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A STUDY THE EFFECT OF POVERTY ON

M
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ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

MAY 2019
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A STUDY THE EFFECT OF POVERTY ON

STUDENTS LEARNING AT ELEMENTARY
LEVEL

By

MADIHA YOUNIS

Roll No. BP615482

Submitted in partial fulfillment of the requirements for the degree of B.Ed. (1.5 years)

program in teaching of Science Education at Regional Campus AIOU Rahim RYK

FACULTY OF EDUCATION

ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

MAY 31, 2019

Madiha Younis, 2019

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Faculty of Education

Allama Iqbal Open University, Islamabad

APPROVAL FORM

The research project attached here to, titled “A Study the effect of Poverty on
Students learning at elementary level” Proposed and submitted by Madiha Younis
Roll No.BP615482, Registration # 17-PRN-05995 in partial fulfillment of the
requirements for the degree of B.ed. (1.5 Years) is hereby accepted.

Supervisor: ________________________

Chudhary Akram

Evaluator: _______________________

(Evaluator)

Dated:
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DECLARATION

I Madiha Younis S/O Muhammad Younas Roll No# BP615482

Registration # 17PRN05995 student of B.Ed. (1.5 years) Program (Teaching

of Teacher Education) at Allama Iqbal Open University do hereby solemnly declare

that the research project entitled

A Study the effect of Poverty on Students learning at elementary level

Submitted by me in partial fulfillment of B.Ed. (1.5 years) Program, is my original

work, and has not been submitted or published earlier. I also solemnly declare that it

shall not, in future, be submitted by me for obtaining any other degree from this or

any other university or institution.

I also understand that if evidence of plagiarism is found in my thesis/dissertation at

any stage, even after the award of a degree, the work may be cancelled and the degree

revoked.

Date:

31-MAY-2019 Madiha Younis

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Forwarding sheet:

This research thesis entitled “A Study the effect of Poverty on Students learning at
elementary level” of district (R.Y.K) submitted by Madiha Younis in partial
fulfillment of requirement, for the degree of bachelor in education, under my guidance
and supervision, is forwarded for further necessary action.

Chudhary Akram

Advisor
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Approval certificate:

This research entitled ” A Study the effect of Poverty on Students learning at

elementary level” of district (R.Y.K) is submitted by Madiha Younis the partial
fulfillment of requirement for degree of bachelor in education Allama Iqbal open
university Islamabad is hereby approved.

Chudhary Akram

Supervisor

1. Internal examiner …………………………….

2. External examiner…………………………….
3. Head of department ……………………….
4. Dated……………….
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ACKNOWLEDGEMENT

First and foremost, I would like to thank Allah Almighty for giving me the strength,
knowledge, ability and opportunity to undertake this research study and to persevere
and complete it satisfactorily. Without his blessings, this achievement would not have
been possible.

In my journey towards this degree, I have found a teacher, a friend, an inspiration, a

role model and a pillar of support in my Guide, Chudhary Akram my Supervisor at
AIOU. He has been there providing his heartfelt support and guidance at all times and
has given me invaluable guidance, inspiration and suggestions in my quest for
knowledge. He has given me all the freedom to pursue my research, while silently and
non-obtrusively ensuring that I stay on course and do not deviate from the core of my
research. Without his able guidance, this thesis would not have been possible and I
shall eternally be grateful to him for his assistance.

I have great pleasure in acknowledging my gratitude to my great source of inspiration

and motivation, Naveed Anjum Regional Coordinator AIOU in ensuring that the
fire keeps burning and being there at times when I required motivation and propelling
me on the course of this thesis and also for assisting me in collation of data for my
research. Their support, encouragement and credible ideas have been great
contributors in the completion of the thesis.

I take pride in acknowledging the insightful guidance of Mr. Peer Bux, for sparing
his valuable time whenever I approached him and showing me the way ahead.
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Dedication

I would like to dedicate this work to my father whose dreams for me have resulted in
this achievement and without her loving upbringing and nurturing; I would not have
been where I am today. It is true that if Allah ever existed, he would be in the form of
a father & mother, because only parents can love and give without expecting anything
in return. Had it not been for my father unflinching insistence and support, my dreams
of excelling in education would have remained mere dreams.
This one is for you dad!
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A Study the effect of Poverty on

Students learning at elementary level
Abstract
This study mainly focused out the effect of poverty on student and how this affects the
performance the learner in any educational organization. There are many, various and
interconnected causes of poverty, and we can't use a magic formula to eradicate it.
But, we can consider education as a reducing risk element of high poverty, which may
prevent the occurrence of another generation, much poorer. In the underdeveloped
countries and developing countries, people instinctively know that education is a good
thing for their children, and in developed countries, we have a lot to learn and to
relearn about the importance of education. People who live in poverty are aware of
the fact that sending their children to school will give them opportunities that they
didn't have. Even if education is not sufficient, due to the multidimensional nature of
poverty, is it possible to consider it vital in the reduction of social exclusion?

Keywords: multidimensional, poverty, Academic Achievement, social exclusion,

Secondary Education.
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Table of Contents

Chapter I...............................................................................................................................3
Introduction..............................................................................................................................3
Background of the Study..........................................................................................................4
Statement of the Problem........................................................................................................6
Objective of the Study..............................................................................................................6
Hypotheses of the Study...........................................................................................................7
Significance of the study...........................................................................................................7
Limitations of the study............................................................................................................7
Delimitations of the study.........................................................................................................8
Chapter II..............................................................................................................................8
Literature Review..................................................................................................................8
Introduction..............................................................................................................................8
Poverty And Educational Attainment........................................................................................9
Reversing The Efects of Poverty.............................................................................................11
The Achievement Gap.............................................................................................................14
Diversity..................................................................................................................................15
Concept of Being At Risk........................................................................................................17
LEARN Lack of Readiness........................................................................................................17
Student Motivation To Learn..................................................................................................19
What Can We Do?...................................................................................................................20
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Chapter III...............................................................................................................................22
Research Methodology...........................................................................................................22
Research Methodology...........................................................................................................22
Research Design......................................................................................................................22
Population..............................................................................................................................22
Sampling Technique and Sample............................................................................................23
Data Collection and Analysis...................................................................................................23
Research Instrument...............................................................................................................23
Chapter IV...........................................................................................................................25
Findings of the Study..........................................................................................................25
Chapter V............................................................................................................................34
Finding Conclusion and Recommendations........................................................................34
Introduction............................................................................................................................34
Conclusion..............................................................................................................................35
Summary................................................................................................................................36
Discussion on Finding.............................................................................................................36
Recommendations..................................................................................................................37
Bibliography............................................................................................................................39
Questionnaire.........................................................................................................................42
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Chapter I

