Comparison of Drop-Out Between Community Model Schools and

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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 3, NO 8
COMPARISON OF DROP-OUT BETWEEN COMMUNITY MODEL SCHOOLS AND

GOVT. GIRLS PRIMARY SCHOOL IN THE PUNJAB
Dr. Zahida Habib

Principal, Govt. Junior Model School, Samanabad, Lahore-Pakistan
Corresponding Author
Dr. Zahida Habib
Principal, Govt. Junior Model School, Samanabad, Lahore-Pakistan
Abstract
Comparative research may help to assess the pace of project development, and explore the
impediments for adopting timely remedial measures. Community Model Schools were
established in 1994 under Girls Primary Education Project (GPEP). CMS were funded by
Asian Development Bank (ADB). This s research aimed to explore the role of ADB in
reducing the drop out rate and increasing the enrolment rate in Community Model Schools
and Govt. Girls Primary Schools in Punjab. The target population of the study comprised of
all Community Model Schools and Govt. Girls Primary Schools in the Punjab, Pakistan
.However, the accessible population was three fifty schools (175 Community Model Schools
and 175 Govt. Girls Primary Schools) from thirty five districts of the Punjab. To see
difference in drop out rate and enrolment rate a sample from each district five Community
Model and five Govt. Girls Schools were randomly selected.Documentary facts were used for
defining the dropout rate of Community Model Schools and Govt. Girls Primary School in
Punjab. A questionnaire of headmistress was designed to investigate and collect data about
dropout rate from school record. Data was analyzed by using descriptive as well as inferential
statistical techniques of mean, standard deviation and t-test to compare both types of schools
at 0.05 level of significance. Results indicated that Community Model Schools showed less
dropout rate than Govt. Girls Primary Schools during the period 2001-2005.
Key words: GPEP, CMS and GGPS, Performance, Dropout rate.
COPY RIGHT © 2011 Institute of Interdisciplinary Business Research

