A STUDY OF DROPOUT STUDENTS

AT GOVERNMENT SECONDARY SCHOOLS IN RURAL

AREAS OF DISTRICT CHARSADDA

0348-9160642

By:
MAHBOOB ALI
Roll No. 6146
M.Ed.

HORIZON INSTITUTE OF HIGHER STUDIES

Affiliated With
UNIVERSITY OF PESHAWAR,
SESSION 2015-16

DEDICATED
TO
MY PARENTS AND TEACHERS

FORWARD SHEET

The thesis entitled A study of the dropout students at Govt. secondary Schools in
rural areas of District Charsadda has been completed under my guidance and I am
fully satisfied with the quality of the students research work.

Supervisor

ii

APPROVAL SHEET
The thesis entitled, A Study of the Dropout Students at Govt. Secondary Schools in
Rural Areas of District Charsadda prepared and submitted by Mr. Mahboob Ali Roll
No. 6146 in partial fulfillment of the requirement for the degree of Master in
Education is hereby accepted.

Supervisor
__________________________

_________________________
EXTERNAL EXAMINER

_________________________
PRINCIPAL

Date: _____/_______/2010

iii

ACKNOWLEDGEMENTS
Thanks to Almighty Allah for making me able to complete this task.
I pay my gratitude and regards to my supervisor Mr. _________,
________________________, for his guidance and supervision through out my
research work and preparation of thesis.
I am thankful to all my friends, teachers and relatives who graciously extended
their help in the completion of this research study.

iv

TABLE OF CONTENTS
MY PARENTS AND TEACHERS FORWARD SHEET..........................................I
FORWARD SHEET....................................................................................................II
APPROVAL SHEET.................................................................................................III
ACKNOWLEDGEMENTS......................................................................................IV
TABLE OF CONTENTS............................................................................................V
CHAPTER-1.................................................................................................................1
INTRODUCTION........................................................................................................1
1.1
BACKGROUND OF THE STUDY:.......................................................................1
1.2
STATEMENT OF THE STUDY:...........................................................................1
1.3
OBJECTIVES OF THE STUDY:...........................................................................1
1.4
HYPOTHESIS:...................................................................................................1
1.5
SIGNIFICANCE OF THE STUDY:........................................................................1
1.6 RESEARCH METHODOLOGY & PROCEDURE:......................................................1
Sample:..................................................................................................................1
Instruments:...........................................................................................................1
Delimitation:..........................................................................................................1
CHAPTER-2.................................................................................................................1
REVIEW OF RELATED LITERATURE..................................................................1
2.1 DROPOUT:...........................................................................................................1
2.2
REASONS OF DROPOUT:..................................................................................1

APPENDICES
Appendix-A

Questionnaire for Teachers

44

Appendix-B

Questionnaire for Dropout Students

46

Appendix-C

Questionnaire for Parents/Elders of Dropout Students

48

Appendix-D

Class-Wise Enrolment and Percentage of Dropouts

in class 9th and 10th, During Academic Year
2009-2010.

vi

50

LIST OF TABLES

Table No.

Title

Page

4.1

Number and Percentage of Dropout students in Selected Schools..

4.2.

Number and Percentage regarding responses of Teachers about the

Dropout roblem.

4.3

Number and Percentage regarding responses of the Dropout students

about the Dropout problem.

4.4

Number and Percentage regarding responses of Parents about the

Dropout problem

vii

viii

ABSTRACT
Dropout has a common phenomenon of our educational institutions. This
problem is becoming serious day by day. Various factors are involved to compel the
students to leave their education.
Keeping in view the present situation of the dropout rate, a study was designed
to find the causes of dropout in government secondary school (male) in district
Charsaddah.
District Charsaddah was the targeted area for this research study but due to
limited time and resources, only ten secondary schools (male) were selected as a
sample for this survey.
The objectives of this study are to search out the main causes of dropout
students (male) at secondary level and to suggest possible recommendations in this
regard.
Questionnaires and interviews were used as instruments for the collection of
information. Three types of questionnaires i.e. for teachers of dropouts, for parents of
dropouts and for dropout students were distributed among the respondents personally.
To collect true, based information, interviews were also arranged.
As a result of this study it was concluded that our educational system is not
able to fulfill the demands of society. Poverty of parents is also a main reason for
dropout. Parents are also unaware of the aim of education and are mostly illiterate.
Unemployment of the educated people is also a main reason of dropout.
The present situation may be improved if the Government provides
scholarships to the poor students in greater number. Education awareness programs

ix

should be introduced for the adults. The Government must provide jobs opportunities
to the educated people.

CHAPTER-1
INTRODUCTION
1.1

BACKGROUND OF THE STUDY:

Dropout is one of the major problems at elementary and secondary Level of

schooling, a large number of students leave their institutions for good. Various factors
are involved in this condition, under which the students are obliged to leave their
education. Some of the factors arc, hard attitude of parents, corporal punishment by
teachers, lack of basic educational facilities, bad company etc.
Pakistan strives to increase the literacy rate, and made many efforts but failed
due to the high rate of dropouts. It is the main hindrance in promoting literacy in our
country as compared to other countries of the world.
Due to the lack of resources 5 lake children (5 years to 9 years) are deprived
to get admission at primary level. While 71% kids of the total population after getting
Admission, 45% leaves the school at primary level, up to elementary level the
ratio increases to 65%, while in Metric only 17% students take the examination.
Pakistan strives to increase the literacy ratio and made many efforts but failed
duo to the high rate of dropout. Dropout is the hindrance in promoting literacy in
Pakistan. According to statistics Pakistan is confronted with 50% to 60% dropout at
secondary level. There are various factors involved in creating conditions under which
the students are obliged to leave their education, such as economic related factors,
curriculum/educational environment related factors and illiteracy of parents etc. If we
overcome those factors, which we curbed literacy rate, then we can desire goal, but
the greatest struggle will be made for this purpose.

1.2

STATEMENT OF THE STUDY:

The researcher is interested to conduct A Study of Dropout Students at

Government Secondary Schools in Rural Areas of District Charsadda.

1.3

OBJECTIVES OF THE STUDY:

The objectives of the study are:

1.

To search out the main causes of dropout students at secondary level in

District Charsadda.

2.

To know what efforts could be made to minimize the level of dropouts.

3.

To suggest measures for controlling the dropout level.

1.4

HYPOTHESIS:

1.

Detention at the secondary level causes dropout.

2.

Parents illiteracy causes dropout.

3.

Unemployed of the educated persons causes dropout.

4.

Corporal punishment of the teacher causes dropout.

5.

Poverty is also responsible for dropout.

6.

Difficult subject matter is also responsible for dropout.

7.

The present curriculum does not relate to real life situation and causes
dropout.

1.5

SIGNIFICANCE OF THE STUDY:

The study will help to:

1.

Discover the main causes of this problem

2.

Find out solution for the dropout problem.

3.

Improve the education system of our country.

4.

Plan the policies and curriculum up to the level of teachers and students.

5.

Provide the basis for further research.

1.6

RESEARCH METHODOLOGY & PROCEDURE:

Population:
The population of the study will consist of teachers, parents and students
community.
Sample:
The sample was consists of 30 teachers and 30 students of secondary level
from 10 Government high/higher schools of District Charsadda.
Instruments:
Three types of questionnaires were prepared & distributed among the
respondents personally. The data was collected and analyzed. Conclusions were
drawn from the analyzed data and recommendations were made finally.
Delimitation:
This study is delimited to ten Govt Secondary Schools (for boys) in rural areas
of district Charsadda, where thirty Cases of Dropout were studied to get a clear
picture & facts for the causes of dropouts. In this manner a right conclusion will be
drawn.