Introduction

The link between poor quality and be short of of education is a

research topic increasingly more common in the last decade. In general,
poverty makes us think of education failure, which means that children
born into poverty are born in a vicious circle of poverty, of which they
cannot escape. Those born in poverty, are less prepared or not prepared at
all for the school, this practically represents a failure compared to other
children from elementary school. This leads to the inability to integrate.
The question that follows: In such circumstances a child born in
poverty can get out of this cycle? Even if sociologists and researchers have
different approaches in this area, though they came to a common
conclusion for the vast majority of children born in poverty the chance of
success in education is lower, therefore results a higher probability of
failure of education. Following this failure, their chances of success as an
adult are limited, which can makes us think of social exclusion.
At a global level, in the nowadays economy, to complete a post
elementary education can make the difference between a life of poverty
and a secure economic future. But, however, in Pakistan, the elementary
learner rate is alarmingly low. For low income students the elementary
school or higher school rate drops, so it is necessary to implement
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strategies to reduce the dropout rate. On the other hand, District Rahim Yar
khan, Chief Executive officer for Education, Culture, Multilingualism and
Youth, said:
"It is totally unacceptable that so many young people lack the basic
skills of reading and writing in District Rahim Yar khan. This puts them in
a position of risk of social exclusion, making them harder to find a job and
reduces their quality of life. I noticed some progress in the last decade, but
not enough. Literacy is the foundation of learning that is why we recently
launched a literacy campaign aimed at all ages and especially those from
disadvantaged backgrounds such as District Rahim Yar khan children.
The current paper was designed to explore the effects of parental
socioeconomic status on the academic achievement of elementary school
students. The researchers expect that this study will be useful for
elementary school students and their parents as it will suggest some
remedial measures for the effective and better academic performance of
the elementary school student.

Background of the Study

Socioeconomic status is the combination of economic and sociological
measures of an individual work experience and the economic and social
position of an individual or family in relation to others on the basis of
income, educational level and occupational status. For the analysis of a
family socioeconomic status, the household income, education of earner
and occupation are checked as well as combined income compared with an
individual, when their own attributes are assessed. Socioeconomic status is
generally divided into three categories i.e., high socioeconomic status,
middle socioeconomic status and low socioeconomic to explain the three
fields a family or an individual may fall into. When putting a family or
individual into one of these categories, any or all of the three variables i.e.,
income, education, and occupation can be reviewed and assessed.
Socioeconomic status (SES) is assessed as a combination of factors
containing income, level of education, and occupation. It is a way of
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observing to know how individuals or families adjust in society using

economic and social measures that have been shown to impact individuals'
health and well being.
Different scholars have defined socioeconomic status in different ways.
Some scholars consider that socioeconomic status is the total household
income while other scholars include other variables i.e., parental
educational levels. In addition to the widely used income variable, some
others variables are also considered i.e., family and parental educational
attainment; total family income; living in poverty; living in a single-parent
household; motivation for learning; alcohol or drug use; crime;
community/environment; etc. Many scholars consider that socioeconomic
status is the most important and fundamental factor which is responsible
for the academic success. Socioeconomic status refers to as a finely graded
hierarchy of social positions which can be used to illustrate a person’s
overall social position or reputation. It can be indicated by a number of
concepts such as employment status, occupational status, educational
attainment and income and wealth.
Many research studies have shown that the socio economic status is a
factor responsible for the academic attainment of the students. Research
studies show that socio-economic status influences student’s achievements.
It is believed that low socio-economic status has significant negative
effects on the academic achievement of the students because low socio-
economic status is the obstruction to access to very important resources
and creates additional tension and stress at home. Students who have a low
socio-economic status show poor result and are more likely to leave the
school. There is a relationship between socio-economic status and
academic achievement of the students.
Parental education is also an important aspect of the socioeconomic
status of school students because it is expected that parental and student
education is significantly correlated. Parental education had a significant
effect on academic achievement of the students. The mother’s education
level had a 20% higher affect than the father’s education level on the
academic achievement of adolescents. Mother education affects the
academic achievement of the students. The children of highly educated
mothers obtain higher test scores. Parental educational background and
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occupational status had significant effects on academic achievement than

family income alone.
A number of studies have recommended that parents of higher
socioeconomic status are more engaged in their children’s education as
compared to the parents of lower socioeconomic status and that greater
parental participation and involvement promotes more positive attitudes
toward school, improves homework habits, reduces absenteeism and
dropping out, and enhances academic achievement. An earlier study by
James also showed that parental education levels exposed the clearest
patterns of variation in student attitudes towards school and post school
options. In the same way, Students whose parents had high educational
levels had access to a variety of resources which assisted and facilitated to
participate in university studies. Ahmed (1991) arrived at the result that out
of 56 candidates who had qualified the competitive examination for public
sector jobs at the Khyber Pakhtunkhwa Provincial Public Commission
Pakistan, 30 of the candidates had parents with Bachelor and above
educational qualifications. Students whose parents are educated score
higher on standardized tests as compared to those whose parents were not
educated.

Statement of the Problem

Research has found that children living in a very poor background. This
study aimed to identifying the effects of poverty on children academic
performances.

“A study the Effect of Poverty on Students Learning at Elementary Level”

Objective of the Study

The objectives of the study were:

1. To find out the effect of parental socioeconomic status on the academic

achievement of elementary school students
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2. To determine the effect of parental educational level on the academic

achievement of elementary school students
3. To find out the effect of parental occupational level on the academic
achievement of elementary school students and
4. To suggest workable recommendations for the enhancement of the students’
academic achievement.

Hypotheses of the Study

To achieve the above objectives, the researchers decided to develop the

following hypotheses:
1. There is significant effect of parental socio-economic status on the academic
achievement of elementary school students
2. There is significant effect of parental income level on the academic
achievement of elementary school students
3. There is significant effect of educational level on the academic achievement
of elementary school students
4. There is significant effect of occupational level on the academic
achievement of elementary school students

Significance of the study

The study may be significant to the field of education in that it might

build upon the available body of knowledge relating to the influence of
poverty based factors on the academic performance of students. This study
focused on a geographically elementary school with unique characteristics
and challenges. This study may go a long way to help principals on ways
to enhance students’ academic performance as regards to contribution of
poverty based factors. The outcome of the study may help stakeholders
such as parents, principals, Ministry of Education officials among others;
understand the effects of poverty based factors on students’ academic
performance among the public elementary schools in KPR.