585
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Introduction
After the 18th amendment in the constitution of Pakistan education is now a provincial matter
and according to national educational policy 2009 we aimed to achieve 100 percent literacy
rate. The major hindrance to achieve this target with specific reference to Punjab province is
the dropout at primary level. The present attempt is to address the issues related to dropout
and calculation of dropout rate at this level.
The situation about Primary Education in Pakistan is not better regarding girls primary
education especially in rural areas. The problem within the primary education sector is both
qualitative and quantitative. The role of the best school is very important in the globalization
of primary education in this era. There are still not appropriate facilities to accommodate all
students of school going age.
Drop out is defined as a student who left an educational institution for any reason
except death, before completion of a programme of studies and without transferring to
another school. The term was used to designate an elementary or secondary school student
who has been in membership during the regular academic year (Ahmed, 2006).
A factor which contributes towards a high rural dropout rate in Pakistan can be
attributed to the agrarian based economy of Pakistan. Agriculture provides the main source for
Pakistan’s export earnings. In 1990, agriculture provided the highest ever earnings towards the
gross national product. Pakistan’s agriculture sector is densely populated, with women and
girls occupying 79 percent of the labor force. During times of harvest, girls help their parents
earn money for the year, thus meeting a dire need for the family’s survival. As a result, during
harvest seasons, grades 1–5 are empty in girls’ primary/elementary public schools, with the
possibility that many girls will never return. The use of girls as agricultural labor is but one
indication of the state of girls’ education in Pakistan. (Bari and Pal, 2000, Noshab, 2006, Latif,
2009).
Farah (2007) while analyzing the Pakistan Integrated Household Survey indicates that
the past decade has shown the highest dropout rates with minor fluctuations, particularly for
students transitioning from elementary to middle school.
Girls’ dropout rates are comparatively higher than those of boys in both rural and urban areas.
However, it does not take socio-cultural issues, particularly those associated with women, into
account. In addition, it overlooks the fact that most children in elementary schools drop out of
586
school due to family pressure to work at home or find employment as cheap labor in farmlands
during harvesting and ploughing seasons. Other contributing factors are the family’s poverty, a
lack of educational quality in the schools, and the children’s lack of interest in school.
Education is the social process by which an individual learns the things necessary to
fit him to the life of his society. It was pointed out by Bhaskaracharyulu (2006) that the drop
out from the schools was a main hurdle in UPE. Malik (1999) said that primary education
encounters great deficiency due to the drop out rate. The ratio of drop out between grades 1
and 5 is 50-60%. Measures were taken in the form of compulsory Primary Education Act for
compulsory attendance, improved physical facilities, stipends/scholarships and attractive
school atmosphere. Girls education was affected the most. A measure to counter the same for
larger enrollment of girls could be in the form of establishing separate girls schools and
recruiting female teachers for far flung areas.
The drop out rate was the highest at the primary level in Pakistan. There were certain
reasons which increased the drop out rate. Yes Pakistan (2004c) gave two more reasons for
drop out as out-of-school and in-school factors. The out-of-school reason for leaving primary
schools was financial. Pakistani studies have shown that poverty was the chief reason for
forcing children out-of-school. One study of 1977 indicated that 79 % of dropouts belong to
low-income families. In these families, children also play the role of a main source of
income. Children must work to support their families or their families can no longer afford to
send them to schools. The main contributing factor towards drop out in schools was low
learning-achievement. Some children failed again and again and so stayed in the same grade
year after year. Such repetition reduced the benefits of schooling with an increase in the cost
of education. Corporal punishment in school was another reason for drop out. In 1989, 52 %
of Pakistani teachers were found to resort to physical punishment in their classes. The
students who dropped out of schools were more likely to be unemployed and find less
opportunity to utilize their skills.
According to the survey reports of 123 Community Model Schools in Faisalabad,
Bhakkar and Khanewal districts, Quality Improvement Centre GPEP-II (1997-2002) also
provided these statistics regarding the participation (admission rate) in the Nursery, classes.
The admission (participation) of girls increased from 162.3 girls to 200.3 girls per school.
This increase was in prep class. It was 26.6 girls per school in 1997 which increased to 52.9
girls in 2002. It was almost double; however, this increase was minor in higher classes (0.3
girls only). In Govt. Girls Schools, the number of girl students during three years out of the
587
last five years increased on the average by 20.4% in each school. This increase was also in
class I. The participation rate was better in class one; however, it could not touch the digit of
100%.
Lakshmi (2004) stated that 20% boys dropped-out because they had to help at work;
for 17% the school was too expensive 8% had to help at home while 8% thought that the
education was not useful. Sing (1994) discussed the problems what is really needed is an
improvement in the quality of education being imparted in the school and the curricula. To
mitigate high dropout rates the use of trained teacher’s methods to engage children in
learning and helping them to get high academic achievements can play a significant role.
Reigeluth and Beatty (2003) pointed out that children were left behind in schools because:
1. They might have unfulfilled needs that boldly block or interfere with their process of
learning.
2. They might have lack of motivation to make the efforts necessary for learning.
3. They might have lack of fundamental knowledge required for promoting their
learning.
4. They might have lack of quality instruction to support their learning
A high drop out rate is a direct indicator of a poorly run school. This may be because
the school is not attractive enough for the student, or his socio economic condition does not
allow him to attend school at a regular basis. The Community Model School was put into
operation to cater this particular affliction of the local school system. For without countering
the high drop out rate, efficient and effective educational dispensation could never be made
possible.
In our country Educational reforms have launched not only using indigenous resource
but also seeking loans from foreign agencies. The main purpose of these reforms was to
improve the teaching bearing environment especially at primary level. In our country at
elementary/primary level in girl’s schools there are two main problems i.e. (I) high dropout
rate and (ii) unable to admit 100% corresponding age group of girls. These problems are less
in urban areas as compared to rural areas.

588
PURPOSE OF THE STUDY

The purpose of this study was to gather and utilize documentary data and perceptual data
from the school record in order to identify difference of dropout rate between the Community
Model Schools and Govt. Girls’ Primary School in Punjab. This study was provided suitable
information about the dropout rate in Community Model Schools and Govt. Girls Primary
Schools in Punjab along with the various causes of drop out rate and techniques to improve
the situation in this regard.
RESEARCH QUESTIONS
1. What is the difference between No. of Students enrolled in Class One five years
before in (2001) in CMS and GGPS?
2. What is the difference between No. of Students present in Class five in (2005) in
CMS and GGPS?
3. To what extent is there a difference in the dropout rate of students in CMS and
GGPS?
METHODOLOGY
The study was a mixed qualitative and quantitative descriptive design. The data were
collected through document analysis and administrating a questionnaire for the headmistress
to collect the related data of CMS and GGPS. A sample of 350 schools was taken as ten from
each district of Punjab. Both types of schools were taken in equal numbers, from each
district. Documentary facts were used for defining the dropout rate of Community Model
Schools and Govt. Girls Primary School in Punjab. A questionnaire of headmistress was
designed to investigate and collect data about dropout rate from school record. Data was
analyzed by using descriptive as well as inferential statistical techniques and t-test to compare
both types of schools at 0.05 level of significance. The simple random technique was used to
select the schools. The documentary analysis was made to answer the first research questions.
The answer of the second and third research question was obtained from the responses of the
headmistress questionnaires.

