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Parental Attitude towards Daughters Education

A Thesis Submitted to the Institute of Social and Cultural Studies


University of the Punjab, Lahore
In Partial Fulfillment of the requirement for the Degree of M.Sc. Sociology

M.Sc. in Sociology
Session: 2014-2016 (Regular)
By
Muhammad Shafiq 06
Muhammad Nadeem 10
Abdul Raouf 17
Muhammad Aqeel 29
Ali Hassan 33

Institute of Social and Cultural Studies


University of the Punjab
Lahore
Declaration

We hereby declare this thesis has been written by ourselves. This research has never
been presented to any institution before. We declare that basing on this thesis, no
degree or diploma, or distinction has been conferred on us before, either in this or any
other university. Moreover, we have also taken note and accepted university rules
with regard to plagiarism.

______________________

Dr. Sameen Masood

Submitted Date
22-07-2016

(Supervisor)

Certificate of Approval
It is requested that the research work carried out by the group on Parental Attitude
towards Daughters Education may please be accepted in this form by the Institute
of Social and Cultural Studies, University of the Punjab, Lahore, as part of the degree
of M.Sc Sociology.

_____________________________________________

Dr. Sameen Masood


(Supervisor)

Acknowledgement
With the name of Allah, the most Beneficent and Merciful, the source of knowledge
and wisdom to mankind, who has the blessed us with the requisite potential and
ability to complete this task in limited time period successfully. All respect to our last
Prophet Hazrat Muhammad (S.A.W), Who knew the ways of learning knowledge
and wisdom for all humanity. Thanks to our parents who enabled us to get higher
education at this level. We are also obliged to the Director Institute of Social and
Cultural Studies Prof. Zakaria Zakar, who provided us the great opportunity to
conduct thesis in the department.
It is our great pleasure to express our gratitude to our respected thesis Supervisor Dr.
Sameen Masood, faculty member of the Institute of Social & Cultural Studies, New
Campus, University of the Punjab, Lahore for her encouragement, invaluable
scientific guidance and detailed feedback throughout the process of this study, which
upgraded our research. In his busy schedule, she always found time to read our emails and reacted back with valuable suggestions for the improvement.
My special thanks go to my friends, who have made this process more enjoyable with
their companionship and support. I spent my best times with them during my Masters
program. I also would like to express my sincere thanks to my all class fellows, who
did her best to help me collect data.

Abstract
Parental attitude plays a vital role in the life of children during and after the education.
Girls education is a worthy investment for state government, with immense social
and economic benefits. This research was conducted to investigate, the parents
attitude about sending their daughters to get the higher education, through the selfadministered questionnaire distributed among 500 girls living in the hostels of Punjab
University, Lahore. Results show that Parents perceive their daughters to get
education in order to improve economic well-being, secondly Parents perceive their
daughters to get education in order to become a part of educated society, not for
earning money, finally, parents perceive their daughters to acquire academic related
skills while getting education, so for career choice and entrepreneurial skills are
acquired at lower end. This research also expands understanding of parents insights
in terms of fears regarding their daughters education. Results show that parents often
think no serious type of fear related to teie education but sometimes they think that
their daughters can be less responsive to family matters. Results will help in
understanding parents attitude about their daughters education which ultimately
influences daughters career choice decisions and education.
Key Words: Parents Attitude, Perceived benefits, Parental Fears, Daughters
Education,

Table of Contents
Declaration..I
Certificate of Approval..II
AcknowledgementIII
Abstract.IV
Table of Contents.V
List of TablesIX
List of Acronyms.XI
Chapter 1 Introduction................................................................................................ 1
1.1 Introduction .............................................................................................................. 1
1.2 Research Problem .................................................................................................... 5
1.3 Rational of the Study ............................................................................................... 6
1.4 Objectives of the Study ............................................................................................ 6
1.5 Research Question ................................................................................................... 6
1.6 Significance of the Study ......................................................................................... 7
Chapter 2 Review of Literature .................................................................................. 8
2.1 Introduction .............................................................................................................. 8
2.2 Factors Affecting Parental Attitude ......................................................................... 8
2.2.1 Societal Effects ......................................................................................... 8
2.2.2 Residential Effects .................................................................................... 9
2.2.3 Education and Income of Parents ............................................................. 9
2.2.4 Gender Biases ......................................................................................... 10
2.3 Perceived Benefits of Parents ................................................................................ 11
2.3.1 Positive Attitude of Parents .................................................................... 11
2.3.1 Personal Benefits .................................................................................... 12
2.3.3 Profits for Family .................................................................................... 13
2.3.4 Paybacks for Society ............................................................................... 14
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2.4 Fears of Parents ...................................................................................................... 15


2.4.1 Violence against Girls ............................................................................. 15
2.4.2 Safety Risks ............................................................................................ 16
2.4.3 Traditional Obstacles .............................................................................. 16
2.5 Hypothesis of the Study ......................................................................................... 17
2.6 Conclusion ............................................................................................................. 19
Chapter 3 Conceptualization and Operationalization ........................................... 20
3.1 Conceptual Definitions .......................................................................................... 20
3.1.1 Attitude ................................................................................................... 20
3.1.2 Basic Human Needs ................................................................................ 20
3.1.3 Customs................................................................................................... 20
3.1.4 Deviance ................................................................................................. 21
3.1.5 Delinquent Subculture ............................................................................ 21
3.1.6 Domestic Violence .................................................................................. 21
3.1.7 Life Expectancy ...................................................................................... 21
3.1.8 Mobility................................................................................................... 21
3.1.9 Personality............................................................................................... 22
3.1.10 Socialization.......................................................................................... 22
3.2 Operational Definitions .......................................................................................... 22
3.2.1 Attitude ................................................................................................... 22
3.2.2 Basic Human Needs ................................................................................ 22
3.2.3 Customs................................................................................................... 22
3.2.4 Deviance ................................................................................................. 23
3.2.5 Delinquent Subculture ............................................................................ 23
3.2.6 Domestic Violence .................................................................................. 23
3.2.7 Life Expectancy ...................................................................................... 23
3.2.8 Mobility................................................................................................... 23
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3.2.9 Personality............................................................................................... 23
3.2.10 Socialization.......................................................................................... 23
Chapter 4 Research Methodology ............................................................................ 24
4.1 Introduction ............................................................................................................ 24
4.2 Quantitative Research ............................................................................................ 24
4.3 Research Design..................................................................................................... 25
4.4 Population .............................................................................................................. 27
4.5 Sampling ................................................................................................................ 28
4.5.1 Sample Size............................................................................................. 29
4.6 Tool of Data Collection ......................................................................................... 29
4.7 Pre-Testing ............................................................................................................. 30
4.8 Field Experiences ................................................................................................... 31
4.9 Analysis of Data ..................................................................................................... 31
Chapter 5 Analysis and Findings of Data ................................................................ 32
5.1 Demographic Profile of Respondent ...................................................................... 32
5.2 Socio-Economic Profile of Respondents Mother ................................................. 34
5.3 Socio-Economic Profile of Respondents Father ................................................... 36
5.4 Perceived Benefits ................................................................................................. 38
5.5 Fears of Parents ...................................................................................................... 45
5.6 Statistical Tests and Discussion ................................................................................... 52
Chapter 6 Summary, Conclusion and Recommendations ..................................... 59
6.1 Summary ................................................................................................................ 59
6.2 Conclusion ....................................................................................................................... 64
6.3 Recommendations........................................................................................................... 66
6.4 Implications for Future Research.................................................................................. 67
6.5 Limitation of the Study .................................................................................................. 67
References ..................................................................................................................... 6
8

List of Tables
Table 5.1 Respondents no. of Siblings ............................................................................ 32
Table 5.2 Respondents Residential Background............................................................... 32
Table 5.3 Respondents CGPA ......................................................................................... 33
Table 5.4 Demographic Characteristics of the Respondents ............................................... 33
Table 5.5 Respondents Mother Qualification ................................................................... 34
Table 5.6 Respondent's Mother Age ................................................................................. 34
Table 5.7 Respondents Mother Occupation ..................................................................... 35
Table 5.8 Cumulative table for Mothers Demographical Information ................................ 35
Table 5.9 Respondents Father Qualification .................................................................... 36
Table 5.10 Respondents Father Age ................................................................................ 36
Table 5.11 Respondents Father Occupation ..................................................................... 37
Table 5.12 Cumulative table for Fathers Demographical Information ................................ 37
Table 5.13 Cumulative table for Perceived Benefits of Parents .......................................... 38
Table 5.14 Support Your Family...................................................................................... 39
Table 5.15 Standard of Living ......................................................................................... 40
Table 5.16 Information about Modern World.................................................................... 40
Table 5.17 Physically Active ........................................................................................... 41
Table 5.18 Level of Children ........................................................................................... 41
Table 5.19 Political Activities.......................................................................................... 42
Table 5.20 Marriage Opportunities .................................................................................. 42
Table 5.21 Matters of Rights ........................................................................................... 43
Table 5.22 Decision Making Ability ................................................................................ 43
Table 5.23 Career Opportunities ...................................................................................... 44
Table 5.24 Entrepreneurial Skills ..................................................................................... 44
Table 5.25 Parental Fears about Daughters Education ...................................................... 45
Table 5.26 Deviant Behaviour ......................................................................................... 46
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Table 5.27 Productivity ................................................................................................... 47


Table 5.28 Irrelevant Learning......................................................................................... 47
Table 5.29 Violence ........................................................................................................ 48
Table 5.30 Security Issues ............................................................................................... 48
Table 5.31 Interaction Patterns ........................................................................................ 49
Table 5.32 Practical Skills ............................................................................................... 49
Table 5.33 Wastage of Time ............................................................................................ 50
Table 5.34 Irrelevant Activities........................................................................................ 50
Table 5.35 Bullying Activities ......................................................................................... 51
Table 5.36 Separation Anxiety......................................................................................... 51
Table 5.37 Difference between Number of Siblings and Parental Attitude .......................... 52
Table 5.38 Difference between Residential Background and Parental Attitude .................... 53
Table 5.39 Difference between CGPA and Parental Attitude ............................................. 53
Table 5.40 Association between Parental Qualification and Parental Attitude ..................... 54
Table 5.41 Difference between Parents Age and Parental Perceived Benefits ...................... 55
Table 5.42 Difference between Parents Age and Fears about Daughters Education ............ 56
Table 5.43 Difference between Parents Attitude and Parental Occupation........................... 56
Table 5.44 Difference between Parents Perceived Benefits and Fears ................................. 57

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List of Acronyms
CGPA: Cumulative Grade Point Average
CIET: Central Institute of Educational Technology
ESRC: Engineering Systems Research Center
EFA: Education for All
HDR: Human Development Report
HRW: Humans Rights Watch
HSC: Higher Secondary School
IES: The Institute for the International Education
KPK: Khyber Pakhtunkhwa
MDG: Millennium Development Goal
MONE: Ministry of National Education
NCRM: National Centre for Research Methods
NER: Net Enrollment Ratio
NEA: National Education Association
NEMIS: National Education Management Information System
NGO: Non Governmental Organization
OECD: Organization for Economic Cooperation and Development
SPSS: Statistical Package for Social Sciences
UNESCO: The United Nations Educational, Scientific and Cultural Organization
UNFPA: United Nations Fund for Population Activities
UNGEI: The United Nations Girls' Education Initiative
UNICEF: United Nations Children's Fund
UNO: United Nations Organization