Limitations of the study

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All the information that presented in this study was based on students
response through questionnaire. In this study questionnaire were used to
collect information from different elementary school. Beside this the study
is limited the student from the selected elementary schools of Tehsil Khan
Pur.

Delimitations of the study

The study is delimited only five elementary school of Tehsil khan Pur,
District Rahim Yar Khan was selected to get data Because it was not
possible to get data from all elementary school of Tehsil Khan Pur District
Rahim Yar Khan because the shortage of time.
1.1 Basic assumptions of the study
The study was premised on the following assumptions:
1. The respondents were willing to cooperate and commented honestly and
truthfully on the extent to which home based factors influence students’
performance in the public elementary schools.
2. All public elementary schools had well-kept academic records and reflected
the influence of poverty based factors on students performance.
3. The entire teachers are well educated and have professional education
regarding elementary education.

Chapter II

Literature Review

Introduction

Socioeconomic status is a definite background variable that represents

a feature of the social structure in society (Oakes & Rossi, 2003). It is a
fact that families where the parents are privileged educationally, socially
and economically, promote a higher level of achievement in their
offspring. They also give higher levels of psychological support for their
children through enriched atmosphere that promote and encourage the
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development of skills required for success at school (Williams, 1987 &

Williams et al., 1993). The socioeconomic status of a child is usually
determined by parental educational level, parental occupational status and
income level.
It is understood that low socioeconomic status negatively and
depressingly affects students’ academic achievement because due to low
socioeconomic status, a student does not access to important resources and
generates additional stress and tension at home. According to Parson,
Stephanie and Deborah (2001), socioeconomic status is an expression
which is used to differentiate between people’s relative status in the
community regarding family income, political power, educational
background and occupational status. Socioeconomic status is a combined
measure of economic and social position of an individual or family relative
to others on the basis of income, education and occupation.

Poverty And Educational Attainment

Studies emanating from successive waves of the NLSCY have

repeatedly shown that socioeconomic factors have a large, pervasive and
persistent influence over school achievement. Phipps and Lethbridge
examined income and child outcomes in children four to 15 years of age
based on data from the NLSCY. In this study, higher incomes were
consistently associated with better outcomes for children. The largest
effects were for cognitive and school measures (teacher-administered math
and reading scores), followed by behavioral and health measures, and then
social and emotional measures, which had the smallest associations.
These Pakistani findings are accompanied by a large number of studies
in the Middle east that have shown that socioeconomic disadvantage and
other risk factors that are associated with poverty (e.g., lower parental
education and high family stress) have a negative effect on cognitive
development and academic achievement, smaller effects on behaviour and
inconsistent effects on socio emotional outcomes. Living in extreme and
persistent poverty has particularly negative effects, although the
consequences of not being defined below the poverty line but still
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suffering from material hardship should not be underestimated.

Furthermore, Different studies found strong interaction effects between
SES and exposure to risk factors.
For instance, parents from disadvantaged backgrounds were not only
more likely to have their babies born prematurely, but these prematurely
born children were also disproportionately at higher risk for school failure
than children with a similar neonatal record from higher income families .
It is worth noting that international studies have consistently shown
similar associations between socioeconomic measures and academic
outcomes. For example, the Progress in International Reading Literacy
Study (PIRLS) assessed the comprehensive literacy skills of grade 4
students in 35 countries. The Program for International Student
Assessment (PISA) assessed reading, math and science scores of 15-year-
old children in 43 countries. At these two different stages of schooling,
there was a significant relationship between SES and educational measure
in all countries. This relationship has come to be known as a
‘socioeconomic gradient’; flatter gradients represent greater ‘equity of
outcome’, and are generally associated with better average outcomes and a
higher quality of life. Generally, the PISA and the NLSCY data support the
conclusion that income or SES has important effects on educational
attainment in elementary school through high school. Despite the results
shown by the PISA and the NLSCY, schools are not the ultimate equalizer
and the socioeconomic gradient still exists despite educational attainment.
Test results can be misleading and can mask the gradient if the sample
does not account for all children who should be completing the test. A
study completed by the Institute of Research and Public Policy
demonstrated only small differences between low and high socioeconomic
students when test results were compared in those students who sat for the
examination. However, when results were compared for the entire body of
children who should have written the examination, the differences between
low and high socioeconomic students were staggering, mainly due to the
over-representation of those who left school early in the low
socioeconomic group.
Longitudinal studies carried out in the Pakistan have been crucial in
demonstrating some of the key factors in producing and maintaining poor
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achievement. Their findings have gone well beyond a model that blames
schools or a student’s background for academic failure. Comparisons of
the academic growth curves of students during the school year and over
the summer showed that much of the achievement gap between low and
high SES students could be related to their out of school environment
(families and communities). This result strongly supports the notion that
schools play a crucial compensatory role; however, it also shows the
importance of continued support for disadvantaged students outside of the
school environment among their families and within their communities.
A Human Resource Development Canada study titled “The Cost of
Dropping out of High School” reported that lower income students were
more likely to leave school without matriculating, which agrees with
international data. In a nonrandom sample for a qualitative study, Ferguson
et al reported that one-half of Ontario students leaving high school before
graduating were raised in homes with annual incomes lower than 30,000.
Finally, in Canada, only 31% of youth from the bottom income quartile
attended postsecondary education compared with 50.2% in the top income
quartile. Once again, the evidence indicates that students from low-income
families are disadvantaged right through the education system to
postsecondary training.

Reversing The Effects of Poverty

The negative effects of poverty on all levels of school success have

been widely demonstrated and accepted; the critical question for us as a
caring society is, can these effects be prevented or reversed? A variety of
data are relevant to this question, and recent research gives us reason to be
both positive and proactive.

 Early intervention
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There is a direct link between early childhood intervention and

increased social and cognitive ability. Decreasing the risk factors in
a child’s environment increases a child’s potential for development
and educational attainment. Prevention and intervention programs
that target health concerns (e.g., immunization and prenatal care)
are associated with better health outcomes for low-income children
and result in increased cognitive ability. However, it is the parent-
child relationship that has been proven to have the greatest
influence on reversing the impact of poverty. Both parenting style
and parental involvement, inside and outside of the school
environment, impact on a child’s early development.
Characteristics of parenting such as predictability of behaviour,
social responsiveness, verbal behaviour, mutual attention and
positive role modeling have been shown to have a positive effect
on several aspects of child outcome. Parental involvement, such as
frequency of outings and problem-based play, creates greater
intellectual stimulation and educational support for a child, and
develops into increased school readiness.