CHAPTER-2
REVIEW OF RELATED LITERATURE
2.1

DROPOUT:
All individuals in the population who have not completed high school and

were not enrolled at a given point in time.

Increasingly, it is being recognized that the issues of dropping out and dropout
prevention cannot be separated from issues affecting our total economic and social
structure. These issues include poverty, unemployment and discrimination, the role of
the family, social values, the welfare cycle, child abuse and drug abuse.
Dropping out is a complex social problem for which there is no simple
solution. Focusing attention on fixing one of the problems, call attention to the need
for solutions to many other parts as well. Thus many educators and other concerned
with the dropout problem are advocating policies involving a broad range of
institutions and agencies. As noted by Carson, (1991), the number of dropouts is not
really the issue. The point is that the world has changed, and the systems current
employment need do not tolerate dropout rates that have not changed over the 20
years. Consequences of dropping out, which are identified in the work of Arndt
(1994) and the general Accounting Office (1987), include the following:

As the pool of dropouts continues to grow, employment opportunities for them

are more limited, because todays economy requires of the labor force
increased literacy, more education, enhanced technological skill and lifelong
learning.

The rate of engagement in high-risk behaviors such as premature sexual

activity, early pregnancy, delinquency, crime, violence, alcohol and drug
abuse, and suicide has been found to be significantly higher among dropouts.

Dropouts arc more likely than other citizens to draw on welfare and other
social programs throughout their lives.

Income differences between dropouts and other citizens can be expected to

widen as the economy evolves, putting Americans with less education against
computerized machines and people in low-wage nation
A growth of unskilled laborers in lowwage job will increase the trend

toward developing a large American underclass which some analysts argue threatens
the continuing of a democratic way of life,
As summarized by the General Accounting Office (1987), the social costs of
dropout problem include an under skilled labor force, lower productivity, lost taxes
and increased public assistance and crime.
2.2

REASONS OF DROPOUT:
According to Callahan and Clark (2P. 288 289):

Research has identified a number of reasons why children of school actually

dissatisfaction with school is usually only a part of a large picture of discontent
encompassing the students overall view of himself with relation to the world. The
disadvantage child for instance often fined himself incompatible with a school in
which the curriculum and teacher represent the dominant middle class. If the fault lies
in the school even if the dropout is encourage returning to school he will soon dropout
again.
Dropout often fails to perceive any value in education. This negative attitude
towards school may be the result of lack of relevance in the school curriculum,
teacher failure in motivational techniques, or community group, or familys attitudes
towards schooling. Such negative attitude can be a serious obstacle to success in
school. Lack of orientation towards education seems to be a core factor in the talent
loss resulting 1rom the dropping out of pupils who have a high potential.

Closely related to the dropout problems arc such problems as underachievement

attitude towards schooling, the inability to form to school expectation, attendance
problem, limited or under utilized cognitive resources and emotional instability. Selfrejection on the part of the under achiever in academic areas, coupled with selfacceptance behavior in non academic areas, may further complicate this picture.
(Callahan and Clark 1983)

1. DEVELOPMENT OF THE CITIZEN:

a. To rear young boys and girls in the habit of industry, selfdiscipline and honesty.
b. To develop tic spirit of co-operation and service.
c. To cultivate a sense of social responsibility and the habit of participation in
socially
useful tasks.
d. To relate teaching to the needs of practical life and local environment.
e.

To develop the aesthetic sense and appreciation of cultural values among

students.

f.

Through games, sports and physical education to cultivate in them a liking fir
skill
in physical activity and the enjoyment of sports.

2.
a.

DEVELOPMENT
to

cultivate

deep

OF
appreciation

WORKER:
of

the

dignity

of

labor.

b. to provide full facilities for technical, scientific and other vocational education as
.
c.

preparation for further professional education or qualification for a career.

to provide services for educational and vocational guidance and this guide the

Youth to choose the career which is best fitted to their abilities and aptitudes.

4.

DEVELOPMENT

OF

PATRIOT:

a. to provide an education which emphasizes cultural and Islamic values in some of its
courses.
b. to foster in them a pride in belonging to the nation, an understanding of its history
and

aspirations,

and

willingness

to

serve

it.

c. to create an appreciation of the universal brotherhood of man and a spirit of

international

understanding.

At present the curriculum at this stage is predominantly theoretical and bookish.

It is not planned according to the needs of the society. The effect of this type of
curriculum is very harmful, both for the individual and the society and it is also
contradicts the chief aim and objective of education at this stage. We agree that this
stage should produce the skilled manpower for the industry and vocations. While this
bookish curriculum fails to fulfill this objective. The students are not provided with
opportunities of practical and manual work. After they complete the secondary school
stage, may begin to search for clerical type of job. These job opportunities arc not as
many as the number of the persons applying for them. Consequently unemployment
and frustration become their fate. The Pakistani educationists recommended in 1959
that the curriculum should be based upon two principles. Firstly, it must provide
adequate knowledge of the subjects that will be needed, by every pupil for leading a
luscious and happy life in this dynamic and progressive society. This should form the
core of the compulsory subjects, which every student must take up. Secondly the
curriculum should include such agro-technical subjects and training which prepare
them for specific vocations and careers,
The Educational Policy (1972-80) lies down While expanding education, it
should also be related, in its form and contents, to the nature and scope of our
economic development. Education should not be an abstract endeavor. On the
contrary, it must be closely related to the employment opportunities
It is essential that a boy who leaves school after matriculation/intermediate is
ready to accept social responsibility by getting absorbed in our socio-economic
framework as a trained, middle class technician or worker. For this purpose,
vocational and occupational subjects are being added to general education at this
stage.
7

The expansion of scientific and technical education will result in the progressive
integration of general and technical education in secondary schools and collages. In
the past the general tendency has been to establish separate institutions for technical
education. The new program will provide for progressive integration of general and
technical

education.

At present, 60 to 80% of students in the secondary schools and the general collages
are enrolled in arts subjects. There will be a massive shift from enrolment in arts
towards enrolment in science and technical subjects, from an aimless general
education to a more purposeful agro-technical education. The integration of general
and technical education will equip secondary and collage students for gainful
employment, including self-employment, in industry, agriculture, business, home
economics and education, in addition to providing them a program of general
education.
The fields of vocational and occupational studies for which facilities will be
provided will include the following:
Electronics, auto-electricity, plumbing, household electric appliances, dairy
farming, poultry farming, vegetable-farming, sericulture, crop and livestock etc.
Education will be introduced as an elective subject at the matriculation, intermediate
and degree level. In this way the professional training of a large number of teachers
will become possible. We have decided that an all-round development of student is
the major aim of education. To know whether this aim has been achieved or not, an
evaluation of the pupils (development is necessary, To be fully effective it must
evaluate not only his intellectual but also his moral, social physical development, a
regular record of personality development should be kept in all schools and should be
communicated to parents
At present public examinations are held for 9th , 10th, 11th , and 12th classes. These
examinations, although essential for testing overall grasp of the subjects taught and
call for a high degree of mental effort on the part of the students, still, these arc quite
formal and do not motivate pupils to learn and work hard through out the year. These
public examinations should be supplemented by an assessment of schoolwork done
through out the year. Marks should be given for the internal evaluation and regular
8

work through out the year. These marks should be included in the final examinations.
Thus we suggest that 25 % marks should be allotted for this type of internal
evaluation and 75% for the annual examinations. This internal evaluation will cover
the pupils entire school record, results of fortnightly tests and even the habits and
general behavior of students. Behavior will include the pupils habits of cleanliness,
punctuality, sense of responsibility, hard work, truthfulness, honesty, co-operation and
any other special abilities etc. The semester system can be introduced, examinations
may be held at the need of each semester and a final comprehensive type of
examination can be conducted at the end of each educational stage.
With the expansion of education at the secondary stage by making it free and
with the integration of vocational and technical courses in it there will be great
demand for a larger number of teachers. The quality of the system of education of a
country largely depends upon the quality and efforts of the teacher. The teacher is the
builder of the nation. His responsibilities towards the nation are sacred. He must not
only be properly qualified but also properly trained for his profession. Moreover, his
knowledge and professional skill should be periodically refreshed. Short in-service
programs should launch during summer vacations. A regular supply of teachers will
be available as the number of, collage students studying education and technical
subjects

as

their

optional

course

increases.