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Chapter 1
Introduction
1.1

Introduction

Education is "the process of cultural transmission and renewal a process which is


used in our society to guide the other members, especially it tries to guide the infants
and young children, make them productive according to the values of society
(Michael et al., 2002).
The word Education can be explained as the trainer for the society to get knowledge
and develop it for the purpose to learn a variety of skills and become a specialized in a
field (UNESCO, 2012). It helps us to make our abilities related to the rules as well as
it also develops the personal personality; psychological abilities and competence in
work, as a result, social and economic position of knowledgeable peoples turn into
heaven. Education plays a very significant position to improve the lives of both
genders equally and their socioeconomic condition in society (Fatima et al., 2015).
It can be concluded that education is the method of bringing up the family by mature
and the un-mature members of the family and the society, a process of nurture
children; it is a unique process of guiding, directing and educating children. Schooling
is "the process of cultural transmission and renewal" it is a lifelong process and
transmitted method through which one can be able to growth the members into the
society. It is a course of action whereby the members of a society learn different
abilities for their next generations (Michael et al., 2002).
The word education is resulting from two Latin words. The first one is educare
(educo, educare, educavi, educatum), a first conjugation verb, meaning "to bring up
"to rear "to guide "to direct "to educate". From this Latin derivation, it can be
educated that it is a process for the development of children by the other mature
members of the society, a process of nurture children, and a process of guiding,
directing and refining children. The next Latin word from which education derived is
educere (educo, educere, eduxi, eductum), a third conjugation verb, connotation "to
draw out "to lead out "to rise up "to bring up or "rear a child" (Michael et al.,
2002).
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A process of getting knowledge; skills, abilities and practical knowledge for the
meaningful progress of society through a proper way to learn about their environment
for the use to facilitate him or her and gave him or her occasion for employ, income
and position. Therefore, the feelings of parents towards the education of female
students are of great concern to the researcher and should be revised to involve
females in national development (Osamiro, 2014).
As Jane Austen said,
Give a girl an education and introduce her properly into the world, and
ten to one but she has the means of settling well, without further
expense to anybody.
The term attitude refers to a suitable evaluative feedback towards something or
someone exhibit in ones beliefs, feelings, or projected behaviour. Parents attitude
towards education influences their contribution in education matters. Parental
involvement in education is the contribution of parents in usual, meaningful message
that involves student academic wisdom and other school actions including ensuring
that parents have a vital role in supporting their childrens erudition at home and at
school (Edward et al., 2014).
An essential feature which contributes to child progress is family so; the educational
influences of families for children can be seen through behaviour models presented by
family members as well as in the existing atmosphere in the family. Individual
development and educational success of children are determined by the educational
strategies of families (Daniela, 2012).
This fact cannot be starved of that girls education is very valuable for both girls and
the homelands development. The indicators of the nations development stage can be
checked through the tempo of girls education and the involvement in schooling.
Girls education will be flourished on all levels of education or schooling with the
condition of equality and content of academic evolution (Mercan, 2010). Education
made girls donates to the economic output by taking part in the proper labour market;
receive higher wages (UNESCO, 2000).
Negative parental attitudes toward educating daughters can also be a barrier to a girl's
education. On the other hand, parents may see the education of daughters as a waste
13

of money because daughters will eventually live with their husbands' families, and the
parents will not benefit directly from their education. Also, daughters with higher
levels of education will in all likelihood have higher dowry expenses, as they will
want a comparably educated husband. However, education now and then lowers the
dowry for a girl because it is viewed as a plus point by the husband's family (Rizwan
et al., 2011).
A very unusual idea still prevails in our culture that society will lose the profitable
and social benefits ensuing from proper schooling, it had also negatively connected
with the enrollment, attainment and performance in the educational system (Mercan,
2010). Women effort longer hours with less pay and they have more limited life
probability and choices than men. Those disparities are both the cause and the result
of girls, not the same access to, and presentation in education (UNESCO, 2003).
These customary beliefs have been found to promote negative attitudes which
boundary family and community support for girls education. Recognition and
examination of these attitudes are compulsory before any decisions can be made on
what should and can be completed to carry out change (UNESCO, 2003).
Sons are imaginary to be the helping hand for the parents so they are favoured by their
parents. Daughters are not considered good for spending money as parents tend to
think that anything they spent on sons is an asset. The main factor in the way for girls
is that females may found interfering in the decision-making process. Rather females
no matter how hard they work to put into the family's income, they always kept
economically needy on males. Household economic matters are not known sufficient
for the females. Share in the property for them is also deprived by this gender biases
(Mamonah et al., 2013).
Pakistan has long been an international outlaw in sexual category gaps in education.
Girls insulate behind boys in educational admission, in the quality of schooling
accessible, and in the outcomes of education. It is a subject of commonly held
observation that Pakistani society is a customary one. The social and cultural
circumstance of Pakistani society is typically categorized as patriarchal and is
largely traditional. There is a commonness of the culture of honour. Gender is one of
the organizing ethics of Pakistani society. Patriarchal values rooted in local traditions
and cultures fix the social value of gender (Fauzia et al., 2012).
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In Pakistani society, generally more capital is invested in education and ability


development of boys than girls. Various probable explanations place for this genderbased measure of resource allocation. Household resources are allocated in the favour
of sons due to their productive role in their next life for the family. Male members are
preferred to compete for resources in the outside world so; they try to give them better
education and are equipped with skills. On the other hand, domestic skills are taught
to female family members how to be good mothers and wives? (Khan, 2007).
Pakistan is among the heavily populated countries. Total population of the country is
at least 188.02 million with 97.16% were men and 90.86% were women. Women
despite limited opportunities and all sorts of discrimination are playing an important
role in national development in Pakistan. But unfortunately, in the male-dominated
society of the Pakistan, they are not properly encouraged (Economic Survey of
Pakistan, 2013-14).
The ratio of literacy rate for women in Pakistan is just 36% as compared with SriLanka 78% and in India 38%. The enrollment rate for higher education among women
in Pakistan is just 2.5%. Education patterns for the betterment of women should be
taken by the Government of Pakistan towards the professional, vocational and
technical education of women (UNESCO, 2014). A report of UNESCO explains the
situation of girls education. In 10 countries around the world, no more than half of
the poorest girls enter school, and in 10 countries, nine out of ten of the poorest young
women have not finished school. Without a step modify by the government to give
these children and young people the education they require, including a second
possibility for those who have missed out, they will be deprived of equal opportunities
in work and life forever. Two-thirds of the 774 million illiterate people in the world
are female (UNESCO, 2013).
Ongoing growth in enrollment in degree-granting institutions, by mainly large
increases among women, has led to an extensive increase in the number of degrees
conferred. Increases in the number of degrees conferred are predictable to continue
between 200304 and 201516 (IES:National Centre for Education Statistics, 2006).

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1.2

Research Problem

This issue is very important for the progress and creating a healthy environment for
both the girls and for the country. Over the past years, and as enrollments in
secondary education are increased, the access of women to higher education has
enhanced significantly. However, improvement is still likely, notably their
contribution in fields such as science and technology. In distinction, the existence of a
critical accumulation of women in the executive process remains not enough. This
badly impedes the females and their maturity as citizens and professionals. Also, a
number of civilizing barriers still exist. A woman is expected to look at the matters of
the home as wife and mother, whereas the male dominates outside the home as a
breadwinner. Boys must be equipped with educational skills to compete for resources
in the practical life. The education for boys is highlighted over girls; while girls have
to specialize in domestic skills to be good mothers and wives. Hence, education is not
perceived as being important for girls.
Pakistan is considered among the heavily populated countries of the world. It is the
6th most populous country in the world with the population of 180 million. There can
be found a lot of casts and culture system. The chief concern of these days is the
overall development of the country. The literacy rate of Pakistan clearly shows the
picture among male and female as in the year of 2013-14 47% female literacy rate and
70% male literacy rate (Pakistan Economic Survey, 2014-15). This reduction in
literacy among the gender disparity is due to the lack of services, lack of
responsiveness, poverty, ignorance and societal traditional boundaries which dont
allow them about the education of their daughters.
Girls enrollment in education is still just 44% among boys (NEMIS, 2015). Parents
involvement and their awareness and their educational status are the major
components of effective parent-school connections and relationships. It is essential for
parents to learn their children and build their attitudes according to the values of
society.

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1.3

Rationale of the Study

The government and various agencies, NGOs are investing huge amount of fund in
the girls education but the data related to this topic is not suitable as compared to the
efforts and budget invested as well as the traditional and cultural barriers etc. which
have very important influence on it are not clearly observed as we did not want to tell
about these type of issues which are related to our culture values but these things have
negative effect on our society and for the development of country. Even the National
level statistics are also insufficient. This study helps to aware parents of reproductive
age group; to achieve knowledge and attitude on the education of girls for the better
future of their child and the country.
1.4

Objective of the Study

The attitude of parents will be tested in the study to find their level of information and
attitude about daughters who getting schooling at the level of HSC.
The specific objectives of the study are stated below:

To investigate the attitude of parents towards their daughters education.

To explore the perceived benefits parents associate with daughters education.

To explore the fears of parents regarding their daughters education.

1.5

Research Question

The research questions of this study are given below:

What is the extent of parents attitude about the education of their daughters?

What is the relationship between demographic variables and attitude between


parents about the education of their daughters?

What fears parents hold about daughters education?

How parents perceive the importance of girls education?

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1.6

Significance of the Study

Modern societies are known these days with the level of their education as education
have a lot of outcomes for the level at personal, communal and social level. Skilled
labour and training is also provided through this way and reproduces existing cultural
norms and values, on the other hand, made all members to contribute to the social
productivity. Education is also helpful for saving the children, especially the girls in
their later age from poverty and the dangers of the phenomenon like industrial,
agricultural and domestic child labour, girls exploitation for commercial reasons etc.
(Mercan, 2010). Traditional beliefs and attitudes towards girls education became a
hurdle for the purpose. Especially in rural areas, the value system and the practices of
the society hinder or limit the education of girls. Girls suffer greater educational
disadvantage from the background characteristics such as poverty and illiteracy of the
family (Mercan, 2010).
So significance of the study can easily point out as:

The outcome of this study will be revealing the extent of knowledge and
attitude of parents about girls education.

The overall findings of the study will help government and non-government
agencies to adopt necessary tactics to root out the existing wrong attitudes.

The study will be valuable to parents who have less knowledge about it.

The upcoming researchers will be benefited from this study.

This study can be helpful for NGOs, Government, researchers, policy makers and
program planners to review and build up various policy and program related to girls
education and for organizational purpose related to education. Similarly, this study
will also provide right thought of girls education in the study area.

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Chapter 2
Literature Review
2.1

Introduction

Information and knowledge about a particular subject area, and sometimes


information in a particular subject area within a certain time period is discussed in a
literature review. It is used by different researchers as it could be helpful and related
to study on which he or she wants to do work as it is the critical and in-depth
evaluation of previous research. It is an organizational pattern and combines both
summary and synthesis method is usually used in it. A recap of the important
information about the source will be called summary hence, a re-organization, or a
reshuffling, of that information is called synthesis. It provides major debates about the
old material or it can be used to combine new material with old interpretations or it
might trace the intellectual progression of the field.
This chapter reviews the previous literature regarding parental attitude towards
daughters education and the relating benefits associated with their education as well
as their fears about daughters who are getting the higher education. Our goal is to
review the variety of domains where the attitude of parents have any influence on
daughters about seeking higher education as well as the different benefits which
parents associated with the education of their daughters, these benefits may give fruit
both of them for their bright future as they thought. We all know about education is
one of the major problem and all around the world different efforts were made about
the issue by governments, NGOs, and researchers etc. The basic purpose of this
chapter is to investigate the kind of attitude parents have towards the education of
their daughters.
2.2

Factors Affecting Parental Attitude

Education is an important factor in the development of any nation and the education is
also most important for the purpose but different factors which influenced the girls
education, these factors can be in a positive way or negative, if these factors
considered positive, it deals with different perceived benefits regarding their
daughters education and fears could fall in the negative attitude of parents.
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2.2.1

Societal Effects on Parents Beliefs about Daughters Education

Cultural differences, the religious attitude in the world make an influence on the low
participation of women in the higher education. Muslim women remain depressed of
the higher education owing to economic and social constraints (Dale et al., 2002).
Parental involvement towards education should be improved for getting good results
so, the school administrators and policy makers discover ways for getting good results
(Moses et al., 2014). An optimistic attitude towards daughters learning is seen in the
parents. However, some administrative difficulties get in the way of acquiring
education by the girls (Hussain et al., 2003). Residential background depends on upon
the values of our culture and it has a great impact on the schooling of children. Better
transportation and boarding facilities available in this essentially urban conurbation,
therefore, the loss and personal insecurity ratings are less in urban areas.
2.2.2

Effect of Residential Background on Parental Attitude

These days it is realized by the rural people that due to lack of proper education they
are counted as a backwards session of the society. Proper care of their children will be
helped by the education as well as and also contribute to the economic development
of the family (Puhan et al., 2013). Tribal and non-tribal parents do not differ
significantly with regard to their attitude toward education. Planning with regard to
providing higher education for their children has some difference. Tribal people the
non-tribal parents were found more optimistic in providing their children with the
scope for higher studies. The mothers were in as favour of schooling and education of
their children as the fathers did (Samal, 2012).
There was no difference between tribal and non-tribal areas as well as gender
difference have no significance according to the results. The difference between tribal
and non-tribal was evident in their future plans to provide facilities for higher studies
for their daughters (Rojalin , 2012). Cultural pressure loss and personal insecurity
ratings are less in urban areas because of the better transportation and boarding
facilities available in this essentially urban conurbation. Urban areas are mostly
advanced and its residents have a more encouraging attitude towards females higher
education than elsewhere (Bajwa et al., 2007).

