Final Social Problems of Students (BJ659794)

APPENDIX B
Social Problems of Students
Arslan Mehmood
Roll No. BJ659794
Submitted in partial fulfillment of the requirements for

B.Ed. (1.5 year) program in" Educational Technology and Evaluation"
at Teacher Education
FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD
May 2018
1
APPENDIX C
Faculty of Education
Allama Iqbal Open University, Islamabad
APPROVAL FORM
The research project attached hereto, titled: "Social Problems of Students"

Proposed and submitted by Arslan Mehmood Roll No. BJ659794
in partial fulfillment of the requirements for the degree of B.Ed. (1.5 year)
(Educational Technology and Evaluation) is hereby accepted.
Supervisor: Rana Ahsan Ul Haq (Signature)
Evaluator: ________________________(Signature)
(Evaluator Name Here)
Dated: MAY 2018
2
APPENDIX D
(DECLARATION BE FILLED IN BY STUDENT
AT THE TIME OF SUBMISSION OF RESEARCH PROJECT
TO THE SUPERVISOR FOR EVALUATION)
(To be retained by the Controller of Examination)
DECLARATION
I ARSLAN MEHMOOD Son of Hafiz Khalid Mehmood

Roll No. BJ659794 Registration # 16PSP03597
A student of B.Ed. (1.5 year) programme (Educational Technology and Evaluation) at
Allama Iqbal Open University do hereby solemnly declare that the research project
entitled
_______________________________________________________________________
submitted by me in partial fulfillment of B.Ed. (1.5 year) programme, 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: 25May 2018 Signature of Canidate
Arslan Mehmood
Name of canidate
3
APPENDIX E
Research Project Submission Approval Form

(SUPERVISOR)
(To Be Attached with Research Project)
Research Project entitled "Social Problems of Students"

Submitted by Arslan Mehmood Roll No.BJ759794
Registration No. 16PSP03597 Programme B.ED. (1.5 Years)
has been read by me and has been found to be satisfactory regarding its quality,
content, language, format, citations, bibliographic style, and consistency, and thus
fulfils the qualitative requirements of this study. It is ready for submission to
Allama Iqbal Open University for evaluation.
Rana Ahsan Ul Haq

Name of Supervisor
Date: May 2018 _____________________________

Signature of Supervisor
4
ABSTRACT
Improving education has in recent decades been a central part of development strategies
in international organizations and in most countries around the world. The discourse is
though marked by statements such as; achieve total access to education, ensure
completion of education, and increase enrollment rates, which all focus the attention of
education improvement on quantitative measures. Research now shows that putting more
individuals through the education system does not automatically increase development,
and focus should instead be on improving quality in education.
With the assumption that social problems of students is a catalyst for national
development, this study sets out to research how Sierra Leone can improve quality in
basic education in a way that contributes to development. The research of the thesis is
conducted in Punjab which likewise constitutes the case of interest. Social problems of
students is therefore examined in the context of Sierra Leone with the view that Social
Problems of students cannot be generalized and the circumstances for generating
meaningful learning within students change depending on the context. The education
system must thus be adapted to the students it is supposed to educate; not the other way
around.
With an interpretive approach I examine challenges to quality in education in Punjab,

and analyze observations of different activities, situations, behaviors, and settings
related to education in the country. Through theoretical and empirical discussions I
identify the areas, within the scope of the research, in which improvements are required
in order for the system to provide Social Problems of students to the extent that it
contributes to national development. Reforms of both internal structure and policies are
necessary as education in its present form is not able to contribute to the process of
development in the country.
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I conclude that inclusion of Sierra Leonean culture and traditional knowledge and more
focus on decentralization in the system are central aspects in improving both internal
structural problems and issues related to irrelevant curricula and methods.
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APPENDIX G
TABLE OF CONTENTS
Chapter
1. INTRODUCTION
1.1 Society
1.2 Relation of individual and Society
1.3 Importance of Society
1.4 Definition of education
1.5 Relation of society and education
1.6 Importance of social problems in children's life
1.7 Specific social problems of Pakistan
1.8 Effects of social problems on the education of students
1.9 Family and Parent's Income class differences
1.10 Role of Teacher
1.11 Student teacher relationship
1.12 Guidance
1.13 Curriculum
1.14 Punishment
1.15 Childhood friends
1.16 Custom
1.17 Values
1.18 Following western culture
1.19 Politics
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2.0 METHODOLOGY
2.1 Social Problems of Students
2.2 Importance of Social Problems of Students
2.3 Indicators of Social Problems of Students
2.4 Social Problems of Students and Major Related

Factors
2.6 Solution of Social Problems of Students

2.7 Teachers can solve Social Problems of Students
3.0 RESEARCH METHODOLOGY
3.1 Research Design

3.2 Research Instruments
3.3 Data collection
3.4 Data Analysis
4.0 ANALYSIS AND INTERPRETAION OF DATA
4.1 Data Coding and entry
5.0 SUMMARY, FINDINGS, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary
5.2 Findings
5.4 Conclusion
5.5 Recommendations
6.0 Bibliography
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CHAPTER 1
INTRODUCTION
It's clear to anyone who works in education that schools are a reflection of what is
going on locally and globally. If the political climate is tenuous, then discussions
in classrooms will be heated. If the job market and economic situation in the local
community is depressed, then students and staff will see an increase in class
divisions at school.
Students and staff deal with these types of social problems and more in the
classroom that impact their learning experience. Resolving and avoiding such
problems begins with identification and awareness. School systems should
recognize what types of social issues are of primary concern, and educate students
and parents about preventive measures to help keep these issues from impacting
their kids. Teachers and parents can collaborate on strategies for minimizing social
problems in schools.
Racism is a social problem that exists in all facets of society, from business
environments to schools. Many minority students are exposed to race issues and
discriminatory language at school. While teachers can ban language wars at school,
racism might continue to exist if parents do not also help to correct the pre judice
behaviors of their children in the home. However, since students often learn their
racist beliefs and remarks from their parents, teachers will not be able to rely on
parents to help resolve the issue.
Within the realm of discrimination is the social issue of unequal educational
opportunities for individuals who come from low-income, minority backgrounds.
Students who belong to this demographic risk missing out on the same level of
educational quality as middle-to upper-class students of non-minority backgrounds.
The most pressing social problem here is that the education system has inequities
and offers disproportionate opportunities based on cultural affiliation and income
level, when, ideally, all children should have exposure to an equal educ ation.
The economy plays a significant part in social problems that effect students and
schools. As children get older, they begin to notice the financial pressures that
their parents and families experience. In a hard economy, it can be difficult for
families—especially single-parent families—to make ends meet. Consequently,
some high schoolers drop out of school so that they can help support the family
financially. Income is a primary issue involved in a student's decision to drop out
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of school, and studies show that children from low-income families are six times as
likely to drop out than children from high-income families. Schools and parents
can work together to help resist students' decisions to drop out.
Substance abuse and addictions have become an epidemic. Many children—even at

early ages—have access to addictive substances, illegal drugs and alcohol. The use
of such substances leads to problems in the form of violence, criminal behaviors,
teen pregnancies and a diminishing interest in education. Severe substance abusers
may drop out of school altogether or have difficulty with daily life.This social
problem can be better controlled through structured and supportive environments
for students, both at home and in the schools.
1.1. Society
A society is a group of individuals involved in persistent social interaction, or a
large social group sharing the same geographical or social territory, typically subject to
the same political authority and dominant cultural expectations. Societies are
characterized by patterns of relationships (social relations) between individuals who share
a distinctive culture and institutions; a given society may be described as the sum total of
such relationships among its constituent of members. In the social sciences, a larger
society often evinces stratification or dominance patterns in subgroups.
Insofar as it is collaborative, a society can enable its members to benefit in ways that
would not otherwise be possible on an individual basis; both individual and social
(common) benefits can thus be distinguished, or in many cases found to overlap. A
society can also consist of like-minded people governed by their own norms and values
within a dominant, larger society. This is sometimes referred to as a subculture, a term
used extensively within criminology.
More broadly, and especially within structuralism thought, a society may be illustrated as
an economic, social, industrial or cultural infrastructure, made up of, yet distinct from, a
varied collection of individuals. In this regard society can mean the objective
relationships people have with the material world and with other people, rather than
"other people" beyond the individual and their familiar social environment.
1.2. Relation of individual and Society