The teachers must receive a salary, which will enable them to live with such
reasonably good standard of life as to maintain their self-esteem. Their salary scales
were revised in 1972 and the condition of the job have also been revised and
improved. After the nationalization of the schools and colleges, the teachers job has
become more stable with the opportunity of regular annual increment and security of
service. The pay scale of teacher of industrial arts and technical subjects should be
quite handsome, as in their case the school has to compete with industry and
commerce in bid to attract suitable talents. The teacher with in increased pay scale and
with a greater sense of job security is expected to fulfill his obligations efficiently and
creditably, devoting all his time to school teaching and helping development of the
desirable personality traits of the students.

2.3 BOARD OF INTERMEDIATE AND SECONDARY EDUCATION:

This board is autonomous body consisting of ten to twelve members, including

the chairman. The organizational set-up of the board includes Chairman, Secretary,
and Controller of Examination, Research Officer, Publication and public Relation
Officer, Accounts Officer, Administrative Officer and other assistants and a number of
clerical staff. The final authority in the Board rests with the controlling authority that
is the Governor of the province. The chairman of the board is a person of high
attainments and status who has the capacity to give leadership in the academic field.
He is the principal executive, appointed by the controlling authority.
The Board of Intermediate and Secondary Education is charged with such
responsibilities as:
1. To organize, regulate and develop the Secondary and I higher Secondary Education
in the area under its jurisdiction and to prescribe syllabus, curriculum and textbooks.
2. To hold and conduct examinations of classes 9th to 10th both inclusive.
3.

To

admit

candidates

to

such

examinations.

4. To recognize secondary schools. This was applicable previously when the schools
were

not

5.

To

institute

nationalized.
awards

scholarships

and

prizes.

6. To grant certificates to persons who have passed its examinations.

7.
8.
9.

To
To
To

levy

such

supervise
regulate

fees
and

for

examinations

promote

hostels

and

the

as

may

welfare

lodgings

be

prescribed.

of

students.

for

students.

10. To organize lectures, demonstrations, educational exhibitions and such other

activities

which

help

the

development

at

this

stage

or

education.

11. To publish textbooks in accordance to the prescribed procedure.

The Board of Secondary Education Karachi was established in 1950 and was
abolished in 1962 and the present Board of intermediate and Secondary Education
were created in its place. Establishment of another such Board is under the
consideration of the government. The bifurcation of this Board has taken place
recent1y and now there will be two Boards working separately the Board of higher
secondary education will look after the interests of the classes 1l and 12 while the
Board of secondary education will deal with matters concerning classes 9th and 10th.
(M. T. Khalid 1998)
10

2.4

NEEDS

AND

IMPORTANCE

OF

EDUCATION

IN

ISLAMIC

PERSPECTIVE:
Islam is a constant struggle against ignorance. It promotes education and
therefore, it was never a barrier to progress and Science. It appreciates the intellectual
activities of man to such a degree as to place him above the Angles. Islam is a system
of education, which aims at developing an integrated personality in harmonious way.
In Islam education is the process of enlightenment of the soul with divine wisdom for
the attainment of self-realization. It is a paramount of importance to every Muslim;
male and female are need equally to seek education for their mental and spiritual
enlightenment.
Islam laid great stress upon the acquisition of learning and wisdom: Wisdom is
Gods greatest gift to mankind. To quote the Holy Quran: Whoever is given wisdom
has indeed been given a great good but none, but men of understanding are mindful.
The Holy prophet (Peace Be Upon Him) said the position of learned is that, For
the leaned man what ever is in lie I leaven and the earth even the fishes in the water
and ants in the holes seek pardon of him. And again, the learned arc heritage I the
prophets and the prophets left for heritage no silver or golden coins, hut learning. So
those who acquire Learning acquire sufficient fortune. The Holy Quran there. Fore
enjoins

us

to

pray:

my

lord!

Advance

me

in

knowledge.

Hazrat Muhammad (Peace Be Upon Him) preached that Acquisition of

knowledge is obligatory upon both male and female irrespective of the sexes. He said
Receive knowledge from cradle to the grave.

2.5 AIMS OF EDUCATION:

1.

The

Conservative

or

Cultural

Aim

of

Education:

One of the important functions of education is the conservation of culture

through
education. Continuity in mans social life is possible through this process. The
valuable cultural heritage, which has accumulated a vast store of human knowledge
and experiences, is transmitted to the next generation would have to bring them again.
Culture includes arts, sciences, religious and social customs developed gradually by

11

many people contributing to it. It has to be conserved and transmitted to the youth for
their

benefits.

2.

Past

experiences

Progressive

are

useful

Aim

in

learning

of

new

ones.

Education:

Education is not only necessary for the conservation of the culture, but it is also
essential for its progress. The dynamic forces of education operate in this direction.
Man has been moving on the way of progress science the beginning of the world.
Possessing a superior nervous system, he discovered and invented way and means for
making his life more comfortable. Education enhanced his efficiency for exploring
and utilizing the natural resources around him. Dewey has propounded the theory that
the main purpose of education is to modify the behavior of the child in such a way
that he may be able to adjust himself to his environment and to modify his
environment to accord with his own. To him education is the process of living through
a continuous reconstruction of experiences, which allow fulfilling his possibilities.
This implies that a child has some natural endowments, which should be developed in
conformity

with

demands

of

the

society.

3. Education for Citizenship:

The great Greek philosophers Plato and Aristotle stressed that the aim of
education should be the production of good citizens. Thus the Greek educational ideal
was to produce good citizens. The good citizen was one who developed all his
capabilities harmoniously. He aimed to learn the virtue of good citizenship, that is to
be temperate and justice. To Romans, also the chief educational aim was the
cultivation of the ideal citizen. Their education aimed at the inculcation of the
desirable qualities of a citizen among the students; qualities such as firmness, bravery,
respect

for

the

goods,

self-restraint,

dignity

and

justice

etc.

The educational in the modern times is to develop qualities of good citizenship

in
our young generations. The commission on National Education of Pakistan (1959) has
summarized these qualities of citizenship as follow:

12

a. To draw the habit of industry, self-discipline and honesty in the children.

b. To cultivate a sense of social responsibility and the habit of participation in socially
useful
c.

tasks.
To

develop

the

spirit

of

co-operation

and

service.

d. To relate the teaching with the needs of practical life and environments.
4.

Social

Efficiency

as

an

Aim

of

Education:-

The aim of social efficiency is identical with progressive aim of education

presented
by John Dewey (1859I 952), the American pragmatist. According to him
educational aims were outgrowth of problematic situations arising in ongoing
activities. The child has to develop social efficiency and learn skills for proper
adjustment

in

his

every

day

life.