589
DATA COLLECTION PROCEDURES

Data was collected by administering the questionnaire of headmistress. Questionnaires were
administered by the researchers personally. The response rate for the questionnaire was 100%
(n = 350)
DATA ANALYSIS PROCEDURE
All of the administered surveys that had been received from respondents were examined. The
data was divided into two parts. The first part was covering the answer of first two research
questions. The second part showed the answer of the third research questions and all the
hypotheses of the study. The answer of the first question was discussed by the document
analysis and through the observations of these schools.
FINDINGS AND DISCUSSION

The findings of the study were discussed according to the research questions.
RESEARCH QUESTION 1
What is the difference between No. of Students enrolled in Class One five years before in
(2001) in CMS and GGPS?
The answer of the first research question was discussed through the actual observations of the
both type of primary schools and documentary analysis. The difference between No. of
Students enrolled in Class One five years before in (2001) in CMS and GGPS is as follows:
COMPARISON OF DROPOUT RATE
To compare the dropout rates of the students, the data was taken from the school
record. The data consisted of number of student’s in class 1 in 2001 and number of students
in class 5 in 2005. In order to find out the dropout rate, difference in number of students
during these years was calculated. The data has been presented in the following tables.

590
Table 1: Comparison of Number of Students (Class 1) in 2001 between Community Model Schools and
Govt. Girls Primary Schools in Punjab
Number of Community Model Schools Govt. Girls Primary Schools

Students n % N %
1-25 63 36.0 80 45.7
26-50 41 23.4 53 30.3
51-75 31 17.7 19 10.9
76-100 24 13.7 17 9.7
>100 16 9.1 6 3.4
Total 175 100 175 100
Average 46 36.44
Table 1 above compares the number of students in class one in 2001. It indicates that
45.7% Govt. Girls Primary Schools have 1-25 number of students compared with 36.01%
Community Model Schools. 30.3% Govt. Girls Primary Schools have 25-50 number of
students compared to with 23.4% Community Model Schools, while 17.7 % Community
Model Schools have 51-75 number of students in class one as compared to 10.9% of Govt.
Girls Primary Schools. Moreover 13.7% and 9.1% Community Model Schools have 76-100
and 100 and above students in class one as compared to 9.7% and 3.4 % of Govt. Girls
Primary Schools.

591
RESEARCH QUESTION 2
What is the difference between No. of Students present in Class five in (2005) in CMS and
GGPS?
Table 2 Comparison of Number of Students (Class 5) in 2005 between Community

Model Schools and Govt. Girls Primary Schools in Punjab
Number of Community Model Schools Govt. Girls Primary Schools

Students n % n %
1-25 77 44.0 150 85.7
26-50 31 17.7 19 10.9
51-75 4 2.7 3 1.7
76-100 3 1.7 2 1.1
>100 29 16.6 1 0.6
Total 175 100 175 100
Average 32.8 17.95
Table 2 above compares the number of students in class 5 in 2005. It indicates that
85.7 % Govt. Girls Primary Schools have1-25 number of students as compared to 44%
Community Model Schools. 17.7% of Community Model Schools have 25-50 number of
students as compared to 10.9% Govt. Girls Primary Schools, while 1.7% Govt. Girls Primary
Schools have 51-75 number of students in class 5th as compared to 2.7% of Community
Model Schools. 1.7% Govt. Girls Primary Schools have 76-100 students in class 5th as
compared to 1.7% of Community Model Schools.
Whereas 16.6% Community Model Schools have above 100 students in class 5th as
compared to 0.6% Govt. Girls Primary Schools in 2005. It can be viewed from the table
below that the number of students are more in Govt. Girls Primary Schools for the class
intervals (1-25), (26-50) and for class intervals (51- 75), (76-100) and above 100 students in
Community Model Schools in class 5 are more.

592
Research Question 3
To what extent is there a difference in the dropout rate of students in CMS and GGPS?
Table 3 Comparison of Dropout Rate between Community Model Schools and

Govt. Girls Primary Schools in Punjab
Community Model Schools Govt. Girls Primary Schools

Drop Out .n % Drop Out N %
Range Range
00-05 92 53 00-05 10 6
06-10 27 15 6-10 17 10
11-15 27 15 11-15 20 11
16-20 12 7 16-20 30 17
21-25 2 1 21-25 40 23
> 25 15 9 > 25 58 33

593
Table 3 above compares the drop out rate of Community Model Schools and Govt. Girls
Primary Schools. It indicates that in 53% of Community Model Schools the drop out rate is
between 0-5 as compared to 6% of Govt. Girls Primary Schools with drop out rate 0-5. The
drop out rate of 15% Community Model Schools is from 6-10 and 11-15 in comparison to
10% and 11% of Govt. Girls Primary Schools. In 7% of Community Model Schools as
compared to 17% of Govt. Girls Primary Schools the drop out rate is from 16-20. Only one
percent of Community Model Schools have drop out rate from 21-25 as compared to 23%
Govt. Girls Primary Schools. Nine percent of Community Model Schools have drop out rate
above 25 in comparison with 33% of Govt. Girls Primary Schools.
The above said comparison of dropout of CMS and GGPS shows that CMS have the less
dropout rate as compared to GGPS. This difference is due to the number of more teachers and
the post of SST headmistress in the CMS.
Results indicated that Community Model Schools showed less dropout rate than Govt. Girls
Primary Schools during the period 2001-2005. The research presented that the performance
of Community Model Schools is better than Govt. Girls Primary School in Punjab.

594
DISCUSSION
The important indicator of school performance was the drop out rate. It was found that Govt.
Girls Primary Schools have higher drop out rate as compared to Community Model Schools.
The main reasons for high drop out rate are school environment, teachers’ attitude and
parents’ lack of interest. As Corville-Smith’s (1995) study indicates that main reason behind
the drop-out is school environment (protocol, activities, and syllabus) and students’
attendance due to lack of attraction in these schools. According to findings of the present
study Govt. Girls Primary Schools have less attraction for students due to its environment and
consequently have higher drop out rate as compared to Community Model Schools. Epstein
et al. (1997) states that when school design and implement activities that focus on attendance
using these types of involvement, parents and others in the community can make a difference.
If the students’ attendance and mobility is controlled, the drop out rate will decrease. This
justified the present findings because the Community Model Schools have been established
for the improvement of community and school partnership programmes which decreased
drop out rate in Community Model Schools, whereas Govt. Girls Primary Schools fail to
improve this relationship, therefore, drop out rate did not decrease here.
CONCLUSION
In the light of the above discussion, it is clear that the dropout rate of student of CMS were
less than GGPS. It showed that the performance of CMS was better than GGPS in Punjab.
On the basis of the findings of the study reported here, it is recommended that the
GGPS should be funded. In other words, more funds may be provided to GGPS for better
physical and academic facilities in these schools.

595
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Reigeluth, C. M., & Beatty, B. J. (2003). Why children are left behind and what we can do
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ijcrb.webs.

com DECEMBER 2011

COMPARISON OF DROP-OUT BETWEEN COMMUNITY MODEL SCHOOLS AND

Dr. Zahida Habib

COPY RIGHT © 2011 Institute of Interdisciplinary Business Research

COPY RIGHT © 2011 Institute of Interdisciplinary Business Research

PURPOSE OF THE STUDY

COPY RIGHT © 2011 Institute of Interdisciplinary Business Research

DATA COLLECTION PROCEDURES

FINDINGS AND DISCUSSION

COPY RIGHT © 2011 Institute of Interdisciplinary Business Research

Number of Community Model Schools Govt. Girls Primary Schools

COPY RIGHT © 2011 Institute of Interdisciplinary Business Research

Table 2 Comparison of Number of Students (Class 5) in 2005 between Community

Number of Community Model Schools Govt. Girls Primary Schools

COPY RIGHT © 2011 Institute of Interdisciplinary Business Research

Table 3 Comparison of Dropout Rate between Community Model Schools and

Community Model Schools Govt. Girls Primary Schools

COPY RIGHT © 2011 Institute of Interdisciplinary Business Research

COPY RIGHT © 2011 Institute of Interdisciplinary Business Research

COPY RIGHT © 2011 Institute of Interdisciplinary Business Research

Bhaskaracharyulu, Y. (2006). Education and society. New Delhi: Discovery Publishing

Corville-Smith, J., B. Ryan, G. Adams, T. Gullotta, R. Weissberg, & R. Hampton (Eds).

Lakshmi, D. V. (2004). Basic education. Delhi: Discovery Publishing House.

Malik, S. R. (1999). The system of education in Pakistan. Islamabad: National Book

COPY RIGHT © 2011 Institute of Interdisciplinary Business Research

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