Human cannot survive without society and societies cannot exist without members. Still
there may be conflicts between the individual and society; one can imagine that social
systems function better when they have considerable control over their individual
members, but that this is a mixed blessing for the system’s members. Likewise can
competition with other societies strengthen the social system, while wearing out its
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constituent members? This idea was voiced by Rousseau (1769) who believed that we
lived better in the original state of nature than under civilization, and who was for that
reason less positive about classic Greek civilization than his contemporaries. The relation
between individual and society has been an interesting and a complex problem at the
same time. It can be stated more or less that it has defied all solutions so far. No
sociologist has been able to give
a solution of the relation between the two that will be fully satisfactory and convincing by
reducing the conflict
between the two to the minimum and by showing a way in which both will tend to bring
about a healthy growth of each other. Aristotle has treated of the individual only from the
point of view of the state and he wants the individual to fit in the mechanism of the state
and the society. It is very clear that relation between individual and society are very
close. So we will discuss here Rawls three models of the relation between the individual
and society
1.3.Importance of Society
Man is a social animal not only by nature but also by necessity. It is said that needs and
necessities makes man social. Man has many needs and necessities. Out of these different
needs social, mental and physical needs are very important and needs fulfillment. He
can’t fulfill these needs without living in society.
All his needs and necessities compel him to live in society. Many of his needs and
necessities will remain unfulfilled without the co-operation of his fellow beings. His
psychological safety, social recognition, loves and self-actualization needs only fulfilled
only within the course of living in society. He is totally dependent for his survival upon
the existence of society. Human baby is brought up under the care of his parents and
family members.
He would not survive even a day without the support of society. All his basic needs like
food, clothing, shelter, health and education are fulfilled only within the framework of
society. He also needs society for his social and mental developments. His need for self-
preservation compels him to live in society. Individual also satisfy his sex needs in a
socially accepted way in a society.
To fulfill his security concern at the old age individual lives in society. Similarly
helplessness at the time of birth compels him to live in society. A nutrition, shelter,
warmth and affection need compels him to live in society. Thus for the satisfaction of
human wants man lives in society. Hence it is also true that not only for nature but also
for the fulfillment of his needs and necessities man lives in society.
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1.4. what is social Problem?
A social problem is a condition that at least some people in a community view as being
undesirable. Everyone would agree about some social problems, such as murders and
DWI traffic deaths. Other social problems may be viewed as such by certain groups of
people. Teenagers who play loud music in a public park obviously do not view it as a
problem, but some other people may consider it an undesirable social condition. Some
nonsmokers view smoking as an undesirable social condition that should be banned or
restricted in public buildings.
Every newspaper is filled with stories about undesirable social conditions. Examples
include crime, violence, drug abuse, and environmental problems. Such social problems
can be found at the local, state, national and international levels. You will be focusing in
the Public Policy Analyst on social problems in your own community.
1.5. Definition of Education

Education is the process of facilitating learning, or the acquisition
of knowledge, skills, values, beliefs, and habits. Educational methods
include storytelling, discussion, teaching, training, and directed research. Education
frequently takes place under the guidance of educators, but learners may also educate
themselves.[1] Education can take place in formal or informal settings and
any experience that has a formative effect on the way one thinks, feels, or acts may be
considered educational. The methodology of teaching is called pedagogy.
Education is commonly divided formally into such stages
as preschool or kindergarten, primary school, secondary school and
then college, university, or apprenticeship.
1.6. Relation of society and education

Society may be viewed as a system of interrelated mutually dependent parts which
cooperate (more or less) to preserve a recognizable whole and to satisfy some purpose or
goal. Social system refers to the orderly arrangement of parts of society and plurality of
individuals interacting with each other. Social system presupposes a social structure
consisting of different parts which are interrelated in such a way as to perform its
functions.
To perform its functions every society sets up various institutions. Five major complexes
of institutions are identified: familial institutions, religious institutions, educational
institutions, economic institutions and political institutions. These institutions form sub-
systems within social system or larger society.
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Education is a sub-system of the society. It is related to other sub-systems. Various
institutions or sub-systems are a social system because they are interrelated. Education as
a sub-system performs certain functions for the society as whole. There are also
functional relations between education and other sub-systems. For example, Education
trains the individuals in skills that are required by economy. Similarly education is
conditioned by the economic institutions.
The effectiveness of organised activities of a society depends on the interaction and inter
relationships of these institutions which constitute the whole. Now we will examine the
role of education for the society and the relationship between education and other sub-
system of society in terms of functionalist perspective. The functionalist view of
education tends to focus on the positive contributions made by education to the
maintenance of social system.
Emile Durkheim says that the major function of education is the transmission of society’s
norms and values. He maintains that, “society can survive only if there exists among its
members a sufficient degree of homogeneity; education perpetuates and reinforces this
homogeneity by fixing in the child from the beginning the essential similarities which
collective life demands”. Without these essential similarities, cooperation, social
solidarity and therefore social life would be impossible. The vital task of all society is the
creation of solidarity.
This involves a commitment to society, a sense of belonging and feeling that the social
unit is more important than the individual. Durkheim argues that to become attached to
society the child must feel in it something that is real, alive and powerful, which
dominates the person and to which he also owes the best part of himself.
Education in particular the teaching of history, provides this link between the individual
and society. If the history of his society is brought alive to the child, he will come to see
that he is a part of something larger than himself, he will develop a sense of commitment
to the social group.
Membership of society as a whole is based neither of these principles. Individuals must

learn to cooperate with those who are neither their kin nor their friends. The school
provides a context where these skills can be learned. As such, it is society in miniature, a
model of the social system. In school, the child must interact with other members of the
school in terms of fixed set of rules.
The school prepares young people for this transition. Schools operates on meritocratic
principle, status is achieved on the basis of merit. Like Durkheim, Parsons also argue that
the school represents society in miniature. By reflecting the operation of society as a
whole, the school prepares young people for their adult roles.
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As part of this process, schools socialize young people into the basic values of society.
These values have important functions in society as a whole.
1.7. Importance of social problems in children's life

In the Netherlands, social innovation has been initially attributed to workplace. This
would imply that initially social owes much of its existence to the actors involved in it
rather than the "problems" that they're confronted with. Another way of looking at it is
the effect (workplace) and cause (social) orientation. Some of the successful initiatives in
tapping into the workplace in the east has been Kaizen. In a gist, Kaizen advocates that
each employee responsible for a particular business or manufacturing process is
responsible for making it productive with respect to their department’s goals. Now, fast
forward, the social innovation that I would want to talk in this article is about Social
Innovation as a means to address social problems thereby generating social value. Why
social value? Let me theorize that addressing social problems can be one of the sources of
sustainable value, and it is an enduring one. Why? For two reasons
First, non-mainstream to mainstream market, just take a look at our current profit driven
capitalistic orientation. The signs that another orientation is in the horizon is the growth
of more social value driven businesses. For example: popularity of organic products (or
as we call in the Netherlands Biological or biologische), fair trade product certification
(and also Fairtrade town - Wassenaar, the Netherlands. Business opportunities seem to
arise from individuals addressing one social problem after another. From a small shops
offering these products to big supermarkets developing products for this markets.
Second, stakeholder rather than shareholder, so what happens to businesses who

successfully address a social problem (SP1)? They earn money, get rich (hopefully) and
then become hostage to that social problem (SP1) or by their shareholders. But what do
we know about society? It changes from time to time, they grow, and they change for so
many reasons and factors (change of taste, preference, concerns, innovations, etc.) new
social problem (SP2). This implies that social problem is time dependent, so what does a
company do? When you can't rely on existing customers or future customers to tell you
the next opportunity? I'd say rely on social problem. There are reliable institutions that
exposes social problems, what a company and an individual needs to do is to explore
these markers and utilize one's technical knowledge or expertise to address it. In the case
of a company, it would be easier since they would have the necessary resources to make
those steps and explore the possibility of diversifying to address a particular social
problem. Some companies already fully realize the opportunities to be had by addressing
social problems but other still seem to have a Shareholder approach rather than
stakeholder approach. Take a look at Shared Value creation or blended value approach,
nothing wrong with that but this just shows the possibilities of contributing to social
value.
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1.8 specific social problems of pakistan Economy
When the economy takes a downward turn, everyone can quickly suffer. With less money
making it's way through society, schools may feel a funding crunch and go into a budget
crisis. For example, during a slow economy, the costs of fuel for school buses and food
for school lunches may increase. These costs are often passed on to the schools, the
parents and the students. When the costs to the schools begin to outweigh the money
coming in through taxes and other funding sources, programs that are deemed unessential
-- such as non-academic or arts concentrations -- are cut and teachers may lose their jobs.
These cuts not only affect the schools, but also impact the students and their opportunities
to get a quality education.
Drugs and Alcohol
Substance use and abuse, according to the U.S. Centers for Disease Control and
Prevention, are major issues affecting American students. A 2011 survey of American
high school students by the CDC notes that 39 percent of teens reported drinking alcohol
within the past 30 days and 22 percent engaged in binge drinking. Teens who regularly
engage in substance use often have scholastic problems that include lower grades,
memory issues and a higher likelihood of school absences.
Unplanned Pregnancy
Teen pregnancy isn't just a societal issue or a statistic to shake one's head at. With more
than 329,000 births to teen moms in 2011 alone, according to the CDC, unplanned
pregnancies have a drastic impact on many students and their schooling. Teen pregnancy
is a societal problem that costs taxpayers roughly $11 billion per year in health care,
foster care and other related expenses. Teen moms have a higher likelihood of getting
lower grades or dropping out of school completely. According to the CDC, only half of
all teen mothers graduate from high school or get their diploma.
1.9 Effects of social problems on education of students
Societal problems affect more than just the adult population. From racism to a topsy-
turvy economy, students and schools often feel the effects that trickle down from other
sources or social systems. As prominently noted in the ecological theory of child
development, students, schools, communities and even more abstract societal concepts
are all linked together, connecting to and influencing every level of a child's growth and
learning.
1.10 Family
In the context of human society, a family (from Latin: familia) is
a group of people related either by consanguinity (by recognized birth), affinity (by
marriage or other relationship), or co-residence (as implied by the etymology of the
English word "family" from Latin familia 'family servants, domestics collectively, the
servants in a household,' thus also 'members of a household, the estate, property; the
household, including relatives and servants,' abstract noun formed
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from famulus 'servant, slave [...]'[1]) or some combination of these.[] Members of
the immediate family may include spouses, parents, brothers, sisters, sons, and
daughter. Members of the extended family may include grandparents, aunts, uncles,
cousins, nephews, nieces, and siblings-in-law[Sometimes these are also considered
members of the immediate family, depending on an individual's specific relationship
with them
1.11 Parent's Income Class Differences
I examine whether and how the relationship between family socioeconomic
characteristics and academic achievement has changed during the last fifty years. In
particular, I investigate the extent to which the rising income inequality of the last four
decades has been paralleled by a similar increase in the income achievement gradient. As
the income gap between high- and low-income families has widened, has the
achievement gap between children in high- and low-income families also widened?
The answer, in brief, is yes. The achievement gap between children from high- and low-
income families is roughly 30 to 40 percent larger among children born in 2001 than
among those born twenty-five years earlier. In fact, it appears that the income
achievement gap has been growing for at least fifty years, though the data are less certain
for cohorts of children born before 1970. In this chapter, I describe and discuss these
trends in some detail. In addition to the key finding that the income achievement gap
appears to have widened substantially, there are a number of other important findings.
1.12 Role of Teacher