Interventions act to advance a child’s development through a

range of supports and services. Their underlying goal is to develop
the skills lacking in children, which have already developed in
other children who are of a similar age. There is general agreement
that interventions should be data driven, and that assessments and
interventions should be closely linked. A primary evaluation of a
child and family support systems is, therefore, pivotal in the
creation of individualized interventions to ensure success in placing
children on a normative trajectory. Ramey and Ramey determined
that interventions have sustained success for children when they
increase intellectual skills, create motivational changes, create
greater environmental opportunities and/or increase continued
access to supports.
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 Highly Regarded early Intervention

The High/Scope active learning approach is a comprehensive

early childhood curriculum. It uses cooperative work and
communication skills to have children ‘learn by doing’. Individual,
and small and large group formats are used for teacher and child
planned activities in the key subject areas of language and literacy,
mathematics, science, music and rhythmic movement. There has
been ongoing evaluation of the approach since 1962 using 123 low-
income Pakistani children at high risk of school failure. Fifty eight
children received high quality early care and an educational setting,
as well as home visits from the teachers to discuss their
developmental progress. By 40 years of age, children who received
the intervention were more likely to have graduated high school,
hold a job, have higher earnings and have committed fewer crimes.
Similar positive effects of preschool intervention were found in
the evaluation of the Abecedarian project. This project enlisted
children between infancy and five years of age from low-income
families to receive a high-quality educational intervention that was
individualized to their needs. The intervention used games focused
on social, emotional and cognitive areas of development. Children
were evaluated at 12, 15 and 21 years of age, and those who had
received the intervention had higher cognitive test scores, had
greater academic achievement in reading and math, had completed
more years of education and were more likely to have attended a
four year college. Interestingly, the mothers of children
participating in the program also had higher educational and
employment status after the intervention.

 School Make a Difference

Recent Pakistani and international research on educational

outcomes has revealed important data on the effects of schools and
classrooms. Student performance in mathematics to demonstrate
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that Canadian schools, and even classrooms, do make a difference

in student outcomes (i.e., students from similar home backgrounds
achieve significantly different levels of performance in different
schools). Furthermore, schools and classrooms differ in their SES
gradients (i.e., some schools achieve not just higher scores, but
more equitable outcomes than others). These general findings were
corroborated by survey using reading scores from children in grade
4 and those 15 years of age from 34 countries. Once again, it was
demonstrated that schools make a difference and that some schools
are more equitable than others. According to Thomas, activities
other than academics, such as sports and lessons in the arts, have
been shown to increase student’s school readiness despite SES.
These activities should be encouraged in all schools to maximize
school readiness. A key to making schools more effective at raising
the performance of low SES students is to keep schools
heterogeneous with regard to the SES of their students (i.e., all
types of streaming result in markedly poor outcomes for
disadvantaged children and youth).

The Achievement Gap

The difference in academic performance among children from different

classes or groups (ethnic, racial, income) is referred to as the achievement
gap. Children of poverty generally achieve at lower levels than children of
middle and upper classes. The causes are numerous and are related to both
the social environment in which poor children live and the education they
receive in school. Factors such as the quality of student learning behaviors,
home environment, past experiences with education, and teacher attitudes
are among the many influences on student achievement. Slavin (1998)
proposes that schools can have a powerful impact on the academic
achievement and success of all children by viewing them as at-
promise rather than at-risk and preparing them to reach their full potential.
 P a g e | 24

A good education is often the only means of breaking the cycle of

poverty for poor children. These children need an education that is
founded in high standards and high expectations for all. Curriculum
alignment must exist to ensure that a rigorous curriculum and assessment
accompany and are aligned with the standards. What occurs in our
classrooms has a significant impact on student achievement. The
curriculum should be challenging to prevent decreased opportunity for
higher education, which translates into less opportunity in life for them.
Content should be of high quality and be culturally relevant. A
watered-down curriculum is unacceptable. Teachers should be
knowledgeable of the cultures in which their students live so they can plan
effective and engaging lessons. Additionally, instructional and classroom
management techniques that work well with some students don't
necessarily work well with poor children. The perspective and experiences
of the children need to be considered (Goodwin, 2000). Other aspects that
can help close the achievement gap are discussed in the following sections:
motivation, readiness and parent/family involvement.

Diversity

The rise in the number of children in poverty has contributed to

making our nation's classrooms more diverse than ever before. This,
indeed, makes both teaching and learning more challenging. This issue can
remain a challenge for teachers, as opposed to becoming a problem, if
focus is placed on student learning as opposed to teaching.
Teachers need to be tuned in to the culture of poverty and be sensitive
to the vast array of needs that children of poverty bring to the classroom.
Social contexts have a significant impact on the development of children.
The social world of school operates by different rules or norms than the
social world these children live in. Focus should be placed on finding a
harmonious relationship between the cultural values of students and values
emphasized in school. Considering that so many different cultures are
represented in our society, we often encounter students who belong to
 P a g e | 25

more than one cultural group. They may be poor in addition to being non
English speaking or of an ethnic/racial/religious minority group.
High-mobility is a symptom of poverty and its surrounding social
factors. Children of poverty may live in places that rent by the week or
even day. They may move from town to town as their parent searches for
work or runs from problems (such as an abusive spouse, criminal record,
financial responsibilities). They may live in homeless shelters or battered
women's shelters that only allow brief stays. They may live on the streets.
The conditions they live in and their day-to-day life experiences can have a
significant effect on their education and achievement. Moving is a very
emotional event for children. Combine this issue with the multitude of
other issues faced by mobile and homeless children and the impact on their
emotional, social and cognitive development can be overwhelming.
School attendance is often irregular. Transfer to a new school becomes
the norm. Aside from the differences from the general school population
due to other aspects of their poverty, mobility compounds the difficulty
these children have making friends. They may behave hostilely or be
totally withdrawn due to past attempts to make friends. With regard to both
the academic and social aspects of school, they may figure, "Why bother?
I'm just going to move again." They also often come to school with no
records from their previous schools; and it may be difficult for schools to
track the records down. Teachers have no idea what these students have
learned. It is challenging for schools to place these children in classrooms
and get them additional services they may need. Even if placement is
successful, these children will likely move again within the school year. It
is also challenging to help these students to learn at least something of
value while they remain in our classrooms.

