R.

Rajashekar Desh Vikas ISSN 2394 -1782

RNI: APENG/2014/57359
Impact Factor: 2.2376
Volume: 7 Issue:2 July - September 2020

Teachers Opinion towards Dropout Children with

Respect to Category and Types of School
R. Rajashekar
Lecturer, SBMS College of Education, Kalwakurty, Nagarkurnool (Dist),
Telangana State, India. Email: rajsekarreddy181@gmail.com

ABSTRACT
Elementary / Primary education is often considered to be the first stage of
the entire super-structure of educational set-up in India. It is the primary
stage of education when foundation of child’s physical, mental, emotional,
intellectual and social development is laid. There is no denying the fact
that the nation’s strength rests on the sound foundation of its people. But it
is Primary Education which plays the most significant role in laying that
foundation. It is Primary Education which helps in removing mass
illiteracy, thus making the most significant contribution to the efficient
functioning of democratic institutions. The present study was conducted on
400 dropout children from Mahabubnagar district of Telangana State. The
result reveals that there was a significant difference in teacher’s opinion
towards dropout child with respect to ager and types of schools.
Key words: Dropout Child, Primary Education, School.

Introduction
Education is an important social institution. It is a sub-system of the largest
social system. It ensures development of individuals and also creation of
labour free in society. It is considered that education is an aspect of
socialization the life long process of learning the attitudes, values, and
behaviour appropriate to individual as a member of a particular culture. This
socialization may occur through interaction with parents, friends, and even
strangers. It also results from exposure to books, films, TV and other forms of
communication. Education plays a considerable role in the socialization of
children in society. Education is the growth in power through continually
enriching experience of human beings as a product of the individual’s activity
in and upon the environment.

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Primary Education: Problem and Prospects

Primary Education is receiving greater attention from educational policy
makers and planners in the wake of the implementation of a new policy. The
greatest problem in Primary Education is the lack of conviction and will on the
part of key persons in the field about the worthwhile needs and feasibility of
any comprehensive action in this area. The problems of enrolment and
retention are so massive that it frightens is most administrators to near
inaction. Planning being essentially sect oral and a locative, there is a flutter at
the beginning of each Plan period for allocation of funds to this sector Most of
this money is spent for providing infrastructure. In spite of the increase in
inputs, the output is poor both in qualitative and quantitative terms.

Primary education has been put in the core sector. Yet state governments
constantly keep on transferring funds from this core sector to other core
sectors and come times even to non-core sectors. If one looks at the fund
allocation to Primary Education from the 1st Plan to the 5th, one will find that
in spite of the overall increase in allocation, the increase in allocation is not
commensurate with the increase in growth in this sector. Even the rate of
increase itself in comparison to other sectors of education shows a disquieting
trend. There is a good deal of talk about motivating children to come to
school, but there is little discussion about retaining those who are already
sufficiently motivated to come. During the current planning exercise an effort
has been made to focus attention on retention while increasing enrolment.
Multiple point entry has been suggested as one of the strategies and curricular
reform has also been suggested to the States.

Dropout Child
A dropout is a pupil who leaves school before the completion of a school stage
or leaving at some intermediate or non-terminal point of a given level of
education (school stage). A dropout is a student who withdraws before
completing a course of instruction or a student who withdraws from high
school after having reached the legal age to do so or a student who leaves
school before finishing the course of instruction. This term ‘dropout’ has been
used in two senses.

It may mean either:

 One who has discontinued education before completing the last level
of education for which he/she was enrolled or

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 One who has discontinued education before attaining a specific level.

According to the first definition, for example, if a person has
completed the upper primary level but does not enroll for higher
education, he/she is not considered a dropout. It is considered as a case
of discontinuation.

However, if the person enrolls for the secondary level but does not complete
it, then he/she is considered a dropout. According to the second definition, in
either case the person would be considered a dropout, when, secondary level is
considered as specific level. It is assumed that dropout rates are the converse
of survival rates.

School Dropouts: Reasons

The reasons for school dropout vary. Some drop out of schools voluntarily
while others are forced to do so under terrible circumstances. School dropout
is a universal fact. Whatever be the reason, the mere fact that a child is not
completing her/his school education is not virtuous. Such children, many a
times fail to be an asset for the nation given their inability to contribute in any
way. No reason can be big enough and act as a replacement for school
education. It forms the base of a person’s life making them efficient in all
disciplines. Poverty Accessibility and Availability: Poverty, accessibility and
availability are the major reasons of school dropouts in India.

Drop out and stagnation has many causes, prominent among which are the
following
 Gap between teacher competence and curricular demand: Unless new
methods, materials and content developments are brought to the
attention of the teacher, his teaching is bound to remain uninspiring.
 Lack of a proper language strategy: Since language is a subject as well
as the medium of thought and expression, only a proper language
strategy which ensures identity affirmation, smooth transition from
home language to school language and enables the child to study
subjects through that medium can motivate the child to continue. Lack
of control over language skills results in poor performance in
numeracy and Math’s. Lack of communication between the teacher
and the taught due to difference in the home language and the school
language of the child is a major factor in drop out and stagnation.