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2.2.3

Parents level of Education and Income

The level of education of parents and their level of income is not independently
related to the attitude towards the education of their girl child, but when the level of
education and level of income of parents is studied together they showed a positive
relationship with the attitude towards the education of their girl child (Reshma, 2014).
Respondents main livelihood was based on agriculture and non- agricultural labour.
So, they had little knowledge about facilities of the urban and developed environment.
Their existing environment might have created a narrow mentality towards schooling
where they fail to perceive a direct relationship between their childrens education and
a better future. The cities schooling decisions are hardly influenced by supply-side
factors. In rural areas, however, these factors do play an important role. If there are
fewer schools or teachers, or if the local culture is more patriarchal, rural children (in
particular girls) participate substantially less (Huisman et al., 2010).
Rural areas inequalities between socioeconomic status groups are lower if more
schools and teachers are available (Huisman et al., 2010). Low socio-economic status
and parents labour market position can adversely affect the attitude towards
schooling and education, parents attitude was found moderately favourable and
positive towards schooling and education of their children (Rojalin , 2012).
The Parents decision included the employment and education level of parents, their
social class, wealth and rural-urban background. Parents who were educated and
employed reported supporting their daughters education .Parents belonging to the
higher socio-economic status have a more favourable attitude towards the education
of their girl child. It was also found that neither the increase in the level of education
nor the increase in the income of parents has any effects towards the education of
their girl child (Dale et al., 2002).
2.2.4

Gender Biases of Parents about Education

Boy-biased parents are more likely to have their boys enrolled in school and to spend
more on their boys education; and also, less likely to enroll their girls in school and
spend less on girls education. The boy-biased parents are also less likely to seek
formal treatment and tend to spend less when a girl is sick (Philip et al., 2014).
Mothers, in general, were more concerned about the higher education of their
21

daughters as compared with fathers (Rabia et al., 2015). There was an awareness that
parents are more willing to finance sons to engage in the higher education (Malik et
al., 2011). Domestic workforce will be a responsibility of male to run household and
lead the family as it is a general thinking about girls that girls can never do any work
especially hard work for participating in the economic affairs of family as a result,
parents dont think its important for sending their daughters for higher education and
girls feel lower self-esteem and these socio-cultural challenge scores may be due to
their parents requirement (Anthony et al., 2015).
There is little evidence of gender disparity at or below the primary level; there is
persistent gender bias at higher levels, with significantly higher dropout rates of girls
(Bose et al., 2012). Interrelatedness of cognitively and educationally favourable
conditions within the family and positive attitudes towards school, attainment, high
aspirations and cognitive and intellectual interests for out-of-school activities
(Bogunovic et al., 2007).
2.3

Perceived Benefits of Parents

Parenting beliefs and literacy practices of parents can be found if a correlation could
be determined between the parents beliefs and practices. They had both traditional
and progressive beliefs concerning education. Parents believed that schools have the
primary responsibility to educate their children as well as mothers believe that they
should teach their children new skills (Anthony et al., 2015). Whatever the
educational background, social class of their parents and beliefs about education
research has shown that students at all grade levels experience increased academic
success when their parents participate at school and encourage education and teach at
home (Hammer et al., 2007).
2.3.1

Benefits for Parents

Parenting beliefs and literacy practices of mothers can be found if a correlation could
be determined between the mothers' beliefs and practices. Mothers had both
traditional and progressive beliefs concerning education. Mothers believed that
schools have the primary responsibility to educate their children as well as mothers
believe that they should teach their children new skills (Timkey, 2015). Mothers have
comparatively more favourable attitude towards the education of their girl child than
22

the father (Reshma, 2014). Mothers have a comparatively better attitude towards the
education of their girl child than fathers. Parents belonging to the higher socioeconomic status have a favourable attitude towards the education of their daughters
(Dale et al., 2002). Whatever the educational background, social class of their parents
and beliefs about education research has shown that students at all grade levels
experience increased academic success when their parents participate at school and
encourage education and teach at home (Dauber et al., 2005).
2.3.2

Personal Benefits

Individuals with more education receive more salary increases later in their careers
than do those with less education. Better working conditions lower disability rates,
longer job tenure, more on the job training opportunities, and more promotion
opportunities are associated with the educational level of parents and children (NEA,
2003). Higher education substantially increases womens awareness of their legal
rights, particularly in relation to divorce and inheritance laws. The attainment of
economic independence emerged as a strong motivating factor for participating in the
higher education. It was found that an increased educational and economic status of
women was linked to increased levels of confidence and the experience of gaining a
voice within the family and the wider community (Malik et al., 2011).
Life expectancy reflects a long trajectory of individual socio-economic circumstances
that affect their health conditions and other mortality risks. Women live almost six
years longer than men, averaging 83 years vs. 77 for men. Data shows that life
expectancy is strongly associated with education (OECD, 2013). Adults who have
attained higher levels of education are generally more likely to portray greater
satisfaction in life than those with lower levels of educational attainment (Moses et
al., 2014). Higher education could help them develop competencies like critical
thinking, problem-solving, decision-making skills, and tolerance for the differences of
others (The Benefits of Higher Education for Women in Utah, 2011).
The benefits to education for both the children and parents are clear. Increased
education is associated with higher income, prestige, better working conditions, and
potential for promotion. Most students and their parents believe this. Individuals with
more education receive more salary increases later in their careers than do those with
less education. Better working conditions lower disability rates, longer job tenure,
23

more on the job training opportunities, and more promotion opportunities are
associated with the educational level of parents and children. Society gets a better
citizen, one more likely to vote, raise healthier children, volunteer, and provide skills
to the community (NEA, 2003).
Education serves a vitally important role in granting access to the information and
skills needed by individuals to participate in the higher education, to sustain
productive employment, and to make effective choices about crime, health care, and
civic participation. The future social and economic well-being of states will benefit if
these choices are based, not on politics, but on objective evidence about where
educational investment will have the greatest return. Now is the time for real
education funding reform, because as this report shows, You can pay me now or
You can pay me later (Mitra, 2011).
2.3.3

Profits for Family

Girls education offers opportunities to acquire knowledge and skills and enhances
life prospects. Along with nutrition, health and skills, education is a pillar of human
capital: These essential elements together enable people to lead productive lives and
to contribute to their countries economic growth and development (UNFPA, 2005).
Parents perceive their children to get an education in order to improve economic
wellbeing as well as parents think about their daughters to become a part of educated
society, not for earning money, finally, parents perceive their children to acquire
academic related skills while getting an education, so for career choice and
Entrepreneurial skills are acquired at lower end (Niaz et al., 2010).
The benefits to education for both the children and parents are clear. Increased
education is associated with higher income, prestige, better working conditions, and
potential for promotion. Most students and their parents believe this. Lifetime
earnings for full- time year round workers by educational attainment. These
differences result from the differences in beginning salaries and the earnings
trajectory over a lifetime (NEA, 2003).Educated mothers increase human capital
through their influence on the health, education and nutrition of their children.
Daughters of educated mothers are more likely to attend school. A mothers education
also translates into higher immunization rates and better nutrition for her children
(UNFPA, 2005).
24

Education improves a familys economic prospects by improving womens


qualifications and skills. As better-educated women participate in paid employment,
families enjoy higher income and overall productivity increases. Education improves
reproductive health (OECD, 2013). Educated women are more likely to seek adequate
prenatal care, skilled attendance during childbirth and to use contraception. They tend
to initiate sexual activity, marry and begin childbearing later than uneducated women
(Samal, 2012).
Earn more money. Have better job opportunities. Gain access to better health care and
related benefits. Have a lower risk of unemployment. Be better prepared to financially
support self and family (The Benefits of Higher Education for Women in Utah,
2011).Educations effects on social outcomes generally remain after accounting for
income. Hence, education may help individuals to develop skills, improve their social
status. Emerging research suggests the significant role cognitive, social and emotional
skills play in explaining the effects of education on economic and social outcomes
(OECD, 2013).
2.3.4

Paybacks for Society

Parents think that education can change the status of women in society. Some positive
changes reported in women as a result of their access to education included awareness
about their legal, political and social rights, increased level of confidence,
empowerment, development of positive social attitudes, and critical thinking (Rabia et
al., 2015). Higher education is increasingly viewed as a necessary asset in maintaining
and gaining social prestige. This preliminary research indicates that young South
Asian Muslim women are continually negotiating and renegotiating their cultural,
religious and personal identities and that these processes operate in complex and
sometimes contradictory ways (Fauzia, 2001).
Society gets a better citizen, one more likely to vote, raise healthier children,
volunteer, and provide skills to the community (NEA, 2003). Skills are important
channels through which the power of education is manifested in a variety of social
settings. Policy makers should take into account the wider social benefits of education
when allocating resources across public policies. (OECD, 2013). Factors influencing
education include access to employment, personal development, being able to perform
their traditional duties in a better way and the capability to contribute to the social
25

development of the country among others (Rabia et al., 2015). The parents having
different financial backgrounds like labour, business, farming, and jobs argue in the
favour of both religious and non-religious education for their daughters (Akhtar et al.,
2011). Education made them to Participate more in civic and community activities
(examples: voting, donating blood, filling leadership role). Be a more conscientious
civic and community volunteer (UNFPA, 2005). Benefits of education for girls
would help them increase their knowledge, intellect, and lifelong learning skills,
develop more self-esteem, self-worth, and self-awareness and prepare them to
influence society or make a difference (World Bank, 2007). Education has the
potential to bring significant benefits to individuals, which go well beyond its
contribution to individuals employability or income. Income is one way in which
education helps individuals improve their social outcomes. (OECD, 2013).
2.4

Fears of Parents regarding Daughters Education

Parents have different fears related to the education of their daughters. Sometimes
some other factors influenced it which can be, education not valued or is seen as
irrelevant to or in conflict with accepted roles in society. Limited involvement of
parents in schooling and early learning. Gender dimension: Early marriage, low status
of women and intractable patriarchal societies often result in lower priority on the
education of girls. The content of education reinforces gender stereotypes.
2.4.1

Violence against Girls

Violence against girls takes place in schools, on the way to school and around schools
and that the violence itself takes many forms. It includes sexual violence, sexual
harassment, intimidation, teasing and the threat of violence. It was said that the main
form of gender violence for girls is sexual violence (Berton, 2004). In South Africa,
Human Rights Watch found that South African girls face the threat of multiple forms
of violence at school. This includes rape, sexual abuse, and sexualized touching or
emotional abuse in the form of threats of violence. Girls also encounter constant
highly sexualized verbal degradation in the school environment (CIET, 2004). The
impact of the violence is immeasurable and includes loss of self-esteem, depression,
anger, risk of suicide, unwanted pregnancy, HIV infection and fear of victimization.
Combinations of these factors cause many girls to drop out of school (Human Rights
Watch, 2001). The recent MDG Task Force report on achieving the gender and
26

education MDGs failed to acknowledge the importance of addressing violence against


girls. This remains the largest hidden obstacle to making progress on the gender
equality (UNO, 2000).
Violence against girls needs to be understood in the context of broader practices of
sexual violence and youth cultures. A growing a number of younger people believe
that sexual violence is permissible (Mersky, 2003).
2.4.2

Safety Risk

Issues of safety and security of girls affect their access to education. Travelling long
distances to attend educational institutions usually, consider as a threat to the personal
security of girls. The incidents of girls sexual abuse and the importance attached to
the personal security of girls dominate parents decisions of not sending girls,
especially when they grow up, to educational institutions where distances are long.
Different studies determined this issue as the main hurdle for girls for getting the
higher education and access to school is one of the key determinants of enrolment in
rural Punjab (Khalid, 2002).
Girls are less able than boys to take public transportation or walk to school in
Pakistans social context, and the cost of private transport roughly equivalent to the
200 Rupees stipend was the binding constraint for poor families, said Khalid
Gillani, Secretary of Education in Punjab Province (World Bank, 2007). The culture
of sexual violence, particularly among the youth is a big fear of parents. In response
to a question about how young people define sexual violence a surprisingly high
proportion of both girls and boys said that forcing sex with someone you know was
never sexual violence (CIET, 2004). Girls, by their nature, are unskilled in calculating
risks or judging situations, therefore parents are obliged to assess and protect their
children from all potential dangers. It was claimed that fears for childrens safety now
dominates family life. Girls abduction or abuse by strangers is cited as the main fear
of todays parents by Pain (Stokes et al., 2009).
2.4.3

Traditional Obstacles

Female students also faced attitude of their families about co- education as a cultural
barrier to the higher education. The theme related to this category was perceived
fears and threats to family honour. Given this trend, it could be assumed that co27

education might be perceived as a threat to the status-quo which gave more power to
male and lesser to females (Fauzia, 2001). College level and university level
discrimination is due to college lecturers tend to be less well educated than university
staff and hence to be more conservative as well as parents assumed that the university
environment is advanced for females, so it could be a campus environment constraint
for parents (Allen et al., 2008).
Availability of educational institution nearby and travelling for girls becomes a major
obstacle. Another main problem in this way is personal security threats during
travelling as institute are not available nearby and girls have to travel a long distance
to public transport. (Sathar et al., 2000). The selection aspect of testing places girls at
a disadvantage indirectly, however, because parents are much less likely to enroll girls
who fail to receive an overall passing in private or technical schools. Girls
disadvantage in enrollment is much greater for poor, rural girls with uneducated
mothers (Lewis et al., 2007).
2.5

Hypothesis of the Study

A statement that provides a tentative description or explanation for the relationship


between variables (Frederick et al., 2012). The hypothesis is originated from the
literature review. The hypothesis of current study is:
1. There is no relationship between parents attitude and no of siblings.
2. There is no relationship between parents attitude and residential background.
3. There is no relationship between parental attitude and CGPA of the
respondent.
4. There is no relationship between parents qualification and parents attitude
towards daughters education.
5. There is no relationship between parents perceived benefits and Age of
parents.
6. There is no relationship between parents age and fears about daughters
education.
7. There is no relationship between parents attitude and occupation of parents.
8. There is no relationship between parents perceived benefits and parents fears
towards daughters education
.
28

2.6

Conclusion

This review was to view the trends in composition studies within the past recent years
and see how parental attitude affects in a positive or negative way for seeking the
higher education. After reviewing the literature and the previous studies reviewed that
the general practices and beliefs of parents are at least positive but in some conditions,
traditional values do not allow them for the education of daughters as cultural values
have much influence on the behaviour of the members of the society. Development of
the human capital is of vital importance for the progress of a nation. The high literacy
level is a precondition for the development of any country. The women of Pakistan
are far behind in education. The cultural norms of the society are reported to be a
major hindrance in the schooling of the girls. The study identifies the deterrents of the
educational attainment of rural females in the cultural milieu of our society.
In some conditions negative as they have different benefits attached with their
daughters. Along with this, it is also clear that the different factors which can change
or influence the attitude of parents include their education, income and residential
status etc. It also observed that parents have different fears about their daughters like
security, safety; their behaviour, etc. changed their thinking about daughters
education. Literature shows that overall parents want to promote daughters education
as they have knowledge about the changing trends of todays world and the
importance of education and the related benefits for their family, society and
especially for their daughters in their practical life.