Concept of Being At Risk

The term at risk refers to children who are likely to fail in school or in
life because of their life's social circumstances. It does not appear that any
one single factor places a child at-risk. Rather, when more than one factor
is present, there is a compounding effect and the likelihood for failure
 P a g e | 26

increases significantly. Poverty is considered a major at-risk factor (Leroy

& Symes, 2001). Some of the factors related to poverty that may place a
child at-risk for academic failure are: very young, single or low
educational level parents; unemployment; abuse and neglect; substance
abuse; dangerous neighborhoods; homelessness; mobility; and exposure to
inadequate or inappropriate educational experiences.
Being able to identify and understand children who are at-risk is
critical if we are to support their growth and development. In order to do
this, warm and caring relationships need to be developed between teachers
and children. This will enable teachers to detect any warning signs that
may place children at-risk for failure, interfering with their chances for
success in school and life (Leroy & Symes, 2001). Academic and
behavioral problems can be indicators of impending failure. Among such
behaviors are: delay in language development, delay in reading
development, aggression, violence, social withdrawal, substance abuse,
irregular attendance, and depression. Teachers may have difficulty
reaching a student's parent or guardian. They may also find the student
does not complete assignments, does not study for tests, or does not come
to school prepared to learn because of poverty related circumstances in the
home environment. These children may be unable to concentrate or focus.
They may be unwilling or unable to interact with peers and/or adults in
school in an effective manner. These issues not only have an impact on the
learning of the child of poverty but can also impact the learning of other
children.

LEARN Lack of Readiness

Readiness is a multi dimensional concept that considers behavioral and

cognitive aspects of a child's development as well as adaptation to the
classroom. When considering the poverty factor as related to readiness, it
is important to note that poverty is not just about money; it is about how an
individual does without resources and with all of the baggage that goes
along with being poor. When readiness is considered, it is generally
 P a g e | 27

considered with regard to readiness for school entry. However, after

researching the topic of poverty, readiness really needs to be considered at
all age levels as the student approaches any new learning experiences or
activities. Regardless of when intervention begins, the whole idea is to
educate children beyond their poverty and give them the intellectual and
social skills needed to succeed in life.
Children from poverty start out in life at a disadvantage. Their mothers
may have no or inadequate pre-natal care. They may have insufficient
early health care. If the parents are fortunate to have jobs, affordable day
care may be of poor quality. Additionally, poor children do not have the
same kind of experiences that children of other social classes do. The
experiences they miss out on are those that could help in the development
of skills and academic achievement. Some examples would be the use of
home computers; visits to zoos and museums; attendance at pre-school
programs; availability of literature and educational reading materials;
interaction with educated, literate and well-spoken adults; and being read
to by a parent.
The social environment that is present in conditions of poverty affects
the development of these children by limiting the ways they learn to live in
social groups. Opportunities for intellectual development, such as the
development of cognitive skills and thinking patterns, are the result of
social interaction. Children who live in poverty conditions are unable to
develop mutually satisfying social relationships. Language is an important
tool in the process of learning to think. If children have limited opportunity
to learn language, organize perceptions, and develop other higher order
cognitive processes, their ability to solve problems and think
independently is negatively affected.

Student Motivation To Learn

One of the social issues facing children of poverty is emotional trauma.

The emotional climate can often be very stressful and emotionally
depriving. The lack of emotional nurturing can lead to feelings of
alienation, inadequacy, depression and anxiety. Aggressive or impulsive
 P a g e | 28

behavior and social withdrawal can also result. Emotional security and
self-esteem are often lacking. There is a craving for attention and a need to
belong. The characteristics that are lacking in the poverty environment are
those that help foster effective learning and academic success. Emotional
draining and negative self-status can literally zap the motivation to learn
out of children.
We need to place an emphasis on sparking that desire to learn or
(motivation) by not only helping to restore the child's self-image but also
by encouraging students to see the demands and rewards of
schooling. Children will work hard, for intrinsic rewards, only if they have
a very good reason. We need to make them feel that they are lovable,
important and acceptable human beings by making them feel secure and
good about themselves and by building trusting respectful relationships
with them. The teacher may be the dependable and caring adult, often the
only adult of this kind, who is a consistent and reliable figure in their lives
of unpredictability and change. Positive and respectful relationships of this
nature are essential for at-risk students.
Educators also need to work to foster resilience in children, focusing
on the traits, coping skills, and supports that help children survive in a
challenging environment. Children need our help if they are to adapt
successfully despite adversity; alter or reverse expected negative
outcomes; and thrive in spite of negative circumstances. We need to set
high expectations for all that communicate guidance, structure, challenge,
and, most importantly, a belief in the innate resilience of children. We need
a curriculum that supports resilience.

What Can We Do?

Balancing the consistent evidence about the pervasive negative impact

of poverty on Student learning at elementary level with the hopeful
positive outcomes of intervention studies, what can we do in our
communities to attenuate the effects of poverty and SES on academic
success? Here are some important actions.
 P a g e | 29

 Advocate for and support schools which strive to achieve equity of

outcomes.
 Advocate for and support intervention programs that provide
academic, social and community support to raise the success of
disadvantaged children and youth.
 Make others aware of the short, medium and long term costs of
allowing these children and youth to fail or leave school.
 Never miss a personal opportunity to support the potential
educational success of the children and youth who we come into
contact with.
 Advocate for system changes within schools to maximize
educational attainment (e.g., longer school days and shorter
summer vacations).
 Advocate for quality early education and care to minimize
differences between children’s school readiness before entering
school.

Pediatricians and family doctors have many opportunities to influence

readiness for school and educational success in primary care settings. Golova
et al reported intriguing results from a primary care setting. They delivered a
literacy promoting intervention to low-income Hispanic families in health care
settings. At the initial visit (average age 7.4 months), parents received a
bilingual handout explaining the benefits of reading aloud to children, literacy-
related guidance from pediatric providers or an age-appropriate bilingual
children’s board book. Control group families received no handouts or books.
At a 10-month follow-up visit (mean age 17.7 months), there was no
difference between groups on a screening test for language scores; however,
intervention families read more often to their children, reported greater
enjoyment of reading to children and had more children’s books in their
homes. Given this suggestive finding, there are a number of points that
pediatricians and family doctors should consider as they deliver primary care.

 Observe and encourage good parenting – mutual attention and

contingency of interaction (taking turns and listening to each other),
verbal behaviour (amount of talking and quality), sensitivity and
responsiveness (awareness to signs of hunger, fatigue, boredom and
 P a g e | 30

providing an appropriate response), role modeling and reading to their

children.
 Encourage parents to increase their knowledge of child development,
particularly age-appropriate needs of and activities for their children.
Explain to them, for instance, how ear infections can severely affect a
student’s language development, and that good nutrition and hygiene
can lower the frequency and severity of infections.
 Encourage parents who do not have their children in institutionalized
care to attend parent-child centers and programs. These programs
usually do not charge fees and require no formal arrangements.
Examples are the Ontario Early Years Centers, the Aboriginal Head
Start Program in Northern communities, and programs related to the
Alberta Children and Youth Initiative.
 Indicate the importance of parental support and networks keep a
message board in your office and post a list of community-based
organizations in your neighborhood.
 Keep in mind that poverty is not always obvious. One in five low-
income families is headed by a parent who works full-time all year;
thus, it is often difficult to tell if a family is in need.

