Author: Amrita Kumari
Abstract: This study investigates the role of awareness in shaping attitudes toward educational innovations among Scheduled Caste (SC) girls at the primary level in Muzaffarpur, Bihar. Given the persistent educational disparities faced by marginalized communities, particularly in rural areas, understanding how awareness influences attitudes toward modern educational practices and technologies is crucial. The research adopts a quantitative approach, utilizing surveys and structured questionnaires to assess the levels of awareness and attitudes toward educational innovations among SC girls. A total of 600 respondents from primary schools in Muzaffarpur were selected through random sampling, ensuring a diverse representation of socioeconomic backgrounds. Data were analyzed using SPSS software, employing descriptive statistics and correlation analysis to examine the relationship between awareness levels and the attitudes of the participants. The findings reveal a significant positive correlation between the awareness of educational innovations and the favorable attitudes toward their integration into the learning environment. Moreover, the study highlights that awareness is influenced by several factors, including parental education, community support, and access to resources. The study also underscores the role of schools and teachers in enhancing students’ awareness through targeted educational initiatives. Based on the findings, recommendations are made to improve awareness-building programs and community engagement efforts to enhance the academic experiences of SC girls at the primary level. This research contributes to the understanding of how awareness can act as a catalyst for positive educational change among marginalized groups, providing valuable insights for policymakers, educators, and NGOs working to promote inclusive education.
Keywords: Awareness, Attitudes, Educational Innovations, Scheduled Caste Girls, Primary Education, Muzaffarpur, Rural Education, Socio-Economic Factors, Educational Disparities, Inclusive Education.
Page No: 234-240