Author: Prof. (Dr.) Shamma Chakraborty & Ms. Laxmi Hembrom
DOI Link: https://doi.org/10.70798/PP/030400011
Abstract: The present study was undertaken to examine the effect of gender on the academic achievement of secondary-level Scheduled Tribe (ST) students studying in West Singhbhum district of Jharkhand. Scheduled Tribe students constitute an important section of the educational population of Jharkhand, and their educational development is closely related to social, economic, cultural and institutional factors. The study particularly focuses on whether male and female ST students differ significantly in their academic achievement at the secondary level. A descriptive survey research method was adopted for the study. The sample consisted of 200 secondary-level Scheduled Tribe students selected from schools of West Singhbhum district, comprising 100 boys and 100 girls. Academic achievement was assessed on the basis of students’ academic performance/achievement scores obtained through the prescribed procedure of the study. The data were proposed to be analysed using descriptive statistics and an independent-samples t-test to determine the significance of the difference between male and female students. The study is expected to provide empirical evidence regarding gender differences in the academic achievement of tribal students and may help teachers, school administrators and educational planners develop gender-sensitive educational interventions. Previous research has reported mixed findings concerning gender differences in the academic achievement of tribal and other disadvantaged students. Therefore, a district-specific investigation in West Singhbhum is significant.
Keywords: Academic Achievement, Gender, Scheduled Tribe, Secondary Education, Tribal Students, Economic, Cultural.
Page No: 89-97