Dewey and his followers form the educational aims taking into consideration both
the

uniqueness

of

the

circumstances

in

which

he

finds

himself.

In modern age, social efficiency is considered as one of the greatest skills in

human beings. Education should enable the child to participate constructively in
democratic group life and to play different roles of life effectively and efficiently.

5. Vocational Aim of Education:The idea that education should enable a person to earn his livelihood exists since
antiquity. The primitive peoples taught skills to their young generation with this
purpose. But Plato considered this aim as mean and illiberal, because education at
this period was meant for the nobles only and was received with an ornamental
purpose. With the advancement of knowledge and progress in industry and
technology, education began to be considered more useful rather than ornament.
With spread of democratic ideas, society today demands a utilitarian type of
education for all and not just the ornamental type of education for a few. in this
pragmatic world people believe more in the utility of knowledge than ever before and
knowledge for sake of knowledge remains the ideal of only a handful of individuals.
In the history of education of the Subcontinent, vocational aim has been ignored
for a long time. British Government provided education with the purpose of getting
13

clerical staff for the working of official machinery. They never card for the integration
of vocational courses in schools. In Pakistan, for the development and progress of the
nation, there is a greater need of developing efficiency in the practical, vocational and
professional fields than ever before.

6.

General

Aims

of

Education:-

The main aim of education is to equip a man with such quality of morality and
humanity as to make him /her powerful enough to face all the odd and opposition that
come in his/her way i.e. Character formation is the aim of education.
Educationists agree that the purpose of education is not to cram the pupils mind
with

fact

but

to

prepare

them

for

challenges

in

the

future

life.

Education rank at the top in the social properties of all countries. People in
general consider education important for its role that it plays in helping a person to
find a job. Parents usually educate their children so that they acquire the ability to
earn living. It is the basic aim of education held by them. (M. T. Khalid - 1998)
The Greek provided education by the development of body, gymnastics for the
body and other subjects for the mind. Moral results were also obtained through
physical training. Plato said that nothing should be taught to children, which was not
conducive to the promotion of virtue in them. Intelligence flays a major role in the
process of learning, hence the development of intellect is held as one aim of
education by many people. Educators are of the opinion that one aspect of the human
life should not be developed at the expense of the other, instead development should
be in all directions to result ultimately in the development of the entire personality.
Aristotle prescribed happiness in life as an aim of education, but this is not
possible without a desirable personality development. The same is applicable with the
art of simple living put forward by Herbert Spencer. educators like Pestallozzi,
Dewey, lbn-e-Khaldun and Imam Ghazali and reformers like Dr. Muhammad Iqbal
and. Sir Syed Ahmad Khan have emphasized the development of personality of the
learner through education.

2.6 WHY OUR EDUCATION STANDARDS ARE FALLING:

14

Various commissions and committees were established from time to time during
the past three decades, the national educational policies were formulated that
approved and implemented by various regimes. It is however sad to observe that in
spite of all efforts and importance given to education sector, standards of education
have gone down. It is the matter of serious concern to find that educational degrees
awarded in Pakistan have lost there past prestige and recognition.
2.7

CAUSES

OF

FALLING

STANDARDS

OF

EDUCATION.

The deterioration education of the standards of education can be attributed to the

following

factors.

1. Education is not directly linked with the cultural, social and economic needs and
aspirations of the society, harmony between social goals and educational aims are
missing.
2. There is a dichotomy between principle and percepts in society, there is more talk
of

imparting

moral

values

but

personal

examples

are

rear

to

find.

3. The aims of education keep on changing with very change in Government causing a
lot

of

confusion.

4. Trust respect for and proper relations between the teachers and students do not
exist.
5. An atmosphere of intellectual freedom and research is necessary for raising the
standards

of

educations

is

neither

encouraged

nor

patronized.

6. There has been a constant change in and lowering of the standards of syllabi and
courses leading to lazy mindedness and resulting in lack of an urge for higher
achievements.
7. Faulty system of examinations and evaluations lead to deterioration of educational
standards.
8. Frequent change of textbooks and difficulties in availability is another contributory
factor

towards

low

standards.

9. Indecision with regards to adopt in Urdu or to continue English as medium of

instruction has resulted in uncertainty in the mind of students indicating to a fall in
standards.
10. Miscellaneous factors include shortage of trained teachers, over crowding in

15

educational institution, prevalence of cramming and routine methods of training in the

teaching training colleges.

16

CHAPTER -3
RESEARCH METHODOLOGY AND PROCEDURE
3.1

THE

NATURE

OF

THE

STUDY:

It is a survey, descriptive type research this research involves collecting of

data in order to test the hypothesis. Keeping in view the most common factors causing
dropout, three types of questionnaires were prepared for the current research. The first
was administered among the teachers of the sample schools in District Charsadda.
While the second one was administered among the dropout students through an
interview held with the dropout students. While the third type, was filled in by the
researcher through an interview held with the parents (Fathers) of dropout students in
District Charsadda. All the questions had provision for Yes or No responses.
(Please see the specimens of the Questionnaires at Appendixes A, B and C).
3.2 POPULATION:
The population of the study was consisting of all the secondary school teachers,
students and their parents.
3.3

SAMPLE:

The sample was consisting of 30 teachers and 30 students of secondary level from 5
Government Secondary schools of District Charsadda.
Total number of G.H.S. for boys District Charsadda 25
Sample School =

10

Sample %

40%

Total number of dropouts from their sample schools

Sample

30

Sample %

23%

Total number of teacher at theirs .H.S. for boys =

Sample

30 teachers

Sample %

43%

3.3

INSTRUMENTS

OF

70

REASEARCH:

Three types of questionnaires were prepared & administered to the respondents

personally. The data was collected and analyzed. Conclusions were drawn from the

17

analysis

3.4

of

data

and

CONSTRUCTION

recommendation

was

OF

QUESTIONNAIRES:

THE

made

finally.

As mention above three types of questionnaires were prepared for teachers,

dropout
students and for parents of dropout students. Although the questionnaires were posed
in English, so they were translated into Urdu for the better understanding of
interviewee with approval of supervisor.
3.4 ADMINISTRATION OF THE QUESTIONNAIRES:
As the topic selected as research work and study is concerned with all the
Government High (male) School functioning in District Charsadda. The area was very
vast and wide. It was very difficult for the researcher to have approached to all those
schools whose come under the jurisdiction of District Charsadda. Hence
questionnaires were distributed to each sample school in District Charsadda. Or
obtaining in this study and occasions discussed the problem directly with them as well
in order to collect required information about the dropout students, the researcher
personally interviewed 30 dropout students, 30 teachers and 30 parents of the
dropouts and noted their views and analyzed of the Data.
3.5

ANALYSIS

AND

INTERPRETATION

OF

THE

DATA:

The information were collected, arranged, organized and tabulated for analysis
to be interpreted and expressed in percentage. The conclusion of this research lead the
researcher to put forward the certain suggestions and recommendations that when
implemented, will prevent parents not to pluck their children at the middle of school
education. It will also encourage the students to complete their studies at the
secondary level with out any fear or pressure of discontinuation.

18

3.6 FIVE CASES TAKEN AS EXAMPLE.

Case

No

1.

Name

2.

Father

3.

of

l:

student

Raza

Mohammadd.

name

Naik

Mohammad

Fathers

occupation..

4.

Class

in

which

school

5.