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 Irrelevance of education to the needs of the learner: Rigidity in the

formal system does not permit the child to help the parents in
productive activities and forces them to study a standardized textbook
which is not built around his areas of interest and experience. Only
need based curricula, flexibility in approach, diversified textual
material relevant to the needs of learners, increasing the competence of
teacher are answers to this problem.

Objectives of the Study

1. To find the teachers opinion towards dropout child with respect to
category.
2. To find the teachers opinion towards dropout child with respect to
types of school.

Hypothesis of the Study

Hypothesis 1: There is no significant difference between teachers opinion
towards drop out child with respect to category.
Hypothesis 2: There is no significant difference between teachers opinion
towards drop out child with respect to types of school.

Population / Universe
The universe of the present study consists of drop out Students in
Mahabubnagar District of Telangana State.

Sample of the Study

For this study the researcher had adopted the judgmental / purposive sampling
technique. A sample of 400 which consist of Drop out Students was drawn
from the universe of Mahabubnagar District (Telangana State), there are two
revenue divisions in the district, and they are Mahabubnagar revenue division
and Narayanpet revenue division. Mahabubnagar revenue division consists of
fifteen mandals (15) and Narayanpet division consists of eleven mandals (11).

Tools & Data Collection

This study was conducted by using both qualitative and quantitative methods
of data gathering by the researcher through field visit to the described mandals
and villages in Mahabubnagar district of Telangana State.

The data was collected through the help of teachers, who had given the
complete details of the dropout child. Teacher’s questionnaire was used to

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collect the information from teachers of the respective mandals. Further, based
on the data given by teachers, the researcher went to the different villages of
Mahabubnagar District and collected the required information from the
concerned parents after visiting their place with the help of Parent’s
questionnaire.

Analysis and Interpretation

Hypothesis 1: There is no significant difference between teachers opinion
towards drop out child with respect to category.

To test the above hypothesis t-test was employed on the sample.

Table 1
Distribution of scores for teacher’s opinion with respect to category
Category N Mean SD F Sig. Df
OC 05 28.41 8.38
Drop out BC 23 21.05 7.39
Children SC 95 24.96 6.42 2.317 2.97 3, 396
ST 277 26.65 7.19
Total 400 25.26 7.34

The above table gives the teachers opinion towards drop out child with respect
to category. From the above table, the mean score obtained for OC category
drop out students was 28.41, for the BC category drop out students was 21.05,
for the SC category drop out students was 24.96 and for the ST category drop
out students was 26.65. The obtained F value 2.317 with a df of 3 & 396 was
found to be statistically not significant. It is clear from the table that
distribution of scores of teachers opinion towards drop out child with respect
to category was not found to be normal, as the F value was not significant.

On the basis of this the Hypothesis - 1 stated as ‘There is no significant

difference between teachers opinion towards drop out child with respect to
category is accepted. Therefore it can be concluded that majority, of the
sample was clear in not accepting the role of teachers opinion towards drop
out child with respect to category.

Hypothesis 2: There is no significant difference between teachers opinion

towards drop out child with respect to types of school.

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To test the above hypothesis t-test was employed on the sample.

Table 2
Distribution of scores for teacher’s opinion with respect to types of school
Types of School N Mean SD t Sig. Df
Drop out Govt 52 24.12 4.91
Children M.P.P.S 348 29.02 4.85 6.871 0.05 1,398
Total 400 26.57 4.88

The above table gives the teachers opinion towards drop out child with respect
to types of school. From the above table, the mean score obtained for
Government student dropouts were 24.12 and M.P.P.S student dropouts were
29.02. The obtained t value 6.871 with a df of 1,398 was found to be
statistically significant. It is clear from the table that distribution of scores of
types of school in the teachers opinion towards drop out child sample was
found to be normal, as the t value was significant at 0.05 level of significance.
On the basis of this the Hypothesis - 2 stated as ‘There is no significant
difference between teachers opinion towards drop out child with respect to
types of school is rejected.

Therefore, it can be concluded that majority of the sample was clear towards
accepting the significance of teachers opinion towards drop out child with
respect to types of school.

Findings
1. There is no significant difference between teachers opinion towards
drop out child with respect to category
2. There is a significant difference between teachers opinion towards
drop out child with respect to types of school

Conclusion
Education is an essential tool for bright future for children. Primary education
plays a very vital role in it serves entry into the whole formal educational
basis. Proper education creates lots of ways to go ahead in the future. It makes
children strong mentally, socially and intellectually by increasing their
knowledge level, technical skills and understanding level. Education develops
the people’s minds to a great level and helps in removing all the differences in
the society. It makes us able to become a good learner and understand every
aspect of life. It provides ability to understand all the human rights, social

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rights, duties and responsibilities towards country. The one who successfully
passes through this stage would get into secondary and then higher education.
For this reason, every society lay emphasis on primary education where it
becomes the responsibility of parents, neighbourhood, community, teacher,
leadership and other to see to it that every child in put into school at right time
for the right purpose. But unfortunately this does not happen in case of several
children for which the reasons are variety. The result of the present study
reveals that there is a significant difference in teachers’ opinion towards
dropout children with respect to category and types of school.

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