the margin below 60% and mostly gathered in between 60% to 70%.

But very differently, the students score in private school was found gathered in the margin of

70% to 80% and some of the students were strong to achieve even above 90%.

Five variables were concluded to be most important for influencing the academic achievement of

the students. These variables class size, family guidance, quality of teachers, drugs and alcohol

abuse, and role of administration were very weak in public school and thus is their academic

achievement.

It is found that the students of the grades were accumulated in a single classroom (around 120

students) in public school. But the students in private school were divided in different sections as

per the need of supervision and teaching methodology. In private school the number of students

in a single class did not exceeded 35 students. And this also contributes for the achievement of

the students.

Family guidance in private school was strong enough to mark their achievement and they were

also aware about drugs and alcohol abuse but this result did not even seem consistent enough in

context of public schools. Lack of family guidance, unqualified teachers and weak role of

administration in public school is pushing the students’ achievement towards dark.

Bibliography

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APPENDIX

Pokhara University

Apex College

Baneshwor, Kathmandu

Dear respondents,

I, BBA-BI student of Apex College, is conducting a research project that focuses on the study of

student’s achievement differences between private and public schools of Gorkha district.

For this Purpose, I require your valuable participation by conducting this set of

questionnaire. All responds will be kept confidential and will be used for the purpose of this

research only.

1. Please specify the following information by giving (√) giving this sign in appropriate

point.

a. Please specify your school board.

i. Private Board

ii. Public Board

b. Your grade

i. Class 8

ii. Class 9

iii. Class 10

c. “School is boring”. Please select your choice according to your own adjustment.

i. Strongly agree

ii. Agree

iii. Neither agree nor disagree

iv. Disagree

v. Strongly disagree

d. Please tell us the level the given factors influence your achievement/scores.

High Medium Low

Class Size

Tuition Fees

Family Guidance

Quality of Teachers

Role Of Administration

Extra-Curricular

Activities

e. What do you think school should focus to improve the student’s achievement?

……………………………………………………………………………………

……………………………………………………………………………………

…………………………………………………………………………………….