Village.Sherpao

..Business

left

9th.

Charsadda

6. Economic status..Normal
7. Family strength.
Brothers Sisters Uncles Aunts Grandfather Grandmother
3

8. Distance in kilometers from home to..

School mosque road Playground Hospital Etc.
1/5

1/10

00

1/10

Nil

9. Physical status:
Age

height

17 years 5f-4inches

Weight Sight Hearing Etc.

50 KG

6/6

Fit

Nil

19

Case No 2:
1.

Name

of

student.

Shafiullah

2. Father name.. .AkhtarMunir

3.

Fathers

4.

Class

5.

occupationMechanics

in

which

school

left..10th.

VillageShodag

6.

Economic

status

Charsadda
Weak

7. Family strength.
Brothers Sisters Uncles Aunts Grandfather Grandmother
3

8. Distance in kilometers from home to.

School Masque Road Playground Hospital Etc
1 1/2

1/30

Nil

Nil

9. Physical status:
Age

height

16 years 4 feet

Weight Sight Hearing Etc.

47 KG

6/6

Fit

Nil

20

Case

No

1.

Name

2.

of

student

Father

3.

Class

5.

Zahir

nameAnwar

Fathers

4.

3:

occupation...
in

which

school

Gul
Gul

Labor

left...9th

Village....Hasan

Zai

Charsadda

6. Economic status.Weak
7. Family strength.
Brothers Sisters Uncles Aunts Grandfather Grandmother
4

Nil

Nil

8. Distance in kilometer from home to.

School Masque Road Playground Hospital Etc

1/30

l/30

Nil

9. Physical status.
Age

height

17 years 5 feet

Weight Sight Hearing Etc.

60 KG

6/6

Fit

Nil

21

Case
1.

No
Name

2.

of

Father

3.

student
name..

Fathers

4.

Class

5.

4,

in

Zahir-ud-Din
Riaz-ud-Din

OccupationLate.

which

school

left..

Village.Soor

10th

Kamar

6. Economic status. Normal

7. Family strength.
Brothers Sisters Uncles Aunts Grandfather Grandmother
2

Nil

Nil

8. Distance in kilometers from home to.

School Masque Road Playground Hospital Etc

1/3

Nil

9. Physical status.
Age

height

17 years 5ft-4inch

Weight Sight Hearing Etc.

60 KG

6/6

Fit

Nil

22

Case
1.

No

Name

2.

of

Father

3.

5,

student

Mohammad

Arshad

name..

Bahram

Khan

Fathers

OccupationArmy

4.

Class

in

which

school

left..

5.

Village.Mardand

R.t.d.
9th

Charsadda

6. Economic status. Normal

7. Family strength.
Brothers Sisters Uncles Aunts Grandfather Grandmother
3

10

12

Nil

Nil

8. Distance in kilometers from home to.

School Masque Road Playground Hospital Etc
1/3

Nil

9. Physical status.
Age

height

17 years 5ft-4inch

Weight Sight Hearing Etc.

60 KG

6/6

Fit

Nil

23

CHAPTER 4
DATA ANALYSIS
The data collected from teachers, dropout students and their parents in District
Charsadda through questionnaires are tabulated, analyzed and described here.
Responses and statements of the interviewed people are worked out. Percentage of the
total cases is completed, using a simple and easy technique. The researcher has
attempted to study the behavior and attitude of the people expressed towards the
problem.
There arc twenty-four (24) questions in the questionnaire for teachers, twentyfive (25) questions in the questionnaire for dropout students and fifteen (15) questions
in the questionnaire for parents. Each category is provided with Yes or No
responses. The questions of all the three categories are tabulated to find out the
percentage of the causes of dropout.

24

TABLE 4.1: Number and Percentage of Dropout students in Selected Schools

N=10
S.

Name of sample

No

schools

G.H.S. Sherpao
G. H. S. Shodag

G. H. S. Hasan Zai

G.H.S. Soor Kamar

G.H.S. Mardand

G.H.S. Dosehra

G.H.S. Mangadargai

G.H.S. Umar Zai

Total No. of

Total No.

enrolment

dropout

9th

129

10

7.7%

10th

138

15

10.8%

9th

42

7.14%

10th

130

12

9.23%

9th

110

5.45%

10th

148

16

10.8%

9th

73

6.84%

10th

58

6.89%

9th

72

1.38%

10th

23

6.03%

9th

79

5.06%

10th

83

9.6%

9th

134

4.47%

10th

121

5.7%

9th

56

10.7%

10th

78

11.53%

Class

%age of dropout

25

9th

115

2.6%

10th

98

4.08%

9th

79

6.32%

10th

83

8.43%

1849

135

140.7%

G.H.S. Dakki

9
10

G.H.S. Shabqadar
Total

The above table shows the enrolment and dropout of the students in the sample
schools during the session 2009-2010. It also shows that the dropout rate in 10th class
is very high.
TABLE 4.2: Number and Percentage regarding responses of Teachers about the
Dropout Problem.
N=30
S/No

Statement of question

Number

of YES

View about ignorance and illiteracy

1.
2.

3.

among the people.

View about the shortages of basic
facilities in school.

Number
of NO

%age
40

18

60

12

15

50

15

50

16.7

25

83.3

View about the harsh attitude of the

teachers with students.

%age

View about the trend towards

4.

religious

education

among

the

10

27

90

View about the school, which is far

30

21

70

students.
5.

26

away from residential area.

6.

7.

8.

9.

10.

View

about

the

increase

in

unemployment of educated persons.

View about the frequent transfer of
teacher.
View about that the Board should
not conduct examinations.
View about that the curriculum is
not interesting for the students.
View about the curriculum does not
fulfill the demands of the society.

21

70

30

30

21

70

21

70

30

00

30

100

24

80

20

30

100

00

24

80

20

30

21

70

30

21

70

00

30

100

12

40

18

60

View about that the students choose

11.

elective subjects according to their

own interest.

12.

13

View about the encouragement of

talented students.
View about that the teachers give a
lot of homework to the students
View

14

about that

the domestic

atmosphere influences the students

education.

15
16

View about that the teachers do not

take classes regularly.
View about that the teachers do not
pay

attention

to

the

personal
27

problems of the students.

View about that the teachers pay
17

individual attention to the special

20

24

80

21

70

30

30

21

70

students.
View
18

about

that

the

teachers

celebrate Parents Day in your

school.

19

View about the strength of the

students in each class is very high.

28

ANALYSIS
Statement

No:

1.

shows that 60% of the teachers opinion is that ignorance and illiteracy of the
parents enhances dropout while 40% does stress on this problem.
Statement

No:

2.

indicates that 50% of the teachers opinion is that lack of basic facilities
enhances dropout, while 50% do not stress much on this problem.
Statement

No:

Shows that 20 % of the teachers opinions is that due to the harsh attitude of the
teachers many students leave the school, while 80% do not agree with this statement.
Statement

No:

Indicates very clearly that 10% of the teachers opinions is that due to the trend
towards religious education many students leave the school, while 90% do not agree
to this statement.

Statement

No:

Shows that 30% of the teachers opinion is that due to the long distance from
residential area is the cause of dropout, while 70 % of the teachers do not agree with
this

Statement

statement.

No:

Shows that 70% of the teachers opinion is that due to the increasing

29

unemployment of educated persons is the cause of dropout, while only 30% do not
stress on this point.

Statement

No:

Shows that 30% of the teachers opinion is that due to the frequent transfer of
teachers s so the students leave the school, while 70% do not stress on this point.
Statement

No:

Shows that 70% of the teachers opinion is that due to the Board examination
many students leave school, while 30% do not stress on this point.