Teachers' roles today are considerably different than they used to be.
Teachers were once issued a specific curriculum to teach, and a set of instructions on how
to teach it, using the same methods for all students. In today's world, a teacher's role is
quite multifaceted. Their job is to counsel students, help them learn how to use their
knowledge and integrate it into their lives so they will become valuable members of
society.
Teachers are encouraged to adapt learning methods to each individual student's learning,
to challenge and inspire them to learn.
The modern teaching profession is also about taking on broader roles to promote
education. Teachers often:
 Work with politicians, colleagues, and community members to set clear and
obtainable standards for their students;
 Participate in the decision making that helps to deal with the problems that affect
the students' learning; and
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 Mentor new teachers to prepare them to teach the youth of today.
1.13 Role of Student

 Students as Facilitators. Knowledge comes from study, experience, and reflection.
Engaging students as learning guides and facilitators helps reinforce their commitment to
learning and the subject they are teaching; it can also engage both young and older
learners in exciting ways.
 Students as Researchers. Identifying issues, surveying interests, analyzing findings, and
developing projects in response are all powerful avenues for Student Voice.
 Students as Planners. Planning includes program design, event planning, curriculum
development, and hiring staff. Students planning activities can lend validity, creativity,
and applicability to abstract concepts and broad outcomes.
 Students as Organizers. Community organizing happens when leaders bring together
everyone in a community in a role that fosters social change. Students community
organizers focus on issues that affect themselves and their communities; they rally their
peers, families, and community members for action.
 Students as Advocates. When students stand for their beliefs and understand the impact
of their voices, they can represent their families and communities with pride, courage,
and ability.
 Students as Evaluators. Assessing and evaluating the effects of programs, classes,
activities, and projects can promote Student Voice in powerful ways. Students can learn
that their opinions are important, and their experiences are valid indicators of success.
 Students as Experts. Envisioning roles for students to teach students is relatively easy;
seeing new roles for students to teach adults is more challenging. Students specialists
bring expert knowledge about particular subjects to programs and organizations,
enriching everyone’s ability to be more effective.
 Students as Advisors. When students advise adults they provide genuine knowledge,
wisdom, and ideas to each other, adults, schools, and education agencies, and other
locations and activities that affect them and their world at large.
 Students as Designers. Students participate in creating intentional, strategic plans for an
array of activities, including curriculum, building construction, students and community
programs, and more.
 Students as Teachers. Facilitating learning for themselves, other students and educators,
other adults in schools, or adults throughout our schools can be teachers of small and
large groups in all kinds of topics. [Examples]
 Students as Grant-makers. Students can identify funding, distribute grants, evaluate
effectiveness, and conduct other parts of the process involved in grant-making.
 Students as Lobbyists. Influencing policy-makers, legislators, politicians, and the people
who work for them are among the activities for students as lobbyists.
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 Students as Trainers. When they train adults, students, children, and others, youth can
share their wisdom, ideas, knowledge, attitudes, actions, and processes in order to guide
programs, nurture organization and community cultures, and change the world.
 Students as Politicians. Running for political office at the community, city, county, or
state levels, students can be politicians in a variety of positions. In some places, they can
run for school boards or as education trustees too.
 Students as Recruiters. Students building excitement, sharing motivation, or otherwise
helping their peers and other people to get involved, create change, or make all sorts of
things happen throughout schools and the entire education system.
 Students as Social entrepreneurs. When students recognize a social problem, they can
use entrepreneurial principles to organize, create, and manage a venture to make schools
and their communities change.
 Students as Paid staff. When schools hire students, they can be staff members in schools
and throughout the education system. They can fulfill many roles on this list in paid
positions.
 Students as Mentors. Mentoring is a non-hierarchical relationship between students and
adults, adults and students, or among students themselves, that helps facilitate learning
and guidance for each participant.
 Students as Decision-Makers. Making rules in classrooms is not the only way to engage
students in decision-making. Participating in formal and informal decision-making,
students can be school board members, education committee members, and in many
different roles throughout schools.
 Students as Activity Leaders. As activity leaders in schools and education agencies,
students can facilitate, teach, guide, direct, and otherwise lead youth, adults, and children
in a variety of ways.
 Students as Policy-Makers. When they research, plan, write, and evaluate education
rules, regulations, laws, and other policies, students as policy-makers can enrich,
substantiate, enliven, and impact the outcomes of policies and schools in many ways.
1.14 Student Teacher Relationship

Improving students' relationships with teachers has important, positive and long-lasting
implications for both students' academic and social development. Solely improving
students' relationships with their teachers will not produce gains in achievement.
However, those students who have close, positive and supportive relationships with their
teachers will attain higher levels of achievement than those students with more conflict in
their relationships.
Picture a student who feels a strong personal connection to her teacher, talks with her
teacher frequently, and receives more constructive guidance and praise rather than just
criticism from her teacher. The student is likely to trust her teacher more, show more
engagement in learning, behave better in class and achieve at higher levels academically.
Positive teacher-student relationships draw students into the process of learning and
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promote their desire to learn (assuming that the content material of the class is engaging,
age-appropriate and well matched to the student's skills).
1.15 Guidence
Literally, guidance means “to direct”, “to point out”, “to show the path”. But guidance is
not exactly the process of directing while directing one imposes his opinion on others.
Rather guidance means providing some help or assistance to somebody by somebody. If
we accept this meaning, guidance will be as old as mankind. Because man at each and
every stage or sphere of life needs guidance from others. If this will be the meaning of
guidance then this treatment will come under the purview of a very broader and general
meaning of guidance which will also convey the modern meaning of guidance.
But in narrower view and perspective, guidance is interpreted as a specialized service to