29

Chapter 3
Conceptualization and Operationlization
A major responsibility for doing social science research is to design accurate
measures for hypothetical concepts. This involves the process of conceptualization
and operationalization. Through this process, imprecise and vague notions are made
more specific and precise.
A conceptual definition defines as, The underlying understanding of something that
is necessary to attain before understanding how it is used or applied. In science, it is
necessary to understand the subject of research prior to conducting effective research
(Humphreys, 2004).
An operational definition defines in common worlds as a concept exclusively in terms
of the operations used to produce and measure it. Below is the theoretical and
operational definition of the concepts used in the present research.
3.1

Conceptual Definitions

A conceptual definition tells us what the concept means, while operational definitions
only tell you how to measure it. If one has only an operational definition, he may
know how to measure it, but he would not know what you are measuring. This means
that our measurements would be worth much, considering that we do not know what
the concept is, so we do not know what we measured. A concept defined only
operationally may make a nice little ceremony as we carry out the steps described by
the operational definition, but it doesn't mean anything and it is not related to other
concepts.

3.1.1 Attitude
An attitude is generally defined as a learned disposition or belief that allows us to
predict behaviour (Turner, 2006).
A mental and neural state of readiness, organized through experience, exerting a
directive and dynamic influence upon the individual's response to all objects and
situations with which it is related (Norbert et al., 2001).

30

3.1.2

Basic Human Need

The opportunity to express oneself through creative work is a basic human need
(Bruce et al., 2006).
3.1.3

Customs

Denoting the established norms and patterns of behaviour of a particular society, the
term often implies patterns of behaviour that are very old (and somewhat redundant)
and characteristic of a particular society (Bruce et al., 2006).
3.1.4

Deviance

Deviance is non-normative behaviour that, if detected, can be subject to informal or


formal sanctions. Deviant behaviour is norm-violating conduct (Turner, 2006).
Deviance means those behaviours or characteristics that violate significant social
norms and expectations and are negatively valued by a large a number of people
(Nalah et al., 2013).
3.1.5

Delinquent Subculture

The term describes a group (typically of youths) which shares norms and values at
odds with those of the rest of society (Bruce et al., 2006).
3.1.6

Domestic Violence

It refers to male violence (psychological as well as physical) against women in the


home (Bruce et al., 2006).
3.1.7

Life Expectancy

This is the number of years that the average person of a social group can expect to
live (Bruce et al., 2006).
Profound changes in the prevailing patterns of disease and morbidity the so-called
epidemiological transition (Howse, 2006).

31

3.1.8

Mobility

Mobility refers to the movement of individuals between different levels of the social
hierarchy, usually defined in terms of broad occupational or social class categories
(Nicholas et al., 2006).
The potential for movement, the ability to get from one place to another (Susan,
2002).
3.1.9

Personality

This denotes any individuals characteristic ways of behaving. The personality is


inferred from behaviour, which it is held to cause (Bruce et al., 2006).
3.1.10 Socialization
Sociologists use this term to describe the process whereby people learn to conform to
social norms, a process that makes possible an enduring society and the transmission
of its culture between generations (Nicholas et al., 2003).
Process by which individuals acquire knowledge, skills and attitudes that make them
effective members of the society (Alexandra et al., 2013).

3.2

Operational Definitions

An operational definition is a result of the process of operationalization and is used


to define something (e.g. a variable, term, or object) in terms of a process (or set of
validation tests) needed to determine its existence, duration, and quantity.
3.2.1

Attitude

In this study, attitude stands for the overall feelings and evaluation of parents about
their daughter education in upcoming life. After getting the education, daughters will
become physically active and their standard of living will improve in future.
3.2.2

Basic Human Need

In this study, basic human need means that girls basic human need will fulfill after
getting a job on the basis of education. Girls will become self-dependent.

32

3.2.3

Customs

In this study, Social customs include actions and behaviours that are expected of a
particular culture. Social customs may include how a person greets another, makes
eye contact, dresses in public and converses in a discussion.
3.2.4

Deviance

In this study, deviance means the violation of family norms and negative role of
education institutions. Daughter will not follow family norms after getting the
education. They violate family tradition and did not adopt family occupation etc.
3.2.5

Delinquent Subculture

In this study, delinquent subculture means girls become bullied and involved in affairs
after getting the education. Education cannot teach practical skills. It represents girls
negative activities.
3.2.6

Domestic Violence

In this study, domestic violence means many girls did not continue their studies due to
parents negative attitude.
3.2.7

Life Expectancy

In this study, life expectancy means the average life of an individual in a particular
group.
3.2.8

Mobility

In this study, mobility means moving from one place to another for achievements of
jobs/professional life in future of children or family.
3.2.9

Personality

Personality stands for the overall appearance of an individual in a society.


3.2.10 Socialization
Socialization means the process of learning basic norms and values in family,
educational institutions.
33

Chapter 4
Research Methodology

4.1

Introduction

This chapter comprises the data sources, sampling, methods and analysis of tools used
to conduct this research. Furthermore, this chapter will also deal with the detailed
explanation of tools and methods implemented for the gathering of quantitative data.
While the methodology is the approach which is used to attain the objectives of the
research. Research methodology is a systematic way to solve a problem. It is a science
of studying how research is to be carried out.
Research is a process of getting information about any phenomenon through different
tactics. Research is a procedure by which, which attempt to find systematically and
with the support of demonstrable fact, the answer to a question or the resolution of a
problem (Nicholas, 2006). A systematical way to solve the research problem. It
may be understood as a science of studying how research is done scientifically
(Kothari, 2005).
Essentially, the procedures by which researchers go about their work of describing,
explaining and predicting phenomena are called research methodology. The methods
section describes the techniques used to analyze information applied to understanding
the research problem.
4.2

Quantitative Research

Different researchers or educators may use different criteria to classify research types.
Generally quantitative, qualitative and mixed methods techniques are used. For the
current study, quantitative research is used as it clarifies the statistical image and use
of observations for the purpose of describing and clarifying the phenomena that those
opinions reflect (Sukamolson, 2010). The term quantitative research refers in large
part to the adoption of the natural science experiment as the model for scientific
research, its key features being a quantitative measurement of the phenomena studied
and systematic control of the theoretical variables influencing those phenomena
(Mahesh, 2011). Explaining phenomena by collecting numerical data that are
34

analyzed using mathematically based methods (in particular statistics) (Sukamolson,


2010).
Quantitative method is used to get answers to different research questions when
research wants a quantitative answer. Qualitative, non-numerical methods will clearly
not provide us with the statistical answer data want. Quantitative research is useful for
leading the respondent division. It is done by dividing the population into groups
whose members are parallel to each other (Creswell et al., 2007). Quantitative
research is also useful to measure opinions, attitudes and behaviours. Quantitative
research is fit to clarify some phenomena. The final activity for which quantitative
research is particularly suited is the testing of hypotheses. Research might want to
explain something, for example, whether there is a relationship between students
achievement and their self-esteem and social background (Morgan, 2007).
For the current study quantitative approach is adopted as research demands this
method for the purpose of the accuracy of data and a survey is carried out in the target
population of the University of the Punjab. Survey method is confined to the instant
need of the society and it also covers all aspects of the issue. The research design is
the activities of conditions or collection and analysis of data relevance to research
purpose (Sukamolson, 2010). For present study, quantitative method is used as it is
used to see the relationship between two or more variables or to examine which
variable is caused by other variable or has an effect on other.
4.3

Research Design

This process is concerned with creating a drawing of the activities to take in order to
adequately answer the research questions acknowledged in the exploration phase in
the 1st chapter. This includes selecting a research method and formulating an
appropriate sampling strategy (Frederick et al., 2012). This entails going out and
collecting information by observing, recording and measuring the activities and ideas
of real people, or inspecting objects and experiencing events. This process of
collecting primary data is often called survey research (Nicholas, 2006).
Survey research often uses random sampling techniques and questionnaire design
according to features of the population with statistical accuracy. Survey research
enables organization to make assessments among groups as in the current study, the
35

attitude of parents regarding daughters higher education was checked through getting
the data from the daughters with the perspective of their parents.
It provides estimations from a sample that can be related to the entire population with
a degree of certainty such as hostelized girls have been selected to know the
perspective of their parents regarding their education. Survey research entails that
respondents are "randomly" sampled - that means that each person in the population
has a known likelihood of being sampled (Brussaard et al., 2002).
In this study, all the girls from hostels of the University of the Punjab are equally
selected. There are defined techniques, such as random digit selecting and sampling
procedures to ensure a scientific sample but a sampling formula is used for selected
sample size. It is important to work with professionals because the quality of the
survey can be affected by the research tool (Deoki et al. , 2010). Survey have
different returns such as survey method is easy to manage, it can also be established in
less time (compared to other data-collection methods), survey method is costeffective, but cost depends on survey mode (Okada, 2003).
Survey software, innovative statistical methods can be used to analyze survey data to
regulate validity, reliability, and statistical significance etc. The reliability of survey
data may depend on different factors such as respondents may not feel easy providing
answers. Respondents may not be fully aware of their motives for any given answer
(Gallagher et al., 2004). Surveys with closed-ended questions may have a lower
validity rate than other question types. Survey question answer options could lead to
vague data because certain answer options may be construed differently by
respondents (Edith et al., 2008). Demographical and socio-economic variables are
also often called background variables; contain information necessary to define
homogenous subgroups, to establish a cause and effect relation between attitudes and
societal facts and to define the difference between scores on scales (Wolf et al., 2003).
In this study, a structured questionnaire (see also Appendix A) using mixed
questionnaire technique is used depending upon the nature of the questions therein.
Researcher use different types of questions such as closed-ended, in the current study,
scaled questions are used and open-ended type of questions are used for demographic
information, which include a number of siblings, residential background, CGPA and
the qualification, age and occupation of father and mother.
36

In the current study, survey design is used in the present study, because the population
is large and sampling frame would also be large and their response could not be taken
through interviews and time would also be saved. Researcher approaches 528
respondents with 0.04 error chance out of which, 500 respondents showed consent to
participate in research. The questionnaire contained 31 questions and was prepared in
the understandable English language because the respondents were educated and can
read and understands English easily.
The questionnaire was divided into three related parts.
Socio-demographic information.
Attitude of parents regarding daughters education

4.4

Perceived benefits relating to daughters education

Fear of parents relating to daughters education

Population

A population can be defined as all people or items (unit of analysis) with the
characteristics that one wishes to study. The unit of analysis may be a person, group,
organization, country, object, or any other entity that you wish to draw scientific
inferences about. Sometimes the population is obvious (Bhattacherjee, 2012). The
population of the current study is all the female students of the University of the
Punjab, Lahore are taken for investigation.
Researchers have no accessibility and they have lack of resources for collecting data
from all the population, so female girls living in hostels are selected as a target
population for achieving homogeneity among all the sample size. The basic purpose
of the opting stated target population is that it has the higher probability of giving a
representative sample. The size of the target population is 3310 with the equal chance
of selection for every respondent which is selected for the purpose of getting required
information. Survey is carried out in all these respondents to grasp the required
information including the basic profile of the female hostellers, their CGPA etc.
Major important factors which attract researcher for selecting this population can be
such as target population is easily accessible, our research design demands just
females in research, target population facilitates in generalizing the results of research
because people from different areas and different backgrounds are easily accessible

37

here, and study contains educated respondents as they have scientific approach
towards issues.
4.5

Sampling

Sampling is a systematic method of selection of elements from the entire population.