Statement

No:

Shows that 100% of the teachers opinion is that the curriculum is interesting
and

it

is

not

Statement

cause

No:

for

dropout.

10

Shows that 80% of the teachers opinion is that curriculum does not fulfill the
demands of the society. While only 20% do not agree with this point.
Statement

No:

11

Shows that 100% of the teachers opinion is that the students should choose the
elective subjects according to their own interest.
Statement

No:

12

Shows that 80% of the teachers opinion is that talented students should be
encourage, while 20% do not stress on this point.

30

Statement

No:

13

Shows that 100% of the teachers opinion is that due to bad domestic
atmosphere many students leave the school.
Statement No: 14
Shows that 30% of the teachers opinion is that due to great burden of
homework some students leave the school, while 70% do not stress on this point.
Statement

No:

15

Shows that the teachers opinion is about their regularity is 100% and due to
non- regularity of the teachers no students leave the school.

Statement

No:

16

Shows that 40% of the teachers opinion is that due to the lack of teachers
attention to the personal problems of the students, some students leave school, while
60% do not stress on this point.
Statement

No:17

Shows that 20% of the teachers opinion is that due to the teachers attention to
the Special Students some students leave school, while 80% do not stress on his
point.
Statement:

18

Shows that 30% of the teachers opinion is that due to the lack of celebration of
Parents Day some students leave school, while 70% do not agree with this point.
Statement

No:

19

Shows that 30% of the teachers opinion is that due to high strength of the

31

students in each class some students leave the school, while 70% do not stress on this
point.

TABLE 4.3: Number and Percentage regarding responses of the Dropout students
about
the Dropout problem.

N=30

S/No

1.

2.

3.
4.

Statement of questions

The question was about the poverty as the

cause of dropout.
The question was about the sharp
punishment given by the teachers.
The question was about the long distance
to school.
The question was about aged parents who

Number
of Yes

%age

Number

%age

of No

20

24

80

24

80

20

18

60

12

40

12

40

18

60

32

need Sons assistance at home.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.
15
16

The question was about to earn a living.

The question was about the failure in
class 9th.
The question was about the interest in

18

60

18

60

18

60

taking up a job.
The question was about the displacement
by teacher.
The question was about the fear of Board

6
12

examination.
The question was about the difficulty of
course.
The question was about the difficulty of
Mathematics.
The question was about the transfer of
their best
The question was about load of home
work.
The question was about the transport
facility.
The question was about enmity
The question was about the need of a
guide in educational problems.

20

40

I2

40

12

40

12

40

24

18

60

12

40

18

60

20

24

80

20

24

80

18

60

12

40

24

80

20

20

24

80

18

60

12

40

33

The question was about the teachers

17

favoritism with students.

The question was about the weak

18

memory.
The question was about the physical

19

defect.
The question was about the Laziness in

20

doing homework.

21

The question was about pocket money.

The question was about the difficulty of

22

science experiments.

24

80

20

12

40

18

60

12

40

18

60

20

24

80

20

24

80

12

40

18

60

ANALYSIS:

Statement

No:

it is clear that 20% students are dropouts due to poverty.

Statement

No:

it is clear that 80% students dropout due to the corporal punishment of the
teachers.
Statement

No:

it is clear that 60% students leave school because of the longer distance of
school
Statement

from
No:

home.
4

34

Shows that 40% students are dropped out from the schools, as their assistance is
needed

at

Statement

home.

No:

Indicates that 60% of students leave their schools for earning.

Statement

No:

it is clear that 60% of students leave their schools due to the failure in the 9th
class.

Statement No: 7
Shows that 60 % students leave their schools due to their interest in taking up a
job.

Statement

No:

Shows that 20 % of the students leave their school due to the displacement by a
teacher.

Statement

No:

Shows that 40% of the students leave their schools due to the fear of Board
Examinations.

Statement

No:

10

Shows that 40% of the students leave their schools due to the difficulty of
35

course.

Statement

No:

11

Shows that 20% of the students leave their schools due to the difficulty in the
subject

of

Statement

Mathematics

at

No:

secondary

level.

12

Shows that due the transfer of favorite teachers 20% students leave their
schools.

Statement

No:

13

Shows that 60% of the students leave their schools due to the load of homework.

Statement

No:

14

Shows that 80% of the students leave their schools due to the transport facilities.

Statement

No:

15

Shows that 20% of the students leave their school due to enmity.

Statement

No:

16

Shows that 60% of the students leave their schools due to the lack of guidance in

36

educational

problems.

Statement

No:

17

Shows that 80% of the students leave their schools because teachers do
favoritism
with

some

Statement

students.

No:

18

Shows that 40% of the students leave their schools due to the weak memory.

Statement

No:

19

Shows that 40% students leave their. Schools due to their physical defect.
Statement

20

No:

Shows that 20% the students leave their schools due to their laziness in doing
homework.

Statement

No:

21

Shows that 20% of the students leave their schools because they do not get
Pocket

money.

Statement

No:

22

Shows that 40% of the students leave their schools because they are facing
difficulty in science experiments.

37

38

TABLE 4.4: Number and Percentage regarding responses of Parents about the
Dropout
Problem.
N=30
Number

S/No
Statement of the questions

of Yes

%age

Number of
No

%age.

The question was about that the

1.

present system of education is of

12

40

18

60

30

100

00

20

24

18

60

I2

40

12

40

18

60

12

40

18

60

20

24

80

no avail.
The question was about the
2.

corporal

punishment

of

the

teachers.
The question was about that
3.

parents

needed

their

sons

assistance at home.
4.

5.

The question was about the long

distance to school.
The question was about the desire
for religious education.

80
.

The question was about that

6.

parents were unable to afford the

expenses of their sons.

7.

The question was about the

39

detention in class 10th.

8.

9.

The question was about to send

their sons abroad for earning.
The question was about to deal a
lot of homework.
The question was about to help in

I0
11.

their parents work.

The question was about that their
sons were not regular in class.

12

40

18

60

18

60

12

40

18

60

18

60

18

60

20

24

80

24

80

20

The question was about the

12.

solution students problems by

12

12

12

40

40

40.

their teachers.
The question was about the
13

hearing and seeing problems of

students.
The question was about that the

14

teachers forced their students in

selection of elective subjects.

ANALYSIS:

Statement

No:

Shows 40% parents were of the view that present system is of no avail, so they

40

were

constrained

to

discontinue

Statement

the

study

of

No:

their

children.

Shows that 100% of the students leave their schools due to corporal punishment
of

the

teachers.

Statement No: 3
Shows that 20% students caused dropout, as parents need their assistance at
home.

Statement

No:

Shows that 60% dropout are due to the long distance between school and home
of

the

students,

so

school

Statement

No:

were

situated

at

walking

distance.

Shows that 40% of dropouts were, as their parents wanted to admit them in
religious educational institutions.

Statement

No:

Shows that 40% of students were dropped out, as parents were unable to afford
their expenses.

Statement

No:

Shows that 20% of parents responded that their children have been dropped out
41

because

they

have

been

detained

in

class

10th.

Statement No: 8
Shows that 40% dropouts were, as their parents wanted to send them to foreign
countries for earning more money.
Statement

No:

Shows that 60% parents of dropouts were against of a lot of homework, so they
dropped

their

children

Statement

out

of

the

school.

No:

10

Shows that 60% dropouts were, as the parents wanted to help in their work.
Statement

No:

11

Shows that 60% dropouts were, as they do not take classes regularly, so parents
dropped

them

out

Statement

of

the

school.

No:

12

Shows that 60% dropouts were due to the lack solution of students problems by
their

teachers.

Statement

No:

13

Shows that 20% parents dropped their children out of the schools because they
were

weak

in

hearing

and

seeing.

42

Statement

No:

14

Shows that 80% students were dropped out from schools due to the force by the
teachers in the selection of elective subjects.

OTHER

CAUSES

OF

DROPOUT:

30% of the teachers and 50% of the parents opinion that the extra ordinary coverage
and protocol of the Government to Cricket and TV artists seriously effecting the
students attitude towards education and causing dropout, Similarly the misuse of
Internet is another factor which is performing a major role in dropout, because most
of the students wasting their time in using Internet in a wrong way.

43

CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS/SUGGESTIONS

5.1 SUMMARY
In this dissertation the causes of dropout at secondary level (male) in district
Charsadda have been brought under study. It is a critical & analytical review of the
causes of dropout in our educational institutions. In this research study, attempt has
been made to identify the causes of dropout & to adopt the means to minimize the
dropout

rate

in

our

institutions.

The first chapter of this thesis is an introductory one & contains introduction,
the significance of the study, statement of the problem, objective of the study,
delimitation, hypotheses, population & the sample taken for this study.
Chapter two is the review of the related literature. It includes secondary
education, its needs and importance, reasons of dropout, how to minimize the ratio of
dropout and factors causing dropout, aims, need & importance of education in Islamic
perspective,

why

our

education

standards

are

falling?

The third chapter belongs to methodology used for the collection of information
in

the

research

process.

Chapter four is the tabulation & analysis of the collected data. Each table
consists of various information, which has been analyzed at the end of each table.
Chapter five consists of the summary of whole work, findings, conclusions &
recommendations to improve the present situation.

44

5.2

FINDINGS
Following

are

the

findings

of

the

study:

1. 100% of the teachers responded that illiteracy and ignorance of the parents were the
cause

of

dropout.

2. 80% teachers and 40% parents were of the view that the curriculum does not fulfill
the

demand

of

the

society,

which

cause

the

dropout.

3. 100% teachers and 80% parents were of the view that the students should choose
the elective subjects according their own interest, without it dropout will occur.
4. 16.67% teachers, 80% students and 100% parents were of the opinion that harsh
attitude

and

corporal

punishment

of

the

teachers

causes

dropout.

5. 60% teachers, 60% parents and 60% students were of the view that the long
distance

between

school

and

home

cause

dropout.

6. 30% teachers, 60% parents and 60% students were of the opinion that a great deal
of

homework

also

causes

dropout.

7. 70% teachers and 40% parents were of the view that the increase in unemployment
of

educated

persons

is

also

the

main

cause

of

dropout.

8. 40% teachers and 60% parents were of the view that students are facing many
problems during their study, if these problems are solved, it will decrease dropout.
9. 70% teachers were of the view that the Board should not conduct examination, it
causes

more

dropouts.

10. 100% teachers were of the view that domestic atmosphere influences the students
education. For example the separated and professional (technical, mechanical, artists,
farming) parents, influence the children education. They get professional education
and

training

which

causes

more

dropouts.

11. 60% students and 20% parents were of the opinion that failure in detention also
causes

dropout.

12. 40% teachers responded that frequent transfer of teachers is also one of the causes
of

dropout.

45

13. 20% students responded that they left their schools due to the subject of
mathematics.

5.3

CONCLUSIONS
The analysis of data collected through questionnaires from teachers, dropout

students, and parents of dropout led the researcher to draw the following conclusions
about

the

(male)

dropout

students

at

secondary

level

in

District

Charsadda.

The students, the teachers and the parents of dropout were of the view that the
problem

of

dropout

was

due

to

the

following

reasons.

1. The parents are responsible for dropout of their children because of their poverty,
employment of their children to perform domestic duties, their unawareness of the
aims,
2.

goals
The

of

education

Government

is

and

their

responsible

for

the

illiteracy.
dropout

as:

The Govt. is not inviting its attention to the problems of teachers, students and schools
are not providing facilities to the schools, not providing playgrounds and not
providing

peaceful

environment.

3. It is concluded that the attitude of the teachers is harsh and brutish towards the
students

which

causes

dropout.

4. It is concluded that the schools also responsible for dropout because of the
following

reasons:

Lack of professional and vocational education, lack of useful skills in the curriculum,
lack

of

basic

facilities

and

co-curricular

activities

at

school.

5. The teachers and Head Masters are responsible for dropout because of their
frequent transfer, their corporal punishment to the students, the failure in class 9th and
detention in class 10th in order to save themselves from blames and show good results
in

S.

S.

C.

examination.

6. The students themselves are responsible for dropout because of their poor
performance.
7. It is concluded that increase in unemployment of educated persons is a big hurdle in

46

the
8.

way
Too

of

the

much

students

homework

is

to
also

continue
a

big

their
cause

studies.

of

dropout.

9. It is concluded that the present system of education is not a valuable and does not
fulfill

the

demands

of

the

society.

10. It is concluded that the trends towards religious education are a cause of dropout.
11. It is concluded that weak background of the students in the subject of Mathematics
is the barrier in the way of their continuation in further studies.
5.4

RECOMMENDATIONS/SUGGESTIONS:
After a deep study of the Causes of dropout (male) at secondary level in District

Charsadda,

the

Findings

and

conclusions

were

drawn.

The

following

recommendations are made on the basis of those findings and conclusions.

1. Most of the parents of this district are below the poverty line. The Government
must give scholarships to the poor students in greater number and control the price
and quality of books and other stationary, so that a common man can easily buy the
books

for

his

children.

2. Efforts should be made to encourage wealthy and influential people of the society
to provide financial assistance to the poor and needy students to continue and
complete
their education. In addition to this the community must keep itself in touch with
schools,

so

that

their

problems

and

difficulties

are

sorted

out.

3. This is also recommended that Government should provide free uniform, free
textbooks, remission of school funds and interest free loans (Qarze-Hasana) to poor
students.
4.

Educational

awareness

programs

should

be

introduced

for

adults.

5. It is also suggested that the Government should investigate the parents to give
proper attention to their children. It is also the prior duty of the Government to inform
the parents about the value and importance of education through mass media like TV,
Radio,

Newspaper

and

Magazines.

6. It is also suggested that the Government should provide basic facilities like
drinking water, electricity, latrine, sittingmats, furniture and black board on priority
bases.
7. Co-curricular activities must be started in high schools on a large scale to engage

47

the

attention

of

the

students

in

their

daily

programs.

8. The Government should start some religious education programs at secondary

school

level

for

the

spiritual

development

of

the

students.

9. The curriculum should be designed according to the actual needs of the society.
10. Vigorous change should be brought into curriculum and in the methods of
teaching. Children from agricultural background and environment should be given
practical

opportunities

for

gardening

and

farming

in

the

school.

11. Our present educational system is mostly theoretical emphasizing rote

memorization. Government should introduce activity curriculum (learning by doing)
and should discourage rote memorization. Activity method should be made
compulsory to ensure the development of an inquiring mind, a liking for manual and
technical

work.

12. The Government should start teacher-welfare programs to reduce the problems of
teachers. In this way the teachers would be able to give due attention to their duties
and

students.