help the individual to solve certain major problems—personal, educational, vocational
and the like. In fact, the term guidance interpreted so far is not properly defined and
accepted. The reason is that for some it is a concept, a point of view, for others it is a
process and for others it is a group of services and for some it is a field of study. So
guidance is accepted as both a concept and a process and must be interpreted accordingly
in the educational process.
1.16 Curriculum
The term curriculum refers to the lessons and academic content taught in a school or in a
specific course or program. In dictionaries, curriculum is often defined as the courses
offered by a school, but it is rarely used in such a general sense in schools. Depending on
how broadly educators define or employ the term, curriculum typically refers to the
knowledge and skills students are expected to learn, which includes the learning
standards or learning objectives they are expected to meet; the units and lessons that
teachers teach; the assignments and projects given to students; the books, materials,
videos, presentations, and readings used in a course; and the tests, assessments, and other
methods used to evaluate student learning. An individual teacher’s curriculum, for
example, would be the specific learning standards, lessons, assignments, and materials
used to organize and teach a particular course.
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1.17 Punishment
School corporal punishment refers to causing deliberate pain or discomfort in response to
undesired behaviour by students in schools. It often involves striking the student either
across the buttocks[1] or on the hands,[2] with an implement such as a rattan cane,
wooden paddle, slipper, leather strap or wooden yardstick. Less commonly, it could also
include spanking or smacking the student with the open hand, especially at
the elementary school level.
In the English-speaking world, the use by schools of corporal punishment has historically
been justified by the common-law doctrine in loco parentis, whereby teachers are
considered authority figures granted the same rights as parents to punish children in their
care.
Advocates of school corporal punishment argue that it provides an immediate response to
indiscipline and that the student is quickly back in the classroom learning, as opposed
to suspension from school. Opponents, including a number of medical and psychological
societies, along with human-rights groups, argue that physical punishment is ineffective
in the long term, interferes with learning, leads to antisocial behavior as well as various
forms of mental distress, disproportionately affects students of color, and is a form of
violence that breaches the rights of children.[3]
Poland was the first nation to outlaw corporal punishment in schools in 1783. School
corporal punishment is no longer practised in any European country. As of 2016, an
estimated 128 countries have prohibited corporal punishment in schools, including all of
Europe, and most of South America and East Asia. Approximately 69 countries still
allow for corporal punishment in schools, including parts of the United States,
some Australian states, and a number of countries in Africa and Asia.[4]
1.18 Politics
Over the last 30 or so years, different political ideologies have given rise to different
notions of how the state should promote social justice through education. The policies
that schools experience today, such as the National Curriculum, school choice, high-
stakes testing and school accountability through league tables, have been the result of
different political views on how best to achieve a world-class education system. The role
that education can play in promoting social justice has been particularly prominent, with
parties on both the political Left and Right seeing education as key to reducing social
inequality:
Without good education there can be no social justice. (Cameron 2007: 84)
It is education which provides the rungs on the ladder of social mobility. (Brown 2010)
As the above quotations illustrate, the role of education in reducing inequality and
promoting social mobility is a favourite topic among politicians seeking to share their
20
vision for a fair and just society. However, while politicians from various parties may
agree that education has a key role in promoting social justice, they differ in their views
on the best way to achieve it.
1.19 Custom and Values
This essay discusses Asian American bicultural identity, traditional values and customs
from root cultures, and how they are still practiced and celebrated by Asian American
families and in communities. It also addresses the ways in which ethnic community
influence the lives of the people it serves including residents, as well as how individuals
of diverse cultural backgrounds can contribute to the lives of those around them.
Within a year of their arrival in 1850, Chinese immigrants in San Francisco established a
Chinatown. Others soon followed. Boston’s Chinatown was established by 1875.
Chinatown was then, as it still is now, a place of support and security where one could
find a bed, job, and social services; a place of cultural familiarity where one could share
common food, language, and customs. Excluded from the larger society, Chinatown was
home.
Parallel patterns of community development occurred with Japanese immigrants who

quickly established Japantown’s and Little Tokyo’s in the 1890’s and with Filipino
immigrants who settled in Manilatown’s in the 1920’s up and down the West Coast.
Immigrant communities erected villages and family associations which reproduced the
social structure of their home villages. Temples and churches were built to preserve
traditional religious practices while language schools were founded to maintain the
language and cultural integrity of the younger generation. Asian language newspapers
and periodicals reported on news in the homeland as well as relevant local affairs in the
community.
21
CHAPTER 2
2.1. Social Problems of Students

Social problems in the world impact the operation and effectiveness of public education.
In fact, a major portion of the school’s work devotes itself to responding, directly or
indirectly, to students whose lives are challenged by social ills, such as poverty or
violence. Such problems, including homelessness, teen parenting, substance abuse, child
abuse, and youth suicide, complicate students’ efforts to learn. Other social problems,
such as vandalism, school violence, and the dropout rate, are exacerbated when students
feel alienated from the school structure. The chapter briefly discusses each of these topics
and the ways in which public education is responding as an introduction for prospective
teachers, not as a detailed analysis.
In this chapter the text also looks at family structure in the United States, which has
undergone considerable modification in recent years. The traditional family, made up of a
working father, a homemaker mother, and two children in school, represents only a small
percentage of U.S. households today. Family structures today include single-parent
families, blended families, older parents, and working parents. Family structure can play
a significant role in a child’s school experiences and can affect his or her learning.
Finally, the issue of sex education in the schools is explored in light of the growing
concern over the spread of sexually transmitted diseases and the problem of teen
pregnancies. The goals of sex education 47 programs are described. The appropriateness
of sex education in schools is debated, as are various approaches to sex education.
The purpose in this chapter is not to overwhelm prospective teachers with all the
problems affecting schools but to sensitize them to the connections between teaching and
social issues of national concern. Although teachers spend a good deal of time absorbed
in meeting the challenges of their own classrooms, they must be aware of the conditions
outside the classroom that impact their student’s lives, in order to participate fully in the
advancement of the democratic process.
2.2 Importance of Social Problems of Students

As educators, we know that social problems among students are common issues in our
classrooms. Teachers encounter social problems on a daily basis such as:
22
only four students can use the computer center but a fifth student wants a turn;
during group work, one student does not get along with another student;three students
argue over a football at recess and a shoving match ensues; ora student does not share the
art materials with others and words are exchanged.
Behaviors like these are commonplace, but over time they can escalate and may cause
some serious issues in the classroom. Thus, it is important to provide supports and
interventions that teach students with social and behavioral needs how to solve problems
with other people. By doing so, you can help them to establish and maintain appropriate
relationships and help them learn to display prosaically behavior while at school and
beyond.
2.3 Indicators of Social Problems of Students

social indicators are defined as statistical measures that describe social trends and
conditions impacting on human well-being.[1] Generally, social indicators perform one
or more of three functions:
 providing information for decision-making

 monitoring and evaluating policies
 and/or searching for a common good and deciding how to reach it.
Indicators are “succinct measures that aim to describe as much about a system as possible
in as few points as possible” and which “help us understand a system, compare it and
improve it”. Indicators can consist of one statistical variable, or of several variables
combined together to form an index.
Examples of social indicators cover the full range of issues that matter for individual,
community and societal well-being. Common examples include:
 Poverty rate
 Inequality rate
 Educational attainment
 Life expectancy
 Employment and unemployment rates
 Obesity rate
 Fertility rate
 Health expenditure
23
 Suicide rates
 Youth neither in employment, education nor training (NEET rate)
 Life satisfaction (objective and subjective)
2.4 Social Problems of Students and Major Related Factors

1. Uneven formal academic knowledge and skills. “At many institutions, large numbers
of students enter with spotty academic backgrounds, especially in science and
mathematics (STEM) disciplines and in writing.”
2. Lack of informal knowledge about being a college student. “A student may believe that
the meager amount of studying he did in high school will be adequate in college, when in
fact it is not.”
3. Inadequate development of self-regulation skills. “In college, students often find
themselves largely “on their own” for the first time in their lives. Some are able to
channel their newly found freedom effectively, but others are not.”
4. Impaired self-efficacy and resilience.“Some students come to college uncertain as to
whether they have the ability to succeed in their college work. Other students come
expecting to succeed and then receive one or more low marks on college assignments or
tests that lead them to question whether they are able to compete, after all. As their self-
efficacy fails, their drive to succeed in college goes with it. Studies by Albert Bandura
and his colleagues of Stanford University have found that self-efficacy is one of the best
positive predictors of success in any working environment.”
5. A mindset believing in fixed rather than flexible abilities. “Carol Dweck of Stanford
University has found that students (and others) typically have one of two mindsets – or
folk conceptions – regarding their abilities. What she calls "entity theorists" believe that
abilities are largely fixed; on this view, when a student makes a mistake, the student
shows a lack of abilities that is potentially very embarrassing.”
6. Inability to delay gratification. “Walter Mischel of Columbia University found that
those individuals who were able to delay gratification performed better academically.”
7. Impaired ethical judgment. “I have found that many of today’s students do not even
view as ethical issues such behaviors as cheating on tests or plagiarizing in papers.”
8. Disengagement from the university environment. “For many students, a precursor to
dropping out is a progressive disengagement from or failure ever to become engaged in,
the university environment.”
9. Lack of interest in courses. “Richard Light of Harvard University has found that one of
the best predictors of academic adjustment is taking, during the freshman year, at least
24
one course solely because it is interesting, regardless of whether it is required. Students
who load up too much on courses that are required but that do not interest them are at
greater risk of dropping out simply because they are bored and find no relief.”
10. Issues in academic trajectory. “Students are likely to perform at a higher level when
they feel they have some kind of academic "destination" in mind – or at least when they
feel that what they are doing will lead to such a trajectory.”
11. Psychological issues. “Substance-abuse problems, interpersonal problems with
important others, and untreated or unaccommodated psychological problems, such as
learning disabilities, attention/hyperactivity disorders, autism-spectrum disorders and so
forth.”
12. Financial concerns. “Some students drop out just because they cannot make college
work for themselves financially. The financial needs of students make it imperative that
colleges and universities calculate aid needs correctly.”
2.5 Solution of Social Problems of Students