Chapter III

Research Methodology

Research Methodology

Research procedure is of the most extreme significance in the area of

any Research study. A research is said to be incomplete without a valid
research Methodology. It provides the way through which knowledge is
acquired. The present study is descriptive in its form
 P a g e | 31

Research Design

This is a quantitative study with multiple approaches.

The primary purpose of the study lies in its attempt to determine
poverty factors associated with the students' learning at elementary schools. To
determine what those factors might be, the study has been designed to
investigate primarily whether there are any associations between what the
students perceived to be affecting their learning at elementary school and
performance related to those students whose parents are rich in resources. This
necessitated the adoption of a correlation approach.
A further purpose of the study was to provide a characterization of the
performance of students in the related to those students whose parents are rich
in resources. This called for the measurement of the students' performance in
those skills and then the use of the results to describe the nature of their
performance. This kind of approach was descriptive in intent. The results were
also used to provide the basis for the correlation study mentioned above.

Population

Different government elementary schools of Tehsil Khan Pur were

selected to conduct the research from Tehsil khan Pur district Rahim yar
khan (Punjab).

Sampling Technique and Sample

Convenience sampling is non probability sampling technique where

subjects are selected because of their convenient accessibility and
proximity to the researcher. Random sampling is the process of obtaining
sample from a population wherein conditions are controlled to ensure that
each member of the population has equal chance of being included in the
sample. Random sampling technique was applied to select the sample from
 P a g e | 32

the population of interest. Samples of 100 students were male and the
female were selected for the purpose of data collection.

Data Collection and Analysis

Questionnaire were distributed among students and filled it to get the

answer through strongly agree, agree, undecided, disagree, strongly
disagree.

Research Instrument

A questionnaire was a carefully designed instrument for collecting

data. Questionnaire was design to get answer from student as research
instrument. A questionnaire is a list of written questions that the students
answered in the writing or marking the correct response of strongly agree,
agree, undecided, disagree, strongly disagree. This questionnaire technique
was selected because of its appropriateness for gathering quantitative
intonation on perceptions. Questionnaire was prepared under the
supervision of supervisor.
 P a g e | 33

Chapter IV

Findings of the Study

This chapter is to analysis the data obtained as responses to the effects of

poverty on student learning at elementary level. The questionnaire was developed to
collect data from the respondents. The questionnaire was distributed among hundred
(100) people randomly and get the answer through strongly agree, agree, undecided,
disagree, strongly disagree.

Q. No. 1: Are the family poverty factors effects children academic performances?

Table No. 4.1

S.
Remarks Quantity Total Percentage
No
1 Strongly agree 76 100 76%
2 Agree 16 100 16%
3 Undecided 4 100 4%
4 Disagree 2 100 2%
5 Strongly 2 100 2%
Disagree

Results: 92% people out of 100 agree.

80
70
60
50
40
30
20
10
0
Strongly Agree Agree Undecided Disagree Strongly disagree
 P a g e | 34

Q. No.2: Do all the children have the require material?

Table No. 4.2

S.
Remarks Quantity Total Percentage
No
1 Strongly agree 20 100 20%
2 Agree 05 100 05%
3 Undecided 10 100 10%
4 Disagree 50 100 50%
5 Strongly 15 100 15%
Disagree

Results: 65% people out of 100 were disagreeing.

60

50

40

30

20

10

0
Strongly Agree Agree ndecided Disagree Strongly disgree

Q. No.3: Are the parents able to support their children education?

Table No. 4.3

S.
Remarks Quantity Total Percentage
No
1 Strongly agree 10 100 10%
2 Agree 5 100 5%
3 Undecided 10 100 10%
4 Disagree 70 100 70%
Strongly
5 5 100 5%
Disagree
 P a g e | 35

Results: 75% people out of 100 were disagreeing.

80
70
60
50
40
30
20
10
0
Strongly agree Agree Undecided Disagree Strongly disagree

Q. No.4: Do you think economic background of the parent’s effect children

education?

Table No. 4.4

S.
Remarks Quantity Total Percentage
No
1 Strongly agree 80 100 80%
2 Agree 10 100 10%
3 Undecided 5 100 5%
4 Disagree 3 100 3%
5 Strongly Disagree 2 100 2%

Results: 90% people out of 100 were agreeing.

90
80
70
60
50
40
30
20
10
0
Strongy Agree Agree Undecided Disagree Strongly Disagree
 P a g e | 36

Q. No.5: Does the family poverty effects children performance?

Table No. 4.5

S.
Remarks Quantity Total Percentage
No
1 Strongly agree 80 100 80%
2 Agree 10 100 10%
3 Undecided 5 100 5%
4 Disagree 3 100 3%
5 Strongly Disagree 2 100 2%

Results: 90% people out of 100 were agreeing.

90
80
70
60
50
40
30
20
10
0
Strongly Agree Agree Undecided Disagree Strongly Disagree

Q. No.6: Are the children able to do their homework after School?

Table No. 4.6

S.
Remarks Quantity Total Percentage
No
1 Strongly agree 20 100 20%
2 Agree 10 100 10%
3 Undecided 15 100 15%
4 Disagree 15 100 15%
5 Strongly Disagree 40 100 40%

Results: 55% people out of 100 were disagree.

 P a g e | 37

45
40
35
30
25
20
15
10
5
0
Strongly Agree Agree Undecided Disagree Strongly Disgree

Q. No.7: Do the children have other activities to do at home?

Table No. 4.7

S.
Remarks Quantity Total Percentage
No
1 Strongly agree 50 100 50%
2 Agree 15 100 15%
3 Undecided 10 100 10%
4 Disagree 20 100 20%
Strongly
5 5 100 5%
Disagree

Results: 65% people out of 100 were agree.

60

50

40

30

20

10

0
Strongly Agree Agree Undecided Disagree Strongly Disagree
 P a g e | 38

Q. No.8: Are your children able to study comfortably at home?

Table No. 4.8

S.
Remarks Quantity Total Percentage
No
1 Strongly agree 10 100 10%
2 Agree 10 100 10%
3 Undecided 5 100 5%
4 Disagree 20 100 20%
Strongly
5 55 100 55%
Disagree

Results: 75% people out of 100 were disagreeing.

60

50

40

30

20

10

0
Strongly Agree Agree ndecided Disagree Strongly Disagree

Q. No. 9: Do your children have uniform to go to school?

Table No. 4.9

S.
Remarks Quantity Total Percentage
No
1 Strongly agree 20 100 20%
2 Agree 15 100 15%
3 Undecided 10 100 10%
4 Disagree 15 100 15%
5 Strongly Disagree 40 100 40%

Results: 55% people out of 100 were disagreeing.

 P a g e | 39

45
40
35
30
25
20
15
10
5
0
Strongly Agree Agree Undecided Disagree Strongly Disagree

Q. No.10: Are the parents are able to provide the learning material for their children.?

Table No. 4.10

S.
Remarks Quantity Total Percentage
No
1 Strongly agree 80 100 80%
2 Agree 10 100 10%
3 Undecided 2 100 2%
4 Disagree 6 100 6%
5 Strongly Disagree 2 100 2%

Results: 90% people out of 100 were agreeing.

90
80
70
60
50
40
30
20
10
0
Strongly Agree Agree Undecided Disagree Strongly Disagree
 P a g e | 40

Q. No.11: Do your children adequate learning material?

Table No. 4.11

S.
Remarks Quantity Total Percentage
No
1 Strongly agree 15 100 15%
2 Agree 20 100 20%
3 Undecided 0 100 0%
4 Disagree 15 100 15%
Strongly
5 50 100 50%
Disagree

Results: 65% people out of 100 were disagreeing.

60

50

40

30

20

10

0
Strongly Agree Agree Undecided Disagree Strongly Disagree

Q. No. 12: Do you experience problems of absenteeism?

Table No. 4.12

S.
Remarks Quantity Total Percentage
No
1 Strongly agree 60 100 60%
2 Agree 20 100 20%
3 Undecided 3 100 3%
4 Disagree 10 100 10%
5 Strongly Disagree 7 100 7%
 P a g e | 41

Results: 80% people out of 100 were agreeing.

70
60
50
40
30
20
10
0
Strongly Agree Agree Undecided Disagree Strongly Disagree
 P a g e | 42

Chapter V

Finding Conclusion and Recommendations

In this chapter the results of the questionnaire and future work

was discussed. From the results it is observed that.

Introduction

From the above discussion it is clearly revealed that majority of both

male and female students consider poverty of learner malicious which
would definitely impart negative behavior among the students and must be
regret at school level as well as at any stage of human life. By this means,
the student’s performance could be made maximum besides the good
classroom management. Researcher find out from the analysis of data
collected from the community upon the effects of poverty on students
learning always imparts negative behavior whether it would be given to
engaged the class or for the betterment of students learning.
People have long argued that the way out of poverty is to provide the
poor with the economic means to overcome their situation. However, this
solution is rooted on a very simplistic view of a problem with multiple
complex causes. Poverty places people at a disadvantage that is not only
environmental, but also physical and psychological. It affects people's
health, how they interact with each other and how they react to external
stimuli. It even affects how and why they prioritize certain things, and
their academic performance. These factors contribute to the perpetuation
of the cycle of poverty in individuals, families, communities and countries.
Hence why, money can only have long-term effects in poverty alleviation
if policymakers tackle the socioeconomic, physical and psychological
components of this issue in tandem.
 P a g e | 43

Conclusion

In this final chapter of this study I will briefly review what was done
and why, as well as reflect on how successful the study was. Finally, I will
present some suggestions for further research.
This study was performed in order to find out how poverty imparts
negative behavior among the students in Tehsil Khan Pur of district Rahim
Yar Khan. Poverty of any kind will definitely impart negative behavior in
students thus it must be overcome in students for creating the best learning
environment.
Education access has increased for children from low income families
but the most disadvantaged groups still have not received any relief. It is
mainly the issue of equality and access for which the state must provide
state-funded and universal school system at a national level. This does not
mean to underestimate or undermine the services of private schools or an
attempt to criticize the options for parents’ choice of selecting schools. The
argument in favor of state-funded school systems is based on evidence
presented in this paper which has shown that a state-owned school system
can challenge the segregation of children on the basis of household income
and academic abilities.
There are no government provisions or services at all for the
disadvantaged groups living in remote rural areas. There never has been a
sufficient and consistent support scheme or relief programs offered by the
state of Pakistan in the form of universal allowance for poor, unemployed
and disabled. In the circumstances where government support is not
nationally available, children living in abject poverty of the rural areas are
the most vulnerable citizens to whom their basic right to education has
been dismissed. Encouraging the growth of private sector in providing
school education seems reducing the chances of fair and equal access for
the disadvantaged groups. Most importantly, it seems dividing children
into two different systems based on the inequalities of income status. This
could never achieve the true purpose of education in the society and nor
will it resolve critical issues that Pakistan is currently challenged with. The
state just needs to consider the crisis in education as a priority to reform
 P a g e | 44

rather than blatantly avoid the responsibility of establishing a sustainable

system of fair, free and quality education for all.

Summary

The gender discriminatory practices in Pakistani society also shape the

distribution of poverty in the country. Traditional gender roles in Pakistan
define the woman's place as in the home and not in the workplace, and
define the man as the breadwinner. Consequently, the society invests far
less in women than men. Women in Pakistan suffer from poverty of
opportunities throughout their lives. Female literacy in Pakistan is 43.6%
compared to Male literacy at 68.2%, as of 2008. In legislative bodies,
women constituted less than 3% of the legislature elected on general seats
before 2002. The 1973 Constitution allowed reserved seats for women in
both houses of parliament for a period of 20 years, thus ensuring that
women would be represented in parliament regardless of whether or not
they are elected on general seats. This provision lapsed in 1993, so
parliaments elected subsequently did not have reserved seats for women.
Reserved seats for women have been restored after the election of
2002. Female labour rates in Pakistan are exceptionally low.
The literacy rate in the district Rahim Yar Khan is 38% total for the
10th grade level school, locally known as 'graduating the Matric
Examination due to parents low income.

Discussion on Finding

The topic under study is the effect of poverty among the students
learning at elementary level in geographically District Rahim Yar Khan
Tehsil Khan Pur Region resulted that mostly student drop out due to their
parent poverty because parents have not enough money to bear out the
educational circumstances and they prefer their child to work in labour
instead of study.
 P a g e | 45

On the other hand most parents not literate this causes the drop out
from school at elementary level. Our educational system also cause the
student drop out from school because most policies are lunch without
research and survey and here people are manic religious and this is
dangerous situation. For this cause people send their children in religious
organization to read just religious books and learn history of the religion.
Mostly people occupation in district Rahim Yar Kahn is forming and there
is much need of human resources, people force their children to work with
them in the fields.
This study finalized that majority of student at elementary school level
was drop out or leave school for other work on cause the poverty and socio
economics status of their parents. In some cases some student work hard
and never stop going school this willingness make them good learner and
they pass the elementary classes with high grade , however these number
of students increase gradually in Tehsil Khan from 2017 ….

Recommendations

There are various factors inside and outside school that contribute for
the quality of academic performance of students. This study only focused
on some of the factors outside school that influence the student’s
achievement scores. The key aspect for the educators is to educate their
students effectively so that they may be able to show quality performance
in their academics. To achieve this objective it is necessary for the
educators to understand better about the factors that may contribute in the
academic success of students.
This study concluded that the higher level of is the best indicator
contributing towards the quality of students’ achievement. Family
characteristics like socio economic status are significant predictors for
students’ performance at school besides the other school factors, peer
factors and student factors. Higher levels lead to higher performance of
students in studies, and vice versa. Parental education also has effects on
students’ academic performance. Parental occupation has little effect on
their child’s performance in studies than their education. Student’s gender
 P a g e | 46

strongly affects their academic performance, with girls performing better

in the subjects of Mathematics, and English as well as cumulatively. Girls
usually show more efforts leading towards better grades at school. It is
very important to have comprehensible understanding of the factors that
benefit and hinder the academic progress of an individual’s education.
To determine all the influencing factors in a single attempt is a
complex and difficult task. It requires a lot of resources and time for an
educator to identify all these factors first and then plan the classroom
activities and strategies of teaching and learning. It also requires proper
training, organizational planning and skills to conduct such studies for
determining the contributing factors inside and outside school.
This process of identification of variables must be given full attention
and priority so that the teachers may be able to develop instructional
strategies for making sure that all the children be provided with the
opportunities to arrive at their fullest potential in learning and
performance. Further research is needed to explore the problem on a large
sample from more scattered geographical regions including other student
factors, family factors, school factors and peer factors.
 P a g e | 47

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 ‫‪P a g e | 50‬‬

‫‪Questionnaire‬‬

‫ت‬ ‫ت‬
‫حم ترم اسا تذہ ‪ /‬والد یین ۔‬
‫ن‬
‫م ییں جبی ا یتڈ کے ر ییسرچ پپرا جج ییکٹ پپر کام کر ر ہہا ہہوں ججس کا عنوان ' “‪ EFFECT OF POVERTY‬ئ ‪ THE‬ت ت‪A STUDY‬‬
‫ے‬ ‫ح‬
‫ہے‪ -‬آپ کی رانئےاس ئت قینق کے یلی‬ ‫ن‬
‫ہ نش‬ ‫‪ LEVEL‬ئ‬
‫‪AT ELEMENTARY‬ن ‪”ON STUDENTS LEARNING‬‬
‫ن‬
‫ے ت پی تس نید یتدہ ججواب پپر ٹتک ) ن ( کا یشان نخائے م ییں لگا تئ ییں ججو ہ تہر جب ییان‬
‫ہے جپرائے مہر جتا بی درج ذ یتل جب ییا تات کے ئسا می‬ ‫ا ہہم ہ‬
‫ہ‬ ‫ی‬ ‫ی‬ ‫ن‬ ‫ت‬ ‫ح‬‫ت‬ ‫ن‬ ‫ن‬ ‫ہ‬ ‫ن‬ ‫ن‬
‫تدارا نہ ن نرائے اس قینق کے مع ییار م ییں ا تضا فہ کرےت گی‪ -‬م ییں آپ تکو ق یین دل تا ہوں‬ ‫ہے‪ -‬آپ کی ا ییما ن‬ ‫ے جب یا ہوا ن ہ‬
‫کے سا می‬
‫ے ا ستعمال ک ییا جخاۓ گا‪-‬‬ ‫کہ ججو معلومات آپ فرا ہہم کر ییں گے ا نہ ییں خف ییہ ر کھا جخاۓ گا اور اسے صرف تحقینق کے م قصد کے یلی‬

‫ن‬
‫آپ کا مخلص‬
‫ن‬
‫‪------------‬تا م‬
‫جبی ا یتڈ ر ییسر پچر‬
‫ٹ‬ ‫ن‬ ‫ت‬
‫علماہ ا ق جیال او پین ییو نینور سٹی‬

‫ذاتی معلومات ‪Personal Information‬‬

‫‪Gender‬‬

‫‪Male‬‬ ‫‪Female‬‬

‫‪Location‬‬

‫‪Urban‬‬ ‫‪Rural‬‬

‫‪Academic Qualification‬‬

‫‪Matric‬‬ ‫‪F.A/F.Sc‬‬ ‫‪B.A/B.Sc‬‬ ‫‪M.A/M.Sc‬‬ ‫‪Higher Educated‬‬

‫میٹرک‬ ‫‪/‬ایف اے‬ ‫بی اے‪ /‬بی ایس سی‬ ‫ایم اے‪ /‬ایم ایس سی‬ ‫اعللی تعلیم یافتہ‬

‫ایف ایس سی‬

‫ت‬
‫) پپی یششہ ورا ننہ قا جتلییت( ‪Professional Qualification‬‬

‫‪PTC‬‬ ‫‪CT‬‬ ‫‪B.Ed‬‬ ‫‪M.Ed/ M. Phil‬‬

‫پی ٹی سی‬ ‫سی ٹی‬ ‫بی ایڈ‬ ‫ایم ایڈ‪/‬ایم فل‬

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Designation (‫_______________________ )عہدہ‬Name (‫_________________ )نام‬

Questionnaire (‫)سوال نامہ‬

Sr. Statement SA A UD DA SDA
No.
‫بیان‬ ‫بہت زیادہ‬ ‫متفق‬ ‫پتہ نہیں‬ ‫نا متفق‬ ‫بہت زیادہ‬
‫متفق‬ ‫نا متفق‬

1 Is there a family poverty factor that

affects children academic
performances?
2 Do all the children have required
materials?
3 Are the parents able to support their
children educations?
4 Do you think the economic
background of the parent’s effects
children education?
5 Does the family poverty affect
children performances?
6 Are the children able to do their
homework after school?
7 Do the children have other activities
to do at home?
8 Are your children able to study
comfortably at home?
9 Do your children have uniform to go
to school?
10 Are the parents are able to provide
learning materials for their children?
11 Do your children have adequate
learning materials?
12 Do you experience problems of
absenteeism?