I= DETERMINATION OF SOCIAL FACTORS INFLUENCING GIRLS PRIMARY EDUCATION IN RURAL AREA OF SINDH: A RESEARCH STUDY
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Title of Thesis
DETERMINATION OF SOCIAL FACTORS INFLUENCING GIRLS PRIMARY EDUCATION IN RURAL AREA OF SINDH: A RESEARCH STUDY

Author(s)
Jamil Ahmed Memon
Institute/University/Department Details
Department of Education/ University of Karachi
Session
2006
Subject
Education
Number of Pages
271
Keywords (Extracted from title, table of contents and abstract of thesis)
social factors, girls primary education, rural sindh, poverty, female teachers, early marriage, illiteracy, feudalistic structure, religious obstacles, harsh attitude of teachers, inadequately trained teachers, poorly paid teachers, female teachers safety, caste disturbance, race disturbance, social inequality, irrelevant curricula, negative social attitude

Abstract
The primary purpose of study is to determine the social factors influencing girls primary education in the rural area of Sindh. The scope of study was limited to primary school teachers. Twelve hypotheses were formulated for the study, the hypotheses were related to demographic variables of type of control, sex, age, marital status, experience, medium of instruction, basic facilities, academic and professional qualification. The thirteenth hypothesis was concerned to item-by-item analysis of questionnaire and focused on the sixty dimensions of social factors influencing girls primary education in rural area of Sindh. The population of study consists of approximately 35000 teachers of girl primary schools in rural area of Sindh. Stratified random sampling was used incorporating three principles of classification: type of control, sex and location of schools. The total sample size consisted of 384 teachers drawn from 125 schools. Two research instruments a custom-made questionnaire of sixty items and an interview schedule of ten questions were used.

Out of twelve hypotheses, one hypothesis was rejected and eleven were accepted. The major social factors which are influencing the girls primary education were identified like, poverty, shortage of female teachers, early marriage system, illiteracy among the parents, feudalistic structure of the society, religious obstacles, harsh attitude of teachers, absenteeism among teachers, inadequately trained and poorly paid teachers, transportation, female teachers safety concern, caste and race disturbance, social inequality, irrelevant curricula, negative social attitude greatly inhibit female participation in education. Major recommendations have been given to the concerned authorities for the betterment of girls primary education in rural area of Sindh.

Download Full Thesis
6189.77 KB
S. No. Chapter Title of the Chapters Page Size (KB)
1 0 Contents
246.2 KB
2 1 Introduction 2
197.76 KB
  1.1 Background 2
  1.2 Purpose 4
  1.3 Justification 6
  1.4 Scope 77
  1.8 Definition Of The Key Terms 7
  1.9 Basic Assumptions 8
3 2 Review Of The Related Literature 9
1770.7 KB
  2.1 Importance 9
  2.2 Definition 11
  2.3 Research Instruments 12
  2.4 Research Studies 13
4 3 Methodology 64
132.72 KB
  3.1 Strategy 64
  3.2 Research Design 64
  3.3 Population 65
  3.4 Sampling 65
  3.5 Research Instruments 66
  3.6 Procedure 67
  3.7 Plan Of Data Analysis 68
5 4 Analysis Of Findings 69
2061.6 KB
  4.1 Composition Of The Sample 70
  4.2 Testing Of Major Hypotheses 76
  4.3 Item-By-Analysis Of Data 124
6 5 Summary 185
290.69 KB
  5.1 Findings 189
  5.2 Conclusion 193
  5.3 Recommendations 195
7 6 Bibliography 198
1810.42 KB
  6.1 Appendices 211