Sampling is decided on the basis of the nature of our research, either it is qualitative
or quantitative. After deciding this, one defined sampling technique will be used, such
as probability or non-probability sampling. Different sampling types are available,
which can be adopted according to the nature of the population accessibility,
representation, objectivity and homogeneity etc. Sampling frame should also select
when population of the study is too large, no accessibility and for the purpose of
generalization etc. The small part of a whole (population) selected to show what the
whole is like. There are two main types of sampling procedure, random and nonrandom (Nicholas, 2011).
In the current study, researchers has adopted quantitative research approach, so
probability sampling technique is used, through this simple random sampling method
for collection of data is selected, a probability sampling technique is defined as, in
which each individual in the population has an equal and independent chance of
selection (Gabriele, 2004). Firstly, researchers select all the female students of the
University of the Punjab as a population and then select all the female hostellers who
live in the hostels of the University of the Punjab and gather data from them by using
simple random sampling.
The sample size of this study is 16% of the total population so it can be said that the
researcher collected data from 16 percent respondents from each hostel. All the
respondents are selected by simple random sampling. Through Simple random
sampling, the current target population is selected for data collection. For Simple
random sampling, researchers distributed questionnaire among the respondents with
an equal chance of selection. The rationale for using such technique was to control
homogeneity.

38

4.5.1

Sample Size

Sample size provides the basis for the estimation of sample error and impacts on the
ability of the model to be correctly estimated (Nicholas, 2011). Determining sample
size is a very important issue because samples that are too large may waste time,
resources and money, while samples that are too small may lead to inaccurate results.
The sample size of present study consists of 528 total respondents with 0.04 error
chance. Calculated method of Taro Yamane (Taro Yamane) was used to find sample
size. The sample size was selected using Yamins formula. This formula has been set
as
Sample Size = N/1 + Ne2
Here N is the population size that is 3310. In this formula, e is the constant value that
is 0.04. This is an accessible section of the target population from where a sample can
be drawn. If your target population is professional employees at work, because you
cannot access all professional employees around the world, a more realistic sampling
frame will be employee lists of one or two local companies that are willing to
participate in your study (Bhattacherjee, 2012). Through quantitative research, the
total sample size 528 was selected including error chances. Distribution of sample is
equal among 11 girls hostels with the ratio of 48 each hostel.
4.6

Tool of Data Collection

Data Collection is an important aspect of any type of research study. Data collection
phase should be consistent with the philosophical foundation and topic under study.
Inaccurate data collection can impact the results of a study and ultimately lead to
invalid results (Carr, 2007). Data-collection techniques allow us to systematically
collect information about our objects of study (people, objects, phenomena) and about
the settings in which they occur. Data was collected haphazardly; it will be difficult
to answer our research questions in a conclusive way (SAVE THE CHILDREN.,
2007). Various data collection techniques can be used according to the available
information such as observing, Interviewing (face-to-face), administrated written
questionnaires and focus group discussions.
Administering written questionnaires is a data collection tool in which written
questions are presented that are to be answered by the respondents in written form. A
39

questionnaire becomes a vital instrument by which statements can be made about


entire populations (Williams, 2001). Inappropriate questions, incorrect ordering of
questions, incorrect scaling, or bad questionnaire format can make the survey
valueless (Brussaard et al., 2002). A useful method for checking a questionnaire and
making sure that is it accurate? After this, it is pretested on a smaller subset of target
respondents.
In this study, a structured questionnaire (see also Appendix A) using mixed
questionnaire technique is used depending upon the nature of the questions therein.
Researcher use different types of questions such as closed-ended, in the current study,
scaled questions are used and open-ended type of questions are used for demographic
information, which include a number of siblings, residential background, CGPA and
the qualification, age and occupation of father and mother.
In the current study, survey research design is used in the present study because the
population is large and sampling frame would also be large and their response could
not be taken through interviews and time would also be saved. Researcher approaches
528 respondents with 0.04 error chance out of which, 500 respondents showed
consent to participate in research. The questionnaire contained 31 questions and was
prepared in the understandable English language.
4.7

Pre-Testing

Pilot testing is a small-scale test, where a few examinees take the test and comment on
the mechanics of the test. They point out any problems with the test instructions,
instances where items are not clear and arranging and other typographical errors and
issues. Once all issues with the test items and forms have been addressed, the tests are
ready for large-scale field testing (Teijlingen, 2002). Pilot tests are used to estimate
how a sample of people from the survey population responds to the questionnaire
(Forza, 2002). For a pilot test, surveyors typically contact a specific a number of
people so that possible variances within and across groups in the population can be
examined.
In the current study, researcher did pre-testing before going into the field for data
collection from the target population, researcher pre-tested the questionnaire (see also
Appendix A) by asking some of their female class fellows living in the hostels to fill it
40

and then feedback was taken from them. Their feedback was included different
suggestions, problems faced during filling the questionnaire. According to the
feedback from pre-test respondent and as per the suggestions of supervisor it was
modified and the final questionnaire was designed for complete field data collection.
The purpose is to make sure that everyone in your sample not only understands the
questions but understands them in the same way. The primary purpose of field testing
is to build an initial picture of test validity and reliability. Pilot studies are also
excellent for training inexperienced researchers, allowing them to make mistakes
without fear of losing their job or failing the assignment (Teijlingen, 2002).
4.8

Field Experiences

During the data collection, field experiments were very challenging, informative and
thought provoking. The researcher did not face serious issues. Data was collected
from 500 respondents in the hostels of the University of the Punjab. Due to summer
season and examination, the survey was a very challenging phase for the researcher to
convince the respondents to fill up the questionnaire. Field work for the current study
comprised one week in the form of visits of different girls hostels of the University
of the Punjab. However, throughout the field visits, researchers were left with no
confusion regarding the concept that parental attitude towards daughters education is
positive but the percentage is very low. The researcher observed that many of them
were not serious regarding filling the questionnaire. However after data collection,
overall results were satisfactory.
4.9

Analysis of Data

The data analysis techniques used for this research are descriptive and inferential
statistics. Descriptive statistics involves the organization, summarization and display
of data (Oja, 2001), it is also described as the process of categorizing and describing
the information from the data collected (Bordens, 2002). SPSS will be used for data
analysis after collecting data from respondents and it will also use different measures
through SPSS for analysis.

41

Chapter 5
Findings and Analysis of Data
Quantitative analysis is the process of presenting and interpreting numerical data. This
chapter displays the research findings and results in statistical manners after analyzing
the data, collected from the research samples. In addition, this chapter will organize
data into presentations form so that readers can understand the exact picture of each of
the respondent at a quick glance. In order to understand the information seeking,
information verification and information utilization behaviours, a sample survey was
conducted in the University of the Punjab. In total data of 500 respondents were
analyzed. All survey responses were recorded into SPSS according to participants
coded a numbers; response frequencies and percentages were then obtained.
5.1

Demographic Profile of Respondents

This section provides an overview of the demographic profile of all 500 respondents.
The demographic data presented here consist of no of siblings, CGPA and residential
background.
Table 5.1 Respondents number of Siblings
No of Siblings
1-3
4-6
7-10
11 and above
Total

Frequency
154
269
71
6
500

Percent
30.8
53.8
14.2
1.2
100.0

Respondents were asked to indicate their number of siblings. The figures of table 5.1
indicate that 30.8% respondents a number of siblings are the first category of 1 to 3
siblings and it is the at least one third respondent. 53.8% respondents are fall in the
second and majority of the respondents category 4 to 6 siblings.
Table 5.2 Respondents Residential Background
Residence

Frequency

Percentage

Rural

304

60.8

Urban

196

39.2

Total

500

100.0

42

Respondents were asked to indicate their current residential status. It showed in the
Table 5.2 that majority of respondents belong to the urban background. 60.8% respondents
belong to the urban background and 39.2% belong to the rural background. To conclude it can
be said that majority of respondents in this study belongs to urban background.

Table 5.3 Respondents CGPA


CGPA

Frequency

Percentage

2.00- 2.50

.6

2.51- 3.00

54

10.8

3.01- 3.50

259

51.8

3.51- 4.00

184

36.8

Total

500

100.0

Respondents were asked to indicate their current CGPA. Table 5.3 shows that 51.8%
respondents CGPA falls in the third category 3.00- 3.50 and the second major achieving
CGPA categorys percentage are 36.8. So we can say that majority of the respondents achieve
CGPA 3.01 to 4.00.
Table 5.4 Demographic Characteristics of the Respondents

No. of Siblings
1-3
4-6
7-10
11 and Above
Total
CGPA
2.00-2.50
2.51-3.00
3.01-3.50
3.51-4.00
Total
Residential
Background
Rural
Urban

Frequency

Percentage

154
269
71
6
500
Frequency
3
54
259
184
500
Frequency

30.8
53.8
14.2
1.2
100.0
Percentage
.6
10.8
51.8
36.8
100.0
Percentage

304
196

60.8
39.2

The table 5.4 indicates that most of the respondent are four to six siblings and they
belongs to a rural background and their CGPA is between 3.51 to 4, The above
statistics are also represented in the form of the bar chart (see Appendix B).

43

5.2

Socio-Economic Profile of Respondents Mother

Mothers have comparatively more favourable attitude towards the education of their
girl child than the father. Mothers have a comparatively better attitude towards the
education of their girl child than fathers. Parents belonging to the higher socioeconomic status have a favourable attitude towards the education of their daughters.
Table 5.5 Respondents Mother Qualification.
Mothers Education

Frequency

Percentage

Uneducated

47

9.4

Primary

41

8.2

Middle

44

8.8

Matriculation

142

28.4

Intermediate

75

15.0

Bachelor

105

21.0

Master and Above

46

9.2

Total

500

100.0

Respondents were asked to indicate their mothers educational level. The table 5.5
shows that majority of mothers 28.4% were matriculation passed. Followed by
graduate level 21% mothers are studied at the graduate level. 15% mothers aware
studied at the intermediate level. 9.2% mothers were masters and above and 9.4%
respondents were illiterate also.
Table 5.6 Respondent's Mother Age
Mothers Age

Frequency

Percentage

20-30

.6

31-40

55

11.0

41-50

295

59.0

51-60

143

28.6

61 and above

.8

Total

500

100.0

44

Respondents were asked to indicate their mothers age. Data in the table 5.6 presented
that majority of the mothers age fall in the third category 41 to 50 years age which
presented 59% of the total sample.
Table 5.7 Respondents Mother Occupation
Mothers
Occupation
Govt. Employee
Private Employee

Frequency

Percentage

77
7

15.4
1.4

Business

91

18.2

House-wife

313

62.6

Other

12

2.4

Total

500

100.0

Respondents were asked to indicate their mothers occupation. Table 5.7 presented
that a large portion of the mothers (62.6%) are the house-wife and after this, a tiny
portion (15.4%) mothers are government employees. Overall, the data shows that
mostly proportions of the respondent are the house-wife.
Table 5.8 Cumulative Table for Mothers Demographic Information
Category
Qualification
Uneducated
Primary
Middle
Matriculation
Intermediate
Bachelor
Master and
Above
Total
Age
20-30
31-40
41-50
51-60
60 and
Above
Total

Frequency

Percentage

47
41
44
142
75
105
46

9.4
8.2
8.8
28.4
15.0
21.0
9.2

500
Frequency

100.0
Percentage

3
55
295
143
4

.6
11.0
59.0
28.6
.8

500

100.0
45

The table 5.8 indicates that most of the mothers have got the education at the level of
matriculation and their age is 41 to 50 and their common occupation is house-wife.
The above statistics are also represented in the form of the bar chart (see Appendix C).
5.3

Socio-Economic Profile of Respondents Father

Father have comparatively more favourable attitude towards the education of their girl
child than any other person. Parents belonging to the higher socio-economic status
have a favourable attitude towards the education of their daughters
Table 5.9 Respondents Father Qualification
Fathers Education

Frequency

Percentage

Uneducated

11

2.2

Primary

1.8

Middle

12

2.4

Matriculation

108

21.6

Intermediate

97

19.4

Bachelor

132

26.4

Master and Above

131

26.2

Total

500

100.0

The table 5.9 shows that majority fathers (26.4%) were bachelor passed. Followed by
masters and above level 26.4% fathers were studied at masters and above level. 19.4%
fathers were studied at the intermediate level. 4.2% fathers were studied at the
elementary level and 2.2% respondents were illiterate also. Education is essential to
bring awareness in the respondents in context to girl higher education.
Table 5.10 Respondents Father Age
Fathers Age