I 3. Due to the long destination of the rural areas of District Charsadda and the lack of
teaching staff at schools of concern areas dropout is caused. So the Government
should make a strong policy for the particular areas to avoid the lack of staff.
14. Too much homework is a cause of dropout, so to avoid this problem; teachers
should not give too much homework, which become a burden for the students.
15. The students have weak background in the subject of Mathematics. Therefore it is
recommended that the Government should give proper attention to the primary
education and appointed responsible and qualified staff to provide a strong base to the
students

on

primary

level.

16. The Government should stop the failure in the class 9th and detention at the
secondary

level.

17. P. T. A. (Parents-Teachers Associations) must be made to solve the problems of

dropout

students

at

secondary

level.

18. Government must set up industries to minimize the problem of unemployment of

educated persons.

48

BIBLIOGRAPHY

Calihan St. Clarck. (1983) Foundation of Education America: Macmillan

Publishing Company.

Khalid. M. T. (1998) Education Philosophy & History Karachi:

V S. M. Printers.

Shahid. S. M. (2000) Hamara Nizam-i-Taleem Islamabad. Z. A. Printers,

Afridi, Arbab Khan (2000), Educational Administration and School Organization

Peshawar: The Printman

Ali, Arshad ( 1999) Principles of Education, (4th Ed.), Peshawar: The Printman

Allama Iqbal Open University (2004) Educational Research, Code No. 837,
Islamabad: Allama Iqbal Open University

Gay, L.R. (1987), Educational Research: Competencies for Analysis and

Application (3rd Ed.),London: Merril Publishing Company

Ghaffar, S.A. (2005), Research in Education and Social Sciences Peshawar: The
Printman

Iqbal, Muhammad (2005), Essentials of Educational Administration

Khan, Wazim (2000) Educational Research Peshawar: Azeem Publishing House

Shahid, S.M. (2000) Educational Administration Lahore: Majeed Book Depot

49

50

Appendix A
QUESTIONNAIRE FOR TEACHERS
Title: A Study of Dropout Students at Government Secondary Schools in Rural Areas
of District Charsadda. (For research purpose only)
PERSONNEL INFORMATION:
Name: ------------------------------------------Designation: -----------------------------------Qualification: ----------------------------------Name of school: -------------------------------Service: -----------------------------------------Note: Please tick Yes or No before every statement.
QUESTION: Do you have more dropouts due to the following reasons?

S/No

Description

1.

There is a great ignorance and illiteracy among the people.

2.

There are shortages of basic facilities in your school.

3.

No

Lack of science laboratory in your school.

Non availability of science teacher in your school.

Harsh attitude of the teachers with students.

There is a big trend towards religious education among the
students.

6.

Yes

51

7.

The school is far away from residential area.

Increase in unemployment of educated persons.

9.

Frequent transfer of teachers.

10.

Conduction of Examinations by Board.

11.

The curriculum is not interesting for the students.

12.

The curriculum does not fulfill the demands of the society.

13

The students select subjects according to their own interests.

14

Talented students are not encouraged.

15

Domestic atmosphere influences the students education.

16

First Aid Facilities are available in your school.

17

You give a lot of homework to the students.

18

You take classes regularly.

19

You do not pay attention to the personal problems of the students.

20

You pay individual attention to the special students.

21

You celebrate Parents Day in your school.

22

There is a well- equipped library in your school.

23

The strength of the students in each class is very high.

24

Many students are dropped out due to the separation of their

parents.

Thanks from:

52

Anwar Said
Student of M.Ed.
Khyber College of Education Mardan.

53

Appendix B
QUESTIONNAIRE FOR DROPOUT STUDENTS
Title: A Study of Dropout Students at Government Secondary Schools in Rural Areas
of District Charsadda. (For research purpose only)
PERSONNAL INFORMATION:
Name: ----------------------------------------Fathers Name: -----------------------------Place: ---------------------------------------In which class did you leave the school? -----------------Year of leaving school: --------------------------------------Note: - Please tick Yes or No before each statement,
QUESTION: You left your study uncompleted because:
S/No

Description

1.

Your economic problem was increased day by day.

2.

The teachers punished you very sharply.

3.

Your school is far away from your house.

4.

Your parents are aged, and they need your assistance at home.

5.

Your parents pursued you to earn living.

6.

You are failed in class 9th.

7.

Yes

No

Your class-fellow were very naughty, they often made a fun of

you.

54

8.

You were interested in taking up a job.

9.

A particular teacher displaced you.

10.

You are afraid of Board examination.

I 1.

The course was very difficult.

12.

The subject of Mathematics was very difficult for you.

13.

Your parents did not allow you to school due to their separation.

14.

Your best teacher was transferred.

15.

All the teachers give you a lot of homework.

16

Lack of transport facilities.

17

Due to enmity.

18

You needed a guide in your educational problems.

19

Teachers did favoritism among the students.

20

You have a weak memory.

21

You have got a physical defect.

22

You were lazy in doing homework.

23

You did not get pocket money.

24

Science experiments were difficult for you.

Thanks from:

55

Anwar Said
Student of M.Ed.
Khyber College of Education Mardan.

56

Appendix C
QUESTIONNAIRE FOR PARENTS (ELDERS) OF DROPOUT
STUDENTS.
Title: A study of Dropout Students Government Secondary Schools in Rural Areas of
b District Charsadda. (For research purpose only)
PERSONNAL INFORMATION:
Name: --------------------------------Village: ------------------------------Qualification: -----------------------Profession: --------------------------Note: - Please tick Yes or No before every statement.
QUESTION: You dropped your son out of the school because,
S/No

Description

1.

The present system of education is of no avail.

2.

Corporal punishment of teachers was very high.

3.

You needed your sons assistance at home.

4,

The school is far away from your house.

5.

You wished to get your son religious education.

6.

You were unable to afford the expenses of your son.

7.

Your son was detained in class 10th.

Yes

No

57

8.

You wished your son t earn a living.

9.

You wished to send your son abroad for earning money.

10.

Teachers give a great deal of homework to your son.

11.

You needed your son to help you in your work.

12.

Your son did not take classes regularly.

13.

Class teachers did not help the students in solving their problems.

14.

Your son was hard of hearing and seeing.

Thanks from:
Anwar Said
Student of M.Ed.
Khyber College of Education Mardan.

58

Appendix D

Class-Wise Enrolment and Percentage of Dropouts in class 9th and 10th, During
Academic Year 2007-08 in Government High schools of District Charsadda.

NAME OF SCHOOL: --------------------------------Signature of Head Master: ----------------------------

CLASS 9th

Total enrolment Dropouts %age

CLASS 10

Dropouts %age
Total enrolment

59

Appendix E

NAMES OF SELECTED SCHOOLS

S. No

Name of schools

1.

G. H. S. Sherpao Charsadda

2.

G. H. S. Shodag Charsadda

3.

G. H. S. Hasan Zai Charsadda

4.

G. H. S. Soor Kamar Charsadda

5.

G. H. S. Mardand Charsadda

6.

G.H.S. Dosehra Charsadda

7.

G.H.S. Mangadargai Charsadda

8.

G.H.S. Umar Zai Charsadda

9.

G.H.S. Dakki Charsadda

10

G.H.S. Shabqadar Charsadda

60

APPENDIX F
CERTIFICATE FOR RESEARCH STUDENTS

Dear Sir
Research is a compulsory subject in the Khyber College of Education Mardan
at M.Ed. level.
Mr. Anwar Said S/O Dawa Said Roll. No. 157 is a regular student of this
institute. Kindly provide her all help and facilities in administering the questionnaire.
I shall be very grateful to you for this co-operation.
Thanking you in anticipation.

Principal

61