classrooms. Teachers encounter social problems on a daily basis such as: only four
students can use the computer center but a fifth student wants a turn; during group work,
one student does not get along with another student; three students argue over a football
at recess and a shoving match ensues; ora student does not share the art materials with
others and words are exchanged.
relationships and help them learn to display prosaically behavior while at school and
beyond.
What is Social Problem Solving?
Social problem solving is the cognitive-behavioral process that an individual goes
through to solve a social problem. Typically, there are five steps within this process:
1. Identifying that the problem exists: Recognizing there is a problem that needs to be
solved.
2. Defining the problem: Naming and describing the problem.
3. Generating solutions: Coming up with many possible solutions for the problem.
25
4. Evaluating solutions and enacting the chosen solution: Evaluating each possible
solution to select the one that is most likely to solve the problem, and then effectively
carrying out the chosen solution.
5. Assessing the outcome: Determining whether the problem was solved or not. If the
problem was solved, no need to repeat the process. If the problem still exists or if another
problem appears, the process might need to begin again.
For many competent problem solvers, this process can be automatic and skilled social
problem solvers may not go through the process in a linear fashion or even realize the
steps they take to solve the problem. Students who are limited in their problem solving
ability, however, must be taught explicitly the step-by-step process.
How to Foster Social Problem Solving in Your Classroom
Teaching students to solve a social problem is similar to solving other types of problems,
such as in math. Start by teaching explicitly each step of the social problem-solving
process to your students and review the process often. An acronym can be used to help
them remember the steps. For example, the Cognitive Behavioral Research Group at the
University of Florida developed the following acronym as part of the Take CHARGE!
curriculum to teach middle school students the process.
2.6. Teachers can solve Social Problems of Students
classrooms. Teachers encounter social problems on a daily basis such as:
only four students can use the computer center but a fifth student wants a turn;
during group work, one student does not get along with another student;
three students argue over a football at recess and a shoving match ensues; or
a student does not share the art materials with others and words are exchanged.
relationships and help them learn to display prosocial behavior while at school and
beyond.
What is Social Problem Solving?
Social problem solving is the cognitive-behavioral process that an individual goes

through to solve a social problem. Typically, there are five steps within this process:
26
1. Identifying that the problem exists: Recognizing there is a problem that needs to be
solved.
2. Defining the problem: Naming and describing the problem.
3. Generating solutions: Coming up with many possible solutions for the problem.
4. Evaluating solutions and enacting the chosen solution: Evaluating each possible
solution to select the one that is most likely to solve the problem, and then effectively
carrying out the chosen solution.
5. Assessing the outcome: Determining whether the problem was solved or not. If the
problem was solved, no need to repeat the process. If the problem still exists or if another
problem appears, the process might need to begin again.
For many competent problem solvers, this process can be automatic and skilled social
problem solvers may not go through the process in a linear fashion or even realize the
steps they take to solve the problem. Students who are limited in their problem solving
ability, however, must be taught explicitly the step-by-step process.
How to Foster Social Problem Solving in Your Classroom
Teaching students to solve a social problem is similar to solving other types of problems,
such as in math. Start by teaching explicitly each step of the social problem-solving
process to your students and review the process often. An acronym can be used to help
them remember the steps. For example, the Cognitive Behavioral Research Group at the
University of Florida developed the following acronym as part of the Take CHARGE!
curriculum to teach middle school students the process:
Check – See If You’re Angry
Hold on – Calm Down & Think
Analyze – Figure Out the Cause
Reflect – On Possible Solutions
Go for it – Pick a Solution
Evaluate – See What Happened
There are many other ways to foster social problem solving in your classroom.
Have students apply the social problem-solving process to problems that they encounter
in school. Go through the social problem-solving steps with students to help them decide
on the best solution.
27
Include practice for social problem-solving skills by using activities, games, and role-
plays throughout your school day.
Incorporate social problem-solving instruction in other subject areas.
Literacy instruction: have students decide how a book character could solve a problem.
Writing: have students write about problems they encounter, solutions they brainstormed,
how they enacted the solution, and the outcome.
28
CHAPTER III
3.1 Research Methodology

The study aims to explore the social problems of students in schools, private and
public, male and female and rural, urban. For this purpose, the views of school teacher,
parents of the students of 10th class are concluded. This chapter deals with research
methodology and explains the population, sample and sample procedure, research
instruments and their development procedure data collection and data analysis procedure.
3.1.1. Research Design

The study is descriptive in nature, survey method is considered more appropriate
for such studies. Descriptive data are typically collected through a questionnaire
(Gay2008)
3.1.2. Population of the study

The study was concerned with the quality of education in secondary schools at
Pakistan. All the stakeholder personnel, who can provide information regarding quality of
school education in Pakistan, constituting the population of study, research through that
teachers teaching in public and private secondary schools, students, studying in the said
schools and parents of the students are concerned people, who can give reflection on
Social Problems of students in secondary schools. Thus all teachers both teaching in
public and private schools at secondary level, all students studying in the secondary
schools in secondary classes and all the parents of the students were the population of the
study.
3.1.3. Sample of the study

There are two types of schools in Pakistan. Both types of schools are situated in
rural and urban areas and these are segregated as boys and girls schools. For the sample
purpose total number of 24 secondary schools: 12 public and 12 private school, having
ratio of six rural and six urban of each stratum and three male and three female schools
for each category of schools were randomly selected. List of schools is in the appendix
(4).
Data source are of three types: (i) Teachers; (ii) students; and (iii) parents.
For the purpose of data collection five teachers teaching to secondary classes were
selected randomly from each selected school. In this way total number of 5*24=120
teachers was selected. From each school ten students: five of arts group and five of
29
science group (10*24=240) were selected as sample. Five parents of the selected students
from each school 5*24=120 were also selected as sample.
Public Rural Area

School 12 schools 6
Pakistan
Private Urban Area
schools 6
Schools12
3.2. Research instruments

Keeping in view the nature of the study questionnaire was considered as appropriate
instruments for data collection. Questionnaire is most efficient in that it requires less time
is less expensive and easy to fill out .it keeps respondents on subject. It is relatively
objective and fairly easy to be tabular and analyze (Van Dale, 2002). There questionnaire
one for each category of respondents: teachers, students and parents were prepared.
30
3.2.1. Questionnaire for Teachers (QT)
Questionnaire for teachers (QT) comprising of 28 statements was developed. Each
questionnaire was consisted of six indicators of quality. These indicators were: (i)
Physical facilities (ii) standard of education (iii) staff strength/ weaknesses (iv) work
process (v) teachers professional training and (vi) student support and progression. Each
indicator has more than one statement to seek out the opinion of respondents on each
indicator. Each statement was close ended and allocates the responses of respondents on
three point scale: (i) always (ii) often (iii) never.
3.2.2 Questionnaire for Students (QS)

Questionnaire for students (QS) comprising of 28 statements was development.
Each questionnaire was consisted of six indicators of quality. These indicators were: (i)
Physical facilities (ii) standard of education (iii) staff strengths/ weaknesses (iv)work
3.2.3. Questionnaire for Parents (QP)

Questionnaire for parents (QP) comprising of 28 statements was development.
Each questionnaire was consisted of six indicators of quality. These indicators were: (i)
Physical facilities (ii) standard of education (iii) staff strengths/ weaknesses (iv)work
3.2.4. Pilot Testing

Insolence in the direction of the Social Problems of students in public and private
schools was tested in a pilot study in Pakistan. For pilot study forty questionnaires were
distributed and collect after two days. The collected data were coded and analyzed using
SPSS. Cornbrash Alpha calculated the teachers, parents and students perception about
Social Problems of students in items. The reliability of the instruments was calculated by
using Cornbrash alpha. The value of the Cornbrash alpha in 0.878 with 28 items and 40
respondents, Instruments was found reliable so used for collection of data from the
respondents.
31
Table NO. 3.1:
N %
Valid 40 100.0
Excluded 0 0
Total 40 100.0
Table NO. 3.2:
Cornbrash alpha No of items

.877 28
3.3. Data Collection

Research got the list of schools from EDO offices than identified the rural and
urban area schools to select each category of school. Researcher wrote a letter to the
heads of selected secondary schools for study explaining the purpose of the study and
requesting them to provide assistance and help in data collection along with consent from
(Appendix D), Consent of each head of secondary school was collected prior to data
collection from each institution. Researcher made a telephone call to each head of
secondary school to confirm the schedule of the visit of each school to collect list and
contact members of teachers and students of that school. Researcher made telephone call
to the selected teachers to administer the questionnaire and schedule of visit was made
final on telephone. Researcher visited the school an schedule date, questionnaire for
teachers (QT) and questionnaire for student (QS) were administered to both of them on
the same day. The student who participated in the study was requested to provide the
contact number of their parents. Then the parents were contacted on telephone and the
purpose of study was explained to them. Each of them was further requested to visit
school of his/her child to fill in the questionnaire was administrated to them on the
schedule day. In this way data from all the schools were collected.
32
3.4. Data Analysis
The data collected from all responders through questionnaire and responses were
gathered on three point scale (i) always(ii) often (iii) never. Key for data coding and data
entry was prepared. After the data entry, it was cross checked and reviewed for further
analysis. The collected data was coded and tabulated on SPSS spread sheet. To calculate
the opinion of the respondent’s frequency was counted on each response. The mean score
of responses of the respondents on each indicator was calculated to find out the level of
quality of education. Independent sample t-test was applied to make the comparison of
mean score of respondent from public and private, rural and urban, male and female
schools. The results are presented in the form of tables.
33
CHAPTER IV
Analysis and Interpretation of Data
The chapter deals with the analysis and interpretation of data. This research was
conducted to evaluate the “Social problems of students in Public and Private schools in
Pakistan”. Questionnaire was used for the collection of data. Data was analyzed by
calculating Means and applying Independent sample T test. Data is presented in tables
followed by their interpretation. This chapter included tables, description and analysis of
data collection for the respondent.
Data coding and entry

Key for data coding and data entry was prepared. After the data entry, it was cross
checked and reviewed for further analysis. After the calculation of data, the researcher
development the following tables for analysis.
Table 4.1: Teacher perception about difference in indicators of Social Problems of
students in Public and Private secondary schools (N=120)
Quality Indicator Public mean Private mean t-value Gf p-
SD SD value
Physical 1.87 0.54 2.32 0.40 -5.11 118 0.000*
facilities
Standard of 2.08 0.35 2.20 0.30 -1.90 118 0.060*
Education
Staff strengths 2.15 0.43 2.11 0.54 0.38 118 0.708
Work strengths 2.02 0.35 2.05 0.39 0.00 118 1.000
Teacher 2.01 0.29 2.04 0.36 -0.42 118 0.675
professional
development
Student 2.12 0.44 2.03 0.47 1.09 118 0.280
Progression
34
Table shows the opinion of teachers about Social Problems of students in public
and private schools. It reveals that there is statically significant difference in
public and private schools in physical facilities t =-5.11, p=0.000*. The mean
score of Public schools (M- 1.87, SD=0.54) is less than the mean scores of private
schools (M=2.32, SD=0.35). There is no significant difference regarding students
progression t= 1.90, p=0.280. There is no significant difference in public and
private schools regarding their self-strength, work process, teacher professional
development and student progression.
Indicator for Quality
2.5
1.5
1 Series 1
Series 2
0.5
Series 3
Figure 4.1: Teachers perceptions about Social Problems of students in Public and Private
Secondary Schools (N=120)
Figure shows that according to the opinion of teachers, the main difference in public and
private schools is physical facilities. There is slight different in other indicators of
Social Problems of students.
35
Table 4.2: Parent’s perception about difference in indicators of Social Problems of
SD SD value
Physical 1.92 0.37 2.34 0.39 -5.988 118 0.000*
facilities
Standard of 2.09 0.38 1.93 0.35 2.333 118 0.021*
Education
Staff strengths 2.15 0.34 2.22 0.37 -0.975 118 0.331
Work strengths 2.08 0.38 2.17 0.29 1.505 118 0.135
Teacher 2.13 0.34 2.24 0.39 1.631 118 0.106
professional
development
Student 2.22 0.32 2.09 0.39 1.950 118 0.054*
Progression
Table shows the opinion of teachers about Social Problems of students in public
and private schools. It reveals that there is statically significant difference in
public and private schools in physical facilities t =-5.988, p=0.000*. The mean
score of Public schools (M- 1.87, SD=0.54) is less than the mean scores of private
schools (M=1.92, SD=0.37). There is no significant difference regarding students
36
2.5
1.5
1 Series 1
Series 2
0.5
Series 3
37
Figure 4.2: Teachers perceptions about Social Problems of students in Public and Private
Secondary Schools (N=120)
SD SD value
Physical 2.17 0.53 2.44 0.32 -4.90 238 0.000*
facilities
Standard of 2.23 0.34 2.07 0.33 3.69 238 0.000*
Education
Staff strengths 2.12 0.44 2.13 0.37 -0.10 238 0.923
Work strengths 2.06 0.38 2.04 0.34 0.41 238 0.684
Teacher 2.05 0.33 2.08 0.31 -0.75 238 0.451
professional
development
Student 1.99 0.42 2.10 0.46 2.06 238 0.040*
Progression
38
Table shows the opinion of teachers about Social Problems of students in public and
private schools. It reveals that there is statically significant difference in public
and private schools in physical facilities t =-4.90, p=0.000*. The mean score of
Public schools (M- 2.44, SD=0.32) is less than the mean scores of private schools
(M=2.23, SD=0.34). There is no significant difference regarding students
39
2.5
1.5
1 Series 1
Series 2
0.5
Series 3
Figure 4.3: Teachers perceptions about Social Problems of students ation in Public and
Private Secondary Schools (N=120)
Table 4.4: Teacher’s perception about difference in indicators of Social Problems of