Frequency

Percentage

20-30

.2

31-40

15

3.0

41-50

177

35.4

51-60

253

50.6

61 and above

54

10.8

Total

500

100.0

46

Respondents were asked to indicate their fathers age. Table 5.10 shows that a large
proportion (50.6%) of the fathers age is between 51- 60 however an average
proportion (34.4%) fathers age is 41 to 50. Through this data, we can easily conclude
that majority of the fathers falls in the third and fourth category.
Table 5.11 Respondents Father Occupation
Fathers Occupation

Frequency

Percentage

Govt. Employee

183

36.6

Private Employee

36

7.2

Business

158

31.6

Agriculture

54

10.8

Other

26

5.2

Total

500

100.0

Respondents were asked to indicate their fathers occupation. Table 5.11 shows that a
large proportion (36.6%) of the fathers belongs to government jobs, however, an
average proportion (31.6%) fathers have their own business as well as a small
proportion of the respondents fathers are doing agriculture.
Table 5.12: Cumulative Table for Fathers Demographical Information
Qualification
Uneducated
Primary
Middle
Matriculation
Intermediate
Bachelor
Master and Above
Total
Age
20-30
31-40
41-50
51-60
60 and Above
Total

Frequency
11
9
12
108
97
132
131
500
Frequency
1
15
177
253
54
500

Percentage
2.2
1.8
2.4
21.6
19.4
26.4
26.2
100.0
Percentage
.2
3.0
35.4
50.6
10.8
100.0

The table 5.8 indicates that most of the fathers have got education at the level of
bachelor and their age is 51 to 60 and their common occupation is government

47

employee. The above statistical data is also represented in the Appendix section, in
the form of Bar Chart (see Appendix C).
5.4

Perceived Benefits of Parents

The general practices and beliefs of parents are at least positive but in some
conditions, traditional values do not allow them for the education of daughters as
cultural values have much influence on the behaviour of the members of the society.
Development of the human capital is of vital importance for the progress of a nation.
The high literacy level is a precondition for the development of any country. The
women of Pakistan are far behind in education. The cultural norms of the society are
reported to be major hindrance in the schooling of the girls.
Table 5.13 Cumulative table for Perceived Benefits of Parents

Statements

Strongly

Agree

Neutral

Agree

Disagree
F

Support family in

19

3.8

11

2.2

15

3.0

10

39

Strongly

Mea

Std.

Agree

Dev.

3.90

1.074

7.8

85

17.0

188

37.6

169

33.8

3.8

46

9.2

178

35.6

246

49.2

4.26

.932

15

3.0

55

11.0

239

47.8

176

35.2

4.09

.919

2.0

23

4.6

91

18.2

237

47.4

139

27.8

3.94

.907

10

2.0

16

3.2

45

9.0

189

37.8

240

48.0

4.27

.899

60

12.

111

22.

14

28.6

119

23.8

67

13.4

3.04

1.215

later years.
Improve standard

19

of living.
Attain
information about
the modern
world.
Become
physically active.
Improve the level
of children.
Take part in the
politics of

country.
48

Get married in a

12

2.4

21

4.2

70

14.0

183

36.6

214

42.8

4.13

.968

1.6

22

4.4

58

11.6

233

46.6

179

35.8

4.11

.866

1.6

18

3.6

58

11.6

213

42.6

203

40.6

4.17

.885

17

3.4

15

3.0

70

14.0

218

43.6

180

36.6

4.06

.962

1.8

24

4.8

92

18.4

239

47.8

136

27.2

3.94

.889

good family.
Acquire equal
rights in society.
Decision-making
ability will be
increased.
You will be able
to choose your
career.
Entrepreneurial
skills will be
increased.

When respondents were asked to give the response with the perspective of their
parents, their expectation, perceived benefits and fears about their daughters
education, their response will be different from the real person but the study demands
this thing as we want to check the attitude of parents with the collected data from the
daughters. In the parents attitude toward childrens education section, there were 11
items that covered the perceived benefits towards daughters education. A Liker Scale
that ranged from one (strongly disagree) to five (strongly agree) was used for the
respondents to mark the appropriate answer with the perspective of their parents.
The five items had highest mean between X=4.27 to 4.11 were as follows strongly
agree or agree. Item 5 (improve level of children in later age), item 2 (improve
slandered of living), item 9 (decision making ability will be increased) item 7 (get
married in a good family and item 8 (acquire equal rights in society). This means that
majority of parents strongly agreed with each of these five items and this also shows
that parents have attached different benefits with the education of their daughters and
for their betterment in society.
Parents disagreed with one statement. Item 6 (take part in politics of the country) had
a mean (X=3.04). Research also explores that parents do not expect and perceive their
children to manage their own family business. Most of the parents prefer their
49

children to get high income and status job rather than managing and expanding their
own business. The above statistical data is also represented in the Appendix section,
in the form of Bar Chart (see Appendix D).
Table 5.14 Parents Perceived their Daughters to Support Family
Category

Frequency

Percentage

Strongly Disagree

19

3.8

Disagree

39

7.8

Neutral

85

17.0

Agree

188

37.6

Strongly Agree

169

33.8

Total

500

100.0

The table 5.14 presented that a large proportion of the parents (37.6%) strongly agrees
that after getting the education their daughters will be able to support her family in
later years hence, the majority of the parents (33.8%) agrees with the statement rather
a small proportion (17.0%) are neutral. This statement disagrees with only (7.8%)
parents and strongly disagrees by a very small proportion (3.8%).
Table 5.15 Parents Perceived that Standard of Living can be Increase
Category

Frequency

Percentage

Strongly Disagree

11

2.2

Disagree

19

3.8

Neutral

46

9.2

Agree

178

35.6

Strongly Agree

246

49.2

Total

500

100.0

The table 5.15 presented that a large proportion of the parents (49.2%) strongly agrees
that after the getting the education their daughters will be able to improve their
standard of living hence, the majority of the parents (35.6%) agrees with the statement
rather a small proportion (9.2%) are neutral. This statement disagrees with only
(3.8%) parents and strongly disagrees by a very small proportion (2.2%).
50

Table 5.16 Able to Attain Information about Modern World


Category

Frequency

Percentage

Strongly Disagree

15

3.0

Disagree

15

3.0

Neutral

55

11.0

Agree

239

47.8

Strongly Agree

176

35.2

Total

500

100.0

The table 5.16 presented that a large proportion of the parents (47.8%) agrees that
after getting the education their daughters will be able to attain information about
modern hence, a majority of the parents (35.2%) strongly agrees with the statement
rather a small proportion (11.0%) are neutral. This statement disagrees with only
(3.0%) parents and strongly disagrees by a very small proportion (3.0%). We can
easily conclude that majority of parents are in favour of the education of their
daughters and the thinks it valuable for their children especially for daughters
regarding getting information about the modern world in this modern age.
Table 5.17 Become Physically Active
Category

Frequency

Percentage

Strongly Disagree

10

2.0

Disagree

23

4.6

Neutral

91

18.2

Agree

237

47.4

Strongly Agree

139

27.8

Total

500

100.0

The table 5.17 presented that a large proportion of the parents (47.4%) agrees that
after getting the education their daughters will become physically active hence, a
majority of the parents (27.8%) strongly agrees with the statement rather a small
proportion (18.2%) are neutral. This statement disagrees with only (4.6%) parents and
strongly disagrees by a very small proportion (2.0%).
51

Table 5.18 Level of Children will be Increased


Category

Frequency

Percentage

Strongly Disagree

10

2.0

Disagree

16

3.2

Neutral

45

9.0

Agree

189

37.8

Strongly Agree

240

33.8

Total

500

100.0

The table 5.18 presented that a large proportion of the parents (37.8%) agree that
after the getting the education their daughters will improve the level of their children
hence, a majority of the parents (33.8%) strongly agrees with the statement rather a
small proportion (9.0%) are neutral. This statement disagrees with only (3.2%)
parents and strongly disagrees by a very small proportion (2.0%). We can easily
conclude that majority of parents are in favour of the education of their daughters and
the thinks it valuable for their children especially for daughters.
Table 5.19 Take Part in Political Activities
Category

Frequency

Percentage

Strongly Disagree

60

12.0

Disagree

111

22.2

Neutral

143

28.6

Agree

119

23.8

Strongly Agree

67

13.4

Total

500

100.0

The table 5.19 presented that a large proportion of the parents (28.6%) remain neutral
that after getting the education their daughters will take part in politics hence, a
majority of the parents (23.8%) agrees with the statement rather a small proportion
(13.4%) strongly agrees. This statement disagrees by (22.2%) parents and strongly
disagrees by a small proportion (12.0%). We can easily conclude that majority of
parents are in favour of the education of their daughters but they do not want for their
children to participate in politics and they do not think it better for their daughters.
52

Table 5.20 Got Married in a Good Family


Category

Frequency

Percentage

Strongly Disagree

12

2.4

Disagree

21

4.2

Neutral

70

14.0

Agree

183

36.0

Strongly Agree

214

42.8

Total

500

100.0

The table 5.20 presented that a large proportion of the parents (42.8%) strongly agree
that after getting the education their daughters will get better marriage opportunities
and they will get married in a good family hence, majority of the parents (36.0%)
agree with the statement rather a small proportion (14.0%) are neutral about the
statement. This statement disagrees by (4.2%) parents and strongly disagrees by a
small proportion (2.4%).
Table 5.21 Acquire Equal Rights in Society
Category

Frequency

Percentage

Strongly Disagree

1.6

Disagree

22

4.4

Neutral

58

11.6

Agree

233

46.6

Strongly Agree

179

35.8

Total

500

100.0

The table 5.21 presented that a large proportion of the parents (46.6%) agrees that
after getting the education their daughters will be able to acquire equal rights in
society on the basis of their higher education hence, majority of the parents (35.8%)
strongly agrees with the statement rather a small proportion (11.6%) are neutral about
the statement. This statement disagrees by (4.4%) parents and strongly disagrees by a
small proportion (1.6%). We can say that majority of parents are in favour of the
education of their daughters.

53

Table 5.22 Decision Making Ability will be Increased


Category

Frequency

Percentage

Strongly Disagree

1.6

Disagree

18

3.6

Neutral

58

11.6

Agree

213

42.6

Strongly Agree

203

40.6

Total

500

100.0

The table 5.22 presented that a large proportion of the parents (40.6%) strongly agrees
that higher education will increase their daughters decision-making ability hence, a
majority of the parents (40.6%) agrees with the statement rather a small proportion
(11.6%) are neutral about the statement. This statement disagrees by (3.6%) parents
and strongly disagrees by a small proportion (1.6%).
Table 5.23 Get Good Career Opportunity
Category

Frequency

Percentage

Strongly Disagree

17

3.4

Disagree

15

3.0

Neutral

70

14.0

Agree

218

43.6

Strongly Agree

180

36.0

Total

500

100.0

The table 5.23 presented that a large proportion of the parents (43.6%) agrees that
higher education will become their daughters to choose their career after getting the
higher education hence, majority of the parents (36.0%) strongly agrees with the
statement rather a small proportion (14.0%) are neutral about the statement. This
statement disagrees by (3.0%) parents and strongly disagrees by a small proportion
(3.4%). We conclude that majority of parents are in favour of the education.

54

Table 5.24 Entrepreneurial Skills will be Increased


Category

Frequency

Percentage

Strongly Disagree

1.8

Disagree

24

4.8

Neutral

92

18.4

Agree

239

47.8

Strongly Agree

136

27.2

Total

500

100.0

The table 5.24 presented that a large proportion of the parents (47.8%) agrees that
higher education will increase their daughters entrepreneurial skills if they want to
participate in their home business or start a business hence, majority of the parents
(27.2%) are strongly agree with the statement rather almost one-seventh proportion
(18.4%) are neutral about the statement. This statement disagrees by (4.8%) parents
and strongly disagrees by a small proportion (1.8%).
5.5

Fears of Parents

Different factors which can change or influence the attitude of parents include their
education, income and residential status etc. It also observed that parents have
different fears about their daughters like security, safety; their behaviour, etc. changed
their thinking about daughters education.
Table 5.25 Parental Fears about Daughters Education

Statements

Strongly

Agree

Neutral

Agree

Disagree

Strongl

Mea

Std.

Dev.

2.58

1.127

Disagre
e
F

Create deviant

98

19.6

147

29.4

145

behaviour against
cultural traditions.
55

29.0

86

17.2

24

4.8

Make less

113

22.6

192

38.4

116

23.2

59

11.8

20

4.0

2.36

1.078

93

18.6

202

40.4

105

21.0

73

14.6

27

5.4

2.48

1.114

79

15.8

130

26.0

114

22.8

12

24.6

54

10.