Quality Public Private mean t-value Gf p-
Indicator mean SD SD value
40
Physical 2.06 0.54 2.13 0.46 -0.695 118 0.488
facilities
Standard of 2.12 0.34\3 2.16 0.33 -0.623 118 0.534
Education
Staff strengths 2.09 0.49 2.17 0.48 -0.829 118 0.409
Work strengths 2.00 0.35 2.05 0.35 -0.745 118 0.458
Teacher 2.00 0.30 2.05 0.34 -0.984 118 0.327
professional
development
Student 2.06 0.46 2.09 0.45 -0.360 118 0.719
Progression
Table shows that, there is no significant difference in public and private schools
regarding their self-strength, work process, teacher professional development and
student progression.
41
2.25
2.2
2.15
2.1
Series 1
2.05 Series 2
Series 3
2
1.95
1.9
physical standard of staff strength work process teacher student
facilities education professional progression
Figure 4.4; T-test for Teachers perceptions about Social Problems of students in Public
and Private Secondary Schools (N=120)
Figure shows that according to the opinion of teachers, the male schools are better in all
indicator of Social Problems of students than the female schools.
Table 4.5: Student’s perception about difference in indicators of Social Problems of
SD SD value
Physical 2.05 0.38 2.21 0.46 -2.13 118 0.035*
facilities
Standard of 2.03 0.38 2.00 0.36 0.43 118 0.667*
42
Education
Staff strengths 2.17 0.39 2.20 0.32 -0.46 118 0.646
Work strengths 2.14 0.35 2.11 0.33 0.42 118 0.675
Teacher 2.20 0.40 2.17 0.33 0.37 118 0.710
professional
development
Student 2.15 0.36 2.16 0.36 -0.10 118 0.920
Progression
Table 5 shows the opinion of teachers about Social Problems of students in male
and female schools. It reveals that there is statically significant difference in male
and female schools in physical facilities t =-2.13, p=0.035*. The mean score of
43
2.25
2.2
2.15
2.1
2.05 Series 1
Series 2
2
Series 3
1.95
1.9
1.85
Figure 4.5; T-test for parents perceptions about Social Problems of students on in male
and female Secondary Schools (N=120)
Figure shows that according to the opinion of parents of the students, main difference in
male and female schools is physical facilities which are better in female schools.
students in male and female secondary schools (N=120)
Quality Indicator Public mean Private mean t-value Df p-
SD SD value
44
Physical 2.17 0.53 2.44 0.32 -4.90 238 0.000*
facilities
Standard of 2.23 0.34 2.07 0.33 3.69 238 0.000*
Education
Staff strengths 2.12 0.44 2.13 0.37 -0.10 238 0.924
Work strengths 2.06 0.38 2.04 0.34 0.41 238 0.684
Teacher 2.05 0.33 2.08 0.31 -0.75 238 0.451
professional
development
Student 2.10 0.46 1.99 0.39 2.06 238 0.040
Progression
Table 6 shows the opinion of students about Social Problems of students in male
and female schools. It reveals that there is statically significant difference in male
and female schools in physical facilities t =-4.90, p=0.000. The mean score of
45
2.5
1.5 Series 1
Series 2
1 Series 3
0.5
0
Figure 4.6; T-test for students perceptions about Social Problems of students in male and
female Secondary Schools (N=120)
Figure shows that according to the opinion of students, main difference in male and
female schools is physical facilities which are better in female schools.
Table 4.7: Teacher’s perception about difference in indicators of Social Problems of
students in rural and urban secondary schools (N=120)
46
SD SD value
Physical 2.04 0.45 2.15 0.59 1.16 118 0.247
facilities
Standard of 2.15 0.35 2.13 0.31 0.35 118 0.730
Education
Staff strengths 2.05 0.48 2.21 0.48 1.75 118 0.083*
Work strengths 2.04 0.41 2.00 0.28 0.60 118 0.553
Teacher 2.02 0.33 2.03 0.32 -0.28 118 0.780
professional
development
Student 2.01 0.42 2.13 0.49 1.50 118 0.138
Progression
Table 7 shows the opinion of teachers about Social Problems of students in rural
and urban schools. It reveals that there is statically significant difference in rural
and urban schools in physical facilities t =1.75, p=0.083*. The mean score of
(M=2.21, SD=0.48). There is no significant difference regarding student
progression. There is no significant difference in public and private schools
47
2.25
2.2
2.15
2.1
2.05 Series 1
Series 2
2
Series 3
1.95
1.9
1.85
physical standard of staff strength work process tacher student
facilities educatiion professional progression
Figure 4.7; T-Test for teacher’s perception about Social Problems of students in
rural and urban secondary schools (N=120)
Figure shows that according to the perception of teacher’s main difference in rural
and urban schools are staff strength, physical facilities and student progression which are
good in urban schools.
48
SD SD value
Physical 2.08 0.41 2.18 0.44 -1.25 118 0.212
facilities
Standard of 1.98 0.38 2.04 0.36 0.93 118 0.355
Education
Staff strengths 2.15 0.37 2.22 0.34 1.18 118 0.239
Work strengths 2.08 0.37 2.16 0.30 1.27 118 0.206
Teacher 2.13 0.39 2.23 0.33 0.50 118 0.135
professional
development
Student 2.07 0.34 2.23 0.36 2.49 118 0.014*
Progression
Table 8 shows the opinion of parents about Social Problems of students in rural
and urban schools. It reveals that there is statically significant difference in rural
and urban schools in physical facilities t =2.49, p=0.014. The mean score of Public
schools (M- 2.07, SD=0.36) is less than the mean scores of private schools
(M=2.23, SD=0.34). There is no significant difference regarding parent
progression. There is no significant difference in public and private schools
49
2.25
2.2
2.15
2.1
2.05 Series 1
Series 2
2
Series 3
1.95
1.9
1.85
Figure 4.8: T-Test for parent’s perception about Social Problems of students in
rural and urban secondary schools (N=120)
Figure Show that according to the opinion of parents of the students, all the
indicators of Social Problems of students are better in urban area schools.
50
SD SD value
Physical 2.29 0.43 2.31 0.48 -o.330 238 0.741
facilities
Standard of 2.16 0.33 2.15 0.35 0.189 238 0.850
Education
Staff strengths 2.14 0.39 2.11 0.41 0.671 238 0.503
Work strengths 2.04 0.38 2.05 0.34 -0.204 238 0.839
Teacher 2.06 0.34 2.06 0.30 0.050 238 0.960
professional
development
Student 2.05 0.42 2.04 0.44 0.180 238 0.857
Progression
Table 9 shows the opinion of students about Social Problems of students in rural
and urban schools. There is no significant difference regarding parent progression.
There is no significant difference in public and private schools regarding their self-
strength, work process, teacher professional development and student progression.
51
2.35
2.3
2.25
2.2
2.15
Series 1
2.1 Series 2
2.05 Series 3
1.95
1.9
facilities education professional progressiona
Table 9 shows the opinion of students about Social Problems of students in rural
and urban schools. There is no significant difference regarding parent progression.
There is no significant difference in public and private schools regarding their self-
strength, work process, teacher professional development and student progression.
Table 4.10: Summary Statistics of Social Problems of students Indicators
Quality Indicator N Minimum Maximum Mean St-Deviation
52
Physical facilities 480 1.00 3.00 2.21 477
Standard of Education 480 1.25 3.00 2.12 350
Staff strengths 480 1.00 3.00 2.15 415
Work strengths 480 1.14 2.86 2.07 355
Teacher professional 480 1.00 3.00 2.08 339
development
Student Progression 480 1.00 3.00 2.08 421
Overall Quality 480 1.18 2.86 2.11 264
Table shows that all the indicators of Social Problems of students have been value
2.11 which
Show that overall Social Problems of students level is better. While table also
reveals that physical facilities, standard education, staff strength are slightly better
than process, teaching training and student progression.
2.25
2.2
2.15
2.1
2.05
Series 3
2 Series 2
1.95 Series 1
53
Figure 4.10: Summary statistics f Social Problems of students indicators.
Figure shows the overall position of quality indicators. The main difference in indicators
of Social Problems of students in physical facilities, staff strength at the 2nd , standard of
education at 3rd , teacher training at 4th , student progression at 5th or no much difference
in work process of all schools.
54
CHAPTER V
Summary, Findings, Conclusions and Recommendation
Summary:
The study was designed to investigate social problems of students. The study found
different social behaviors towards education in public and private, rural and urban, male
and female schools. Teachers teaching at secondary level students studying at secondary
level in selected schools and parents of the students were selected as samples to collect
their perceptions about quality education in the school. Questionnaire was used to collect
data from the respondents. Three questionnaires, one for teachers, one for students and
one for the parents were administered separately on each category of the respondent.
The mean of each indicator of social problems of students was calculated to find out level
of existence of that indicator. The independent sample test was applied to compare the
perceptions of the respondents of the rural& urban, male & female, public & private.
SPSS version 16 used to tabulate and analyze the data. The social problems of students
exclusively depend upon quality of education, physical facilities of the schools, academic
and professional competence of teachers, family issues, social media, video games, print
media and other required facilities. Unfortunately, since the establishment of Pakistan the
quantitative expansion has been contained but there was minimal focus on the social
problems of students. In any system social problems of students of education always got
priority. The developed countries gave importance to solve social problems of students
and for this purpose they have spent billions of rupees. This priority has resulted in to
developed and improved countries. If we have a bird eye on view of their achievements
we come to the conclusion that it was all due to priority given to solve social problems of
students to improve quality of education.
In Pakistan two systems are running Private education system and Public Organization,
physical facilities in public and private schools. Private schools had maintained their
standard focusing quality but expensive as compared to Public institutions. As we know
that poverty figured high in Pakistan, the private system is not approachable by a
common man. So the private and public schools of Pakistan were the result of attention.
A study to assess Benificial education in public and private schools was carried out.
The population of the study was consisted of twelve Private schools and twelve public
schools. The sample includes all available teachers, parents and students at secondary
leveling the school of the Pakistan. For study three questionnaires were developed. The
questions included social activities of students, class room interaction, reviews, activities
55
conducted by the teacher’s assessment of the teacher. Methods of teaching, standard of
living and student teacher relation, social issues, family issues, social media, print media
curriculum, the researcher personally visited the institutions and got the questionnaire
filled in the form of sample population. The data as analyzed with the help of SPSS. ONE
sample T test was used for analysis of data.
Finding:
 According to the opinion of teachers about social problems of students in public

and private schools. It reveals that there is statistically significant difference in
public and private schools in physical facilities t = -5.11, p= 0.000*. The mean
score of public schools (M=1.87, SD=0.54) is less than the mean score of private
schools (M=2.32, SD=0.35). There is no signification difference regarding
students progression t = 1.09 p =0.280. There is no signification difference
regarding social problems of students t =1.90, p =0.060*. There is no signification
difference in public and private schools regarding their class strength, work
process, students moral development and student progression.
 According to the opinion of parents about social problems of students in public
and private schools. There is significant difference in public and private schools in
physical facilities t = -5.988, p =0.000. The mean score of private schools (M =
1.92, SD = 0.37) is less than the mean score of private schools (M = 2.34, SD =
0.39). There is significant difference in public and private schools regarding their
standard of education t = 2.33, p = 0.021. The mean score of public schools (M=
1.93, SD= 0.35) is less than the private schools (M=2.09, SD=0.38). There is
significant difference in public and private schools in student progression t= -
1.950, p= 0.054. The mean score of private schools (M= 2.09, SD= 0.39). There is
no difference regarding class strength, work process and student moral
development.
 According to the perception of students there is significant difference in public and
private schools in physical facilities t= -4.90, p=0.000. The mean score of public
schools (M=2.17, SD=0.53) is less than the mean score of private schools
(M=2.44, SD= 0.32). There is significant difference in public and private schools
regarding their social problems of students t= 3.69, p=0.000. The mean score of
public schools (M=2.07, SD= 0.33) is less than the mean scores of private schools
(M= -2.23, SD=0.34). There is significant difference in public and private
secondary schools in student progression t =2.06, p= 0.040. the mean score of
public school (M=1.99, SD=0.39) which Is less than the private (M= 2.10, SD=
0.40). There is no difference in quality education in public and private schools
regarding class strength and student moral development.
56
 According to the perception of teacher there is no significant difference regarding
physical facilities, standard education, class strength, work process, teacher
professional development and student progression.
 In the light of the perception of parents about solution of social problems of
students both in male and female secondary schools. There is significant
difference in male and female schools in physical facilities T = -2.13, P= 0.035*.
The mean score of male schools (M= 2.05, SD= 0.38) which is less than female
schools (M=2.21, SD= 0.46). There is no significant difference in male and female
schools in social problems of students, class strength, work process, student moral
 According to perception of student’s about quality education both in male and
female secondary schools. There is significant difference in male and female
schools in physical facilities T = -4.90, P= 0.000*. The mean score of public
schools (M= 2.17, SD= 0.53) which is less than the private schools (M=2.44, SD=
0.32). There is significant difference in public and private schools in student
progression (t= 3.69, p= 0.000). The mean score of public schools C is less than
the private schools (M=2.23, SD= 0.34). There is significant difference in public
and private secondary schools in students progression t=2.06, p=0.040. the mean
score of public school is less than the private schools (M=1.99, SD= 0.39)is less
than the private (M=2.10, SD=0.40)while there is no significant difference in
social problems of students in public and private schools regarding class strength,
work process and student moral development.
 The perception of teachers about solution of social problems of students both in
rural and urban secondary schools. There is statistically significant difference in
rural and urban schools in staff strength T = 1.75, P= 0.083*. The mean score of
rural schools (M= 2.05, SD= 0.48) which is less than urban schools (M=2.21, SD=
0.48). There is no significant difference in male and female schools in standard of
education, class strength, work process, student moral development and student
progression.
 The perception of parents about solution of social problems of students reveals
that there is significant difference in rural and urban schools regarding there is
significant difference in rural and urban schools regarding student progression t=
2.49, p=0.014. The mean score of rural schools (M=2.07, SD= 0.36) is less than
the mean scores of private schools (M=2.23, SD=0.34). There is no difference in
quality education in rural and urban schools regarding physical facilities class
strength and student moral development.
 According to the perception of student there is no significant difference in rural
and urban school regarding physical facilities to solve social problems of students,
class strength, work process, student moral development and student progression.
Conclusions
57
The study concluded that physical facilities are better in private schools as
compare to public school, slightly better in urban schools than the rural schools,
while they are at the same level both in male and female schools. social problems
of students are more in public schools as compare to private schools. Good in rural
than the urban and slightly better in male than the female secondly schools. Class
strength has no significant difference in public private, male female and rural
urban schools. Students’s moral development is better in public schools than the
private schools.
All the indicators of social problems of students have mean value 2.11 which
shows that overall social problems of students level is better. It is also concluded
that physical facilities, standard education, class strength are slightly better than
work process, teacher training and student progression.
Physical facilities 480 1.00 3.00 2.21 .48
standard Education 480 1.25 3.00 2.12 .36
Class Strength 480 1.00 3.00 2.15 .42
Work Process 480 1.14 2.86 2.07 .36
Teacher Training 480 1.00 3.00 2.09 .34
Student Progression 480 1.00 3.00 2.09 .43
Overall Quality 480 1.18 2.86 2.11 .27
Discussions
After analyzing the data it was concluded that there is slight difference in physical
facilities, standard education, staff strength, work process, teacher training and student
progression in public and private schools. Private schools had maintained their
standard focusing quality but expensive as compared to public institutions. The
government has less control over the management, finance, curricula, textbooks and
appointment of staff in these schools.
58
The staff in private schools is usually untrained and under qualified. The responses of
teachers, parents of the student and students about causes of social problems of
students of public sector secondary schools also reflect that public sector secondary
schools teacher have good professional skills, but they do not prepare well for lesson
planning, classroom management and students social and academic development. The
study concluded that physical facilities are better in private schools as compare to
public schools, slightly better in urban schools than the rural schools, while they are at
the same level both in male and female schools. Fuller (1999) explained the
importance of physical facilities, he said that quality of physical facilities have an
indirect effect on learning. Standard education is better in private schools as compare
to public schools. Good in rural than the urban and slightly better in male than the
female rural urban schools. Class strength has no significant difference in public
private, male female and rural urban schools. There is slight difference in work
process of public private, male female and rural urban schools. Student's moral
development is better in public schools than the private schools. Craig, Kraft &Plisses
(1998)
Explore the importance of professional development, can help reduce the social
problems of students that may have been part of teachers’ pre service education and
keep teachers up to date of new knowledge and practices in the field to explore the
minds of pupils. This ongoing moral and character building training for students have
a direct impact on student achievement and reduction of social problems of students.
Students support and progression better in public schools. Carr &Chua (1996) stated
that instruction should help students built on prior knowledge to develop attitude,
belief and cognitive skills; as well as expand their knowledge base.
59
Suggestions
The suggestion is made in the light of finding of the study.
Moral and character building facilities are more needed in public schools.
Government must take necessary measures to provide physical facilities in the
schools. Facilities in urban schools may be provided. The heads teachers of schools
should take such necessary action which may help to reduce social problems of
students to improve academic standard of their school. The heads teachers of schools
should take necessary steps to make students more efficient and effective. Teacher in
the schools used teacher centered approach for teaching. It is recommended that
teachers must adopt student centered approach. Activity based may be encouraged in
the schools. It is further recommended the same type of studies may be conducted on
more indicators of quality education to have an intensive investigation of reduction of
social problems of students in schools. The study on social problems of students may
be contacted in primary schools as well as elementary schools.
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Appendix 1
Questionnaire on the perception of teachers about Social problems of students
ASSALAM-O-ALAIKUM!
Dear Teachers: I am student of B.ED education. I am doing thesis on topic “Social
Problems of Students”.
Therefore, I am requesting you; please provide me the required information carefully and
honestly. This information shall be used only for education purpose.
Thank you for co-operation.
1. Name------------------------------------------------------------------------------------------
2. Gender male/female------------------------------------------------------------------------
3. Locale Rural/Urban------------------------------------------------------------------------
4. Name of Institution-------------------------------------------------------------------------
Sr. no. Statements Always Often None
1 Are parents in favor to give education to
their children?
2 Does educated parents has impact on the
studies of their children?
64
3 Does uneducated parents has impact on the
4 Do rich parent's children get better
education?
5 Do poor parents pay their children school
fee easily?
6 Do good relations between parents has
positive effect
On children's education?
7 Do bad relations between parents effects
children's education?
8 Do the performance of those students
whom parents are alive are better?
9 Do the good friends have good impact on
student's education?
10 Do teachers need to know about the friends
of their students for betterment of students?
11 Does school atmosphere effect student's
education?
65
12 Does curriculum which is being taught
fullfiling the needs of students?
according to our society?
14 Does good behavior effect student's
education?
15 Does problem solving teacher's student
show good results in educational field?
16 Do you meet student's parents being a
teacher?
17 Do teacher parents interaction help to solve
social problems of students?
18 Do you in favor of punishment ?
19 Do the punishment in school effect students
education?
20 Do you give punishment to students in front
of all ?
21 Do you guide students separately?
66
22 Do you become angry soon ?
23 Do you the best teacher of your students?
24 Do students take attention in your subject ?
25 Do you aware of students stress?
26 Do you adopt modern method of teaching?
27 Do you appreciate slow learners?
28 Do T.V/Internet has positive effect on the
education of students ?
67
Appendix 2
ASSALAM-O-ALAIKUM!
Problems of Students”.
1. Name------------------------------------------------------------------------------------------
68
1 Are parents in favor to give education to
their children?
studies of their chlidren?
4 Does rich parent's children get better
education?
fee easily?
positive effect
On children's education?
children's education?
69
educaton?
14 Does good behaviour effect stuent's
education?
teacher?
18 Do you in favour of punishment ?
education?
70
of all ?
21 Do you guide students seprately?
71
Appendix 3
ASSALAM-O-ALAIKUM!
Problerms of Students”.
1. Name------------------------------------------------------------------------------------------
1 Are parents in favoure to give education to
their children?
72
4 Does rich parent's children get better
education?
fee easily?
positive effect
On chlidren's education?
chlidren's education?
educaton?
73
14 Does good behaviour effect stuent's
education?
teacher?
18 Do you in favour of punishment ?
education?
of all ?
21 Do you guide students seprately?
74
75
76

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APPENDIX B

Social Problems of Students

Roll No. BJ659794

Submitted in partial fulfillment of the requirements for

The research project attached hereto, titled: "Social Problems of Students"

Supervisor: Rana Ahsan Ul Haq (Signature)

Dated: MAY 2018

I ARSLAN MEHMOOD Son of Hafiz Khalid Mehmood

Research Project Submission Approval Form

Research Project entitled "Social Problems of Students"

Rana Ahsan Ul Haq

Date: May 2018 _____________________________

With an interpretive approach I examine challenges to quality in education in Punjab,

2.1 Social Problems of Students

2.2 Importance of Social Problems of Students

2.3 Indicators of Social Problems of Students

2.4 Social Problems of Students and Major Related

2.6 Solution of Social Problems of Students

3.0 RESEARCH METHODOLOGY

3.1 Research Design

4.0 ANALYSIS AND INTERPRETAION OF DATA

4.1 Data Coding and entry

5.0 SUMMARY, FINDINGS, CONCLUSION AND

Substance abuse and addictions have become an epidemic. Many children—even at

1.2. Relation of individual and Society

1.5. Definition of Education

1.6. Relation of society and education

Membership of society as a whole is based neither of these principles. Individuals must

1.7. Importance of social problems in children's life

Second, stakeholder rather than shareholder, so what happens to businesses who

1.12 Role of Teacher

1.13 Role of Student

1.14 Student Teacher Relationship

But in narrower view and perspective, guidance is interpreted as a specialized service to

1.19 Custom and Values

Parallel patterns of community development occurred with Japanese immigrants who

2.1. Social Problems of Students

2.2 Importance of Social Problems of Students

2.3 Indicators of Social Problems of Students

 providing information for decision-making

2.4 Social Problems of Students and Major Related Factors

2.5 Solution of Social Problems of Students

2.6. Teachers can solve Social Problems of Students

What is Social Problem Solving?

Social problem solving is the cognitive-behavioral process that an individual goes

How to Foster Social Problem Solving in Your Classroom

Check – See If You’re Angry

Hold on – Calm Down & Think

Analyze – Figure Out the Cause

Reflect – On Possible Solutions

Go for it – Pick a Solution

Evaluate – See What Happened

3.1 Research Methodology

3.1.1. Research Design

3.1.2. Population of the study

3.1.3. Sample of the study

Public Rural Area

3.2. Research instruments

3.2.2 Questionnaire for Students (QS)

3.2.3. Questionnaire for Parents (QP)

3.2.4. Pilot Testing

Table NO. 3.2:

Cornbrash alpha No of items