2.89

1.249

productive.
Education is not
relevant to real life.
Violence in
universities.

Security Issues.

115

23.0

213

42.6

87

17.4

64

12.8

21

4.2

2.33

1.091

Make less

123

24.6

211

42.2

91

18.2

53

10.6

22

4.4

2.28

1.083

124

24.8

195

39.0

88

17.6

63

12.6

30

6.0

2.36

1.158

137

27.4

172

34.4

104

20.8

66

13.2

21

4.2

2.32

1.134

139

27.8

154

30.8

107

21.4

76

15.2

24

4.8

2.38

1.178

Can be bullied.

105

21.0

178

35.6

114

22.8

79

15.8

24

4.8

2.48

1.130

Afraid about

113

22.6

185

37.0

106

21.2

61

12.2

35

7.0

2.44

1.168

responsive to family
problems.
Not getting practical
skills.
Wastage of time in
University.
Can get involved in
affairs.

separation anxiety.
When respondents were asked to provide the reaction with the perspective of their
parents, their expectation, perceived benefits and fears about their daughters
education, their response will be different from the actual person who should be the
parents but the study demands to check the attitude of parents with the collected data
from the daughters. In the parents attitude toward childrens education section, there
were 11 items that covered the fears of parents towards daughters education. A Likert
Scale that ranged from one (strongly disagree) to five (strongly agree) was used for
the respondents to mark the appropriate answer with the perspective of their parents.
The results indicate that five items had highest mean between X=2.89 to 2.44 were as
follows with strongly disagree and disagree. Item 4 (violence in universities is against
development), item 1 (create deviant behaviour against cultural norms), item 3 and 10
have an equal mean of 2.48 (3. Education is not relevant to real life and 10. You will
be bullied) and item 11 (afraid about separation anxiety). This means that majority of
parents strongly agreed with each of these five items. Parents agreed with one
56

statement item 6 (make you less responsive to family problems) had a mean (X=2.28).
The above statistical data is also represented in the Appendix section, in the form of
Bar Chart (see Appendix E)
Table 5.26 Create Deviant Behaviour in their Daughters
Category

Frequency

Percentage

Strongly Disagree

98

19.6

Disagree

147

29.4

Neutral

145

29.0

Agree

86

17.2

Strongly Agree

24

4.8

Total

500

100.0

The table 5.26 presented that a large proportion of the parents (29.4%) disagrees that
higher education will create deviant behaviour in their daughters hence, a majority of
the parents (29.0%) are neutral with the statement rather almost one-seventh
proportion (19.6%) strongly disagrees with the statement. This statement is agreed by
(17.2%) parents and strongly agrees by a small proportion (4.8%).
Table 5.27 Their Daughters Become Less Productive
Category

Frequency

Percentage

Strongly Disagree

113

22.6

Disagree

192

38.4

Neutral

116

23.2

Agree

59

11.8

Strongly Agree

20

4.0

Total

500

100.0

The table 5.27 presented that a large proportion of the parents (38.4%) disagrees that
the higher education will make their daughters less productive rather other benefits in
the previous 5.4 portion shows that their education will make them productive hence,
majority of the parents (23.2%) are neutral with the statement rather almost one-sixth
proportion (22.6%) strongly disagrees with the statement. This statement is agreed by
(11.8%) parents and strongly agrees by a small proportion (4.0%).

57

Table 5.28 Getting Irrelevant Learning


Category

Frequency

Percentage

Strongly Disagree
Disagree

93
202

18.6
40.4

Neutral

105

21.0

Agree

73

14.6

Strongly Agree

27

5.4

Total

500

100.0

The table 5.28 presented that a large proportion of the parents (40.4%) disagrees that
their daughters are getting irrelevant learning in higher education hence, a majority of
the parents (21.0%) are neutral with the statement rather almost one-sixth proportion
(18.6%) strongly disagrees with the statement. This statement is agreed by (14.6%)
parents and strongly agrees by a small proportion (5.4%).
Table 5.29 Violence in Universities
Category
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
Total

Frequency
79
130
114
123
54
500

Percentage
15.8
26.0
22.8
24.6
10.8
100.0

The table 5.29 presented that a large proportion of the parents (26.0%) disagrees that
their daughters do not experience violence in universities during education hence, a
majority of the parents (24.6%) agrees with the statement rather a small proportion
(10.8%) are strongly agree with the statement.
Table 5.30 Security Issues in Educational Institutions
Category
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree

Frequency
115
213
87
64
21

Percentage
23.0
42.6
17.4
12.8
4.2

Total

500

100.0

58

The table 5.30 presented that a large proportion of the parents (42.6%) disagrees that
there are no major security issues in universities and they feel their daughters in
universities while getting the higher education in universities hence, majority of the
parents (23.0%) strongly disagrees with the statement rather a small proportion
(17.4%) are neutral about the statement. This statement is agreed by (12.8%) parents
and strongly agrees by a small proportion (4.2%).
Table 5.31 Interaction Patterns will Change
Category

Frequency

Percentage

Strongly Disagree

123

24.6

Disagree

211

42.2

Neutral

91

18.2

Agree

53

10.6

Strongly Agree

22

4.4

Total

500

100.0

The table 5.31 presented that a large proportion of the parents (42.2%) disagrees that
after getting the higher education their daughters are not become less responsive to
family problems hence, a majority of the parents (24.6%) strongly disagrees with the
statement rather a small proportion (18.2%) are neutral about the statement. This
statement is agreed by (10.6%) parents and strongly agrees by a small proportion (4.4
Table 5.32 Learn Practical Skills
Category

Frequency

Percentage

Strongly Disagree

124

24.8

Disagree

195

39.0

Neutral

88

17.6

Agree

63

12.6

Strongly Agree

30

6.0

Total

500

100.0

The table 5.32 presented that a large proportion of the parents (42.2%) disagrees that
learning programs in universities will not teach daughters the practical skills hence, a
majority of the parents (24.8%) strongly disagrees with the statement rather a small
59

proportion (17.6%) are neutral about the statement. This statement is agreed by
(12.6%) parents and strongly agrees by a small proportion (6.0%).
Table 5.33 Parents thinks that higher Education is Wastage of Time
Category

Frequency

Percentage

Strongly Disagree

137

27.4

Disagree

172

34.4

Neutral

104

20.8

Agree

66

13.2

Strongly Agree

21

4.2

Total

500

100.0

The table 5.33 presented that a large proportion of the parents (34.4%) disagrees that
university does not take away their daughters valuable time which otherwise can be
spent in a better way hence, a majority of the parents (27.4%) strongly disagrees with
the statement rather a small proportion (20.8%) are neutral about the statement.

Table 5.34 Parents think that their Daughters will be Involve in Irrelevant
Activities
Category

Frequency

Percentage

Strongly Disagree

139

27.8

Disagree

154

30.8

Neutral

107

21.4

Agree

76

15.2

Strongly Agree

24

4.8

Total

500

100.0

The table 5.34 presented that a large proportion of the parents (30.8%) disagrees that
during education in university their daughters can never get involve in affairs hence, a
majority of the parents (27.8%) strongly disagrees with the statement rather a small
proportion (21.4%) are neutral about the statement. This statement is agreed by
(15.2%) parents and strongly agrees by a small proportion (4.8%).
60

Table 5.35 Parents think that their Daughters will be Involve in Bullying
Activities
Category

Frequency

Percentage

Strongly Disagree

105

21.0

Disagree

178

35.6

Neutral

114

22.8

Agree

79

15.8

Strongly Agree

24

4.8

Total

500

100.0

The table 5.35 presented that a large proportion of the parents (35.6%) disagrees that
during education in university and the education level will never become their
daughters bullied hence, a majority of the parents (22.8%) are neutral about the
statement rather at least one sixth proportion (21.0%) strongly disagrees with the
statement. This statement is agreed by (15.8%) parents and strongly agrees by a small
proportion (4.8%).
Table 5.36 Parents often afraid about their Daughters Separation Anxiety
Category

Frequency

Percentage

Strongly Disagree

113

22.6

Disagree

185

37.0

Neutral

106

21.2

Agree

61

12.2

Strongly Agree

35

7.0

Total

500

100.0

The table 5.36 presented that a large proportion of the parents (37.0%) are not afraid
about their daughters separation anxiety with family after getting the higher
education hence, a majority of the parents (22.6%) strongly disagrees with the
statement rather at least one sixth proportion (21.2%) is strongly disagree about the
statement. This statement is agreed by (12.2%) parents and strongly agrees by a small
proportion.

61

5.6

Statistical Tests and Discussion

In this section, statistical tests are applied to test the hypothesis for generalizing the
results on population. A number of hypotheses were formulated and test by applying
t-test and Pearsons Correlation test for sub-hypothesis. Bi-Varriate is a technique of
data

analysis

in

which

two

variables

are

examined

simultaneously for

association/relationship with each other. Association/relationship is between


independent variable is the parental attitude which is described as perceived benefits
and fears about daughters who are getting the education and dependent is daughters
education. All tables related to these variables are given below with test values, the
level of significance along with interpretation.
In order to investigate whether the number of children that parents had creates a
significant difference in their perception of benefits of girls education and barriers to
girls education, a simple descriptive method was used.
Table 5.37: The difference between A number of Siblings and Parental
Attitude
Paired Sample t-test
Mean

S.D

Sig.

No of Siblings

1.86

500

.692

Attitude of

2.04

500

.435

.000
(for both)

Parents
H0= There is no relationship between parents attitude and no of siblings.
H1= There is a relationship between parents attitude and no of siblings.
Level of significance: 0.05

Significance value or P-Value: .000

The results in the above table shows that there is a statistically significant difference
between the mean score of a number of siblings for the attitude of parents as a number
of siblings (M=1.86, SD=.692), and attitude of parents (M= 2.04, SD=.435) P=.000 <
0.05 so, we can say that the differences between condition Means are not likely. Since
our Paired Samples Statistics box revealed that the Mean a number of the attitude of
62

parents for number of siblings was greater, we can conclude that parents attitude is
more than a number of siblings. The results indicate that there is a relationship
between parents attitude and a number of siblings so, our null hypothesis is rejected
and the alternative is accepted.
Table 5.38 Difference between Residential Background and Parental
Attitude
Paired Sample t-test
Mean

Std.

Sig.

Deviation
Residential

1.39

500

.489

Background
Attitude of

.000
(for both)

2.04

500

.435

Parents
H0= There is no relationship between parents attitude and residential background.
H1= There is a relationship between parents attitude and residential background.
Level of significance: 0.05

Significance value or P-Value: .000

The results in the above table shows that there is a statistically significant difference
between the mean score of residential status score for the attitude of parents as
residential background (M=1.39, SD=.489), and attitude of parents (M= 2.04,
SD=.435) P=.000 < 0.05 so, we can say that the differences between condition means
are not likely. Since our Paired Samples Statistics box revealed that the mean score of
attitude of parents for the residential background was greater, we can conclude that
parents attitude is changed with the status of residence. The results indicate that there
is a relationship between parents attitude and residential background so, our null
hypothesis is rejected and the alternative is accepted.
Table 5.39 Difference between CGPA and Parental Attitude
Pearson Correlation

63

Pearson
Parents

Correlation

Attitude

Sig. (2-tailed)

.016

.715

500

500

Pearson

.016

CGPA of

Correlation

Respondent

Sig. (2-tailed)

.715

500

500

H0= There is no relationship between parents perceived benefits and parents fears
towards daughters education.
H1= There is a relationship between parents perceived benefits and parents fears
towards daughters education.
Level of significance: 0.05

Significance value or P-value: .715

We can see that the Pearson correlation coefficient, r, is .016, we can conclude that
changes in one variable are not correlated with changes in the second variable and this
also shows us that there is a weak relationship among the variables.
There is no relationship between parental attitude and CGPA, (r= .016, n= 500, p
>.OO5). Our p-value is greater than 0.05, so there is no statistically significant
correlation between two variables. That means increases or decreases in one variable
do not significantly relate to increases or decreases in the second variable so, our null
hypothesis is accepted and the alternative is rejected.
Table 5.40 Association between Parental Qualification and Parental Attitude
Chi-Square Test
Value

Df

Asymp.Sig. (2-sided)

Pearson Chi-Square

36.723a

24

.047

Likelihood Ratio

43.321

24

.009

.001

.981

Linear-by-Linear
Association
N of Valid Cases

500
64

H0= There is no relationship between parents qualification and parents attitude


towards daughters education.
H1= There is a relationship between parents qualification and parents attitude
towards daughters education.
Level of significance: 0.05

Significance value or P-value: 0.47

From the above results, it is interpreted that there is no significance relationship


between parental qualification and parental attitude towards daughters education.
This shows that our null hypothesis is accepted i.e., parental qualification has no
effect on parental attitude.
Table 5.41 Difference between Parents Age and Parental Perceived Benefits
Pearson Correlation
Pearson
Parents Age

Parental Benefits

.046

Correlation
Sig. (2-tailed)

.309

500

500

Pearson

.046

Correlation
Sig. (2-tailed)

.309

500

500

H0= There is no relationship between parents perceived benefits and Age of parents.
H1= There is a relationship between parents perceived benefits and Age of parents.
Level of significance: 0.05

Significance value or P-value: .309

We can see that the Pearson correlation coefficient, r, is .046, we can conclude that
changes in one variable are not correlated with changes in the second variable and this
also shows us that there is a weak relationship among the variables.
There is no relationship between parents perceived benefits and Age of parents, (r=
.046, n= 500, p >.OO5). Our p-value is greater than 0.05, so there is no statistically
65

significant correlation between two variables. That means increases or decreases in


one variable do not significantly related to increases or decreases in the second
variable so, our null hypothesis is accepted and the alternative is rejected.
Table 5.42 Difference between Parents Age and Fears about Daughters
Education
Pearson Correlation
Pearson

-.111*

Correlation
Parental Age

Sig. (2-tailed)

.013

N
Pearson

500

500

-.111*

Correlation
Parental Fears

Sig. (2-tailed)

.013

500

500

H0= There is no relationship between parents age and fears about daughters
education.
H1= There is a relationship between parents age and fears about daughters
education.
Level of significance: 0.05

Significance value or P-value: .013

We can see that the Pearson correlation coefficient, r, is -.111*, we can conclude that
when the one variable increases the other variable will decrease and this also shows us
that there is a strong negative relationship among the variables.
There is a relationship between parents age and fears about daughters education, (r=
-.111*, n= 500, p < .OO5). Our p-value is less than 0.05, so there is statistically

significant correlation between two variables. That means increases or decreases in


one variable do significantly relate to increases or decreases in your second variable
so, our null hypothesis is rejected and the alternative is accepted.

66

Table 5.43 Difference between Parents Attitude and Parental Occupation


Pearson Correlation
Pearson

.022

Correlation
Occupation

Sig. (2-tailed)

.623

500

500

Pearson

.022

Correlation
Parental Attitude

Sig. (2-tailed)

.623

500

500

H0= There is no relationship between parents attitude and occupation of parents.


H1= There is a relationship between parents attitude and occupation of parents.
Level of significance: 0.05

Significance value or P-value: .623

We can see that the Pearson correlation coefficient, r, is .022, we can conclude that
changes in one variable are not correlated with changes in the second variable and this
also shows us that there is a weak relationship among the variables.
There is no relationship between parents attitude and occupation of parents, (r= .022,
n= 500, p >.OO5). Our p-value is greater than 0.05, so there is no statistically
significant correlation between two variables. That means increases or decreases in
one variable do not significantly related to increases or decreases in the second
variable so, our null hypothesis is accepted and the alternative is rejected.

67

Table 5.44 Difference between Parents Perceived Benefits and Fears


Pearson Correlation
Perceived Benefits
Pearson Correlation
Perceived Benefits

Sig. (1-tailed)

-.186
.000

N
Pearson Correlation
Fears of Parents

Fears of Parents

500

500

-.186

Sig. (1-tailed)

.000

500

500

H0= There is no relationship between parents perceived benefits and parents fears
towards daughters education.
H1= There is a relationship between parents perceived benefits and parents fears
towards daughters education.
Level of significance: 0.05

Significance value or P-value: .000

We can see that the Pearson correlation coefficient, r, is -.186, we can conclude that
when the one variable increases the other variable will decrease and this also shows us
that there is a strong negative relationship among the variables.
There is a relationship between parents perceived benefits and parents fears towards
daughters education, (r= -.186, n= 500, p < .OO5). Our p-value is less than 0.05, so
there is statistically significant correlation between two variables. That means
increases or decreases in one variable do significantly relate to increases or decreases
in your second variable so, our null hypothesis is rejected and the alternative is
accepted.

68

Chapter 6
Summary, Conclusion and Recommendations
6.1

Summary

The present research was an endeavour to examine the Attitude of parents towards
daughters education. This is a quantitative study to find out the attitudes of parents
affecting daughters education. Parent attitude is very important factor in daughters
life. This research investigates the factors of parental attitude which affect the
education of daughters. The research was conducted having three major objectives.
First one is to explore the attitude of parents towards the education of daughters
education. The second objective is to explore the perceived benefits parents associated
with daughters education. The third objective is to explore the concerns of parents
regarding their daughters education.
The present research is the primary analysis. The population of the present research
consisted of girls of Punjab University hostels. A survey was conducted to accomplish
the present research. A sample of five hundred and twenty-eight girls was selected
including error chance by applying a statistical sampling formula method.
The research hypothesis was The attitudes of parents have an impact on the
education of daughters. The hypothesis of the study involves Demographic variable
and attitude of parents as an independent variable and daughters education was
the dependent variable. Data was collected from girl hostels of Punjab University for
analysis purpose. After collecting data, a master data sheet was made on the SPSS
software version 21. Scoring and measuring have been done. The general finding of
the research hypothesis is that there is a relationship between parental attitude which
was divided into two sub-variables perceived benefits regarding daughters education
and fears about their education and the girls education for higher level on the grounds
of different results findings.
The results are an indication that where parents support the more likely to enroll in
higher education to pursue their career opportunities. High Education level also
positively affects the parent attitude towards girl child education. Family resources,
especially parental education are important determinants of education for both boys
and girls (Rankin et al., 2006).
69

The current study examined that, Parents belonging to the higher socioeconomic
status have more favourable attitude towards the education of their girl child as it was
showed in a previous study that for many families suffering severe economic hardship
the contribution from the household budget makes it difficult to support their
childrens education (UNICEF, 2007).
The majority of parents expect that by getting the education they would increase the
standard of living. Most of the parents were of an opinion that education makes a
good human being and in the result society improves, Parent's education level is an
important determiner of childrens educational attainment and opportunities (Dollar,
2002).
Parents do not wish their children to manage their own family business but get a good
job. Most of the parents have job orientation perception regarding education. Some of
the parents viewed their daughters education to be good for their marriage in good
families. There were significant differences in scores among students whose parents
had a negative, neutral and positive attitude towards education as different previous
studies indicate some attitude; a study indicates that responsibility of taking care of
younger siblings affects girl's education negatively (Dreze, 2001).
In this study, the non-urban was slightly less income, labour market position and
living conditions as it was investigated in a study that poverty and a wide variety of
cultural practices had a negative impact on girls education compared to boys
(Colclough et al., 2000).
The urban parents were mostly associated with government or private jobs as well as
most have their own business and as they thought that education is important, they
can afford cost relating matters for the higher education of their daughters. Hence, the
majority of the parents perceived that they would like to see their daughters earning
for the family after completion of education.
In the light of these findings, the need arises for parents to provide support which
could contribute to the better academic achievement of their children. In addition, it
does not appear to matter what socioeconomic background the students come from.
The objectives of the study were achieved. Significant findings of the research are
given below.
70

1. The results indicate that the majority of respondents parents (37.6%) strongly
agree that after getting the education their daughters will be able to support her
family in later years hence, the majority of the parents (33.8%) agree with the
statement.
2. The results indicate that the majority of respondents parents (49.2%) strongly
agree that after getting the education their daughters will be able to improve
their standard of living hence, the majority of the parents (35.6%) agree with
the statement.
3. The results indicate that the majority of respondents parents (47.8%) agree
that after getting the education their daughters will be able to attain
information about modern hence, the majority of the parents (35.2%) strongly
agree with the statement.
4. The results indicate that the majority of respondents parents (47.4%) agrees
that after getting the education their daughters will become physically active
hence, the majority of the parents (27.8%) strongly agrees with the statement.
5. The results indicate that the majority of respondents parents (37.8%) agrees
that after getting the education their daughters will the level of their children
hence, the majority of the parents (33.8%) strongly agrees with the statement.
6. The results indicate that the majority of respondents parents (28.6%) remain
neutral from the perspective of their daughters that after getting the education
their daughters will take part in politics hence, the majority of the parents
(23.8%) agrees with the statement rather a small proportion (13.4%) strongly
agrees.
7. The results indicate that the majority of respondents parents (42.8%) strongly
agrees that after getting the education their daughters will get better marriage
opportunities and they will get married in a good family hence, the majority of
the parents (36.0%) agrees with the statement.
8. The results indicate that the majority of respondents parents (46.6%) agrees
that after getting the education their daughters will be able to acquire equal
rights in society on the basis of their higher education hence, the majority of
the parents (35.8%) strongly agrees with the statement.
9. The results indicate that the majority of respondents parents (40.6%) strongly
agrees that higher education will increase their daughters decision-making
ability hence, the majority of the parents (40.6%) agrees with the statement.
71

10. The results indicate that the majority of respondents parents (43.6%) agrees
that higher education will become their daughters to choose their career after
getting the higher education hence, the majority of the parents (36.0%)
strongly agrees with the statement.
11. The results indicate that the majority of respondents parents (47.8%) agrees
that higher education will increase their daughters entrepreneurial skills if
they want to participate in their home business or start a business hence, the
majority of the parents (27.2%) strongly agrees with the statement.
12. The results indicate that the majority of respondents parents (29.4%)
disagrees that higher education will create deviant behaviour in their daughters
hence, the majority of the parents (29.0%) are neutral with the statement rather
almost one-seventh proportion (19.6%) strongly disagree with the statement.
13. The results indicate that the majority of respondents parents (38.4%)
disagrees that higher education will their daughters less productive rather other
benefits hence, the majority of the parents (23.2%) are neutral with the
statement rather almost one-sixth proportion (22.6%) strongly disagree with
the statement.
14. The results indicate that the majority of respondents parents (40.4%)
disagrees that their daughters are gaining irrelevant learning in higher
education hence, the majority of the parents (21.0%) are neutral with the
statement rather almost one-sixth proportion (18.6%) strongly disagree with
the statement.
15. The results indicate that the majority of respondents parents (26.0%)
disagrees that their daughters do not experience violence in universities during
education hence, the majority of the parents (24.6%) agrees with the statement
rather a small proportion (10.8%) strongly agrees with the statement and this
shows that most of the parents think violence in universities due to it they are
not in favour of higher education of their daughters.
16. The results indicate that the majority of respondents parents (42.6%)
disagrees that there are no major security issues in universities and they feel
their daughters in universities while getting the higher education in
universities hence, the majority of the parents (23.0%) strongly disagree with
the statement.

72

17. The results indicate that the majority of respondents parents (42.2%)
disagrees that after getting the higher education their daughters are not become
less responsive to family problems hence, the majority of the parents (24.6%)
strongly disagree with the statement rather a small proportion (18.2%) are
neutral about the statement.
18. The results indicate that the majority of respondents parents (42.2%)
disagrees that learning programs in universities will not teach daughters the
practical skills hence, the majority of the parents (24.8%) strongly disagree
with the statement.
19. The results indicate that the majority of respondents parents (34.4%)
disagrees that university does not take away their daughters valuable lifetime
which otherwise can be spent in a better way hence, the majority of the
parents (27.4%) strongly disagree with the statement.
20. The results indicate that the majority of respondents parents (30.8%)
disagrees that during education in university their daughters can never get
involve in affairs hence, the majority of the parents (27.8%) strongly disagree
with the statement.
21. The results indicate that the majority of respondents parents (35.6%)
disagrees that during education in university and the education level will never
become their daughters bullied hence, the majority of the parents (22.8%) are
neutral about the statement rather at least one-sixth proportion (21.0%)
strongly disagree with the statement.
22. The results indicate that the majority of respondents parents (37.0%) are not
afraid about their daughters separation anxiety with family after getting the
higher education hence; the majority of the parents (22.6%) strongly disagree
with the statement.
The results indicate that there is a relationship between parents attitude and a
number of siblings as a previous study stated that presence and a number of
young siblings as a barrier for girl's education because of increased amount of
excessive household labour assigned to girls in the household (Lewis et al.,
2006).
The results indicate that there is a relationship between parents attitude and
residential background.

73

There is a relationship between parents age and fears about daughters


education. That means increases or decreases in one variable do significantly
relate to increases or decreases in your second variable.
There is a relationship between parents perceived benefits and parents fears
towards daughters education. That means increases or decreases in one
variable do significantly relate to increases or decreases in your second
variable so, our null hypothesis is rejected and the alternative is accepted.
6.2

Conclusion

The questioner data (obtained with closeended questions) indicated that the
difference between urban and rural groups was found for the daughters higher
education. Data indicated that the compared to the rural people, the urban parents
were more optimistic in providing their daughters with the scope for higher studies,
i.e., education beyond schooling. They were of the opinion that higher studies would
enable their daughters to have better income and that schooling is not sufficient.
There are several social prejudices, social customs and norms which constrain access
of women to education in general and higher education in particular. The age old
customs and different beliefs such as the seclusion and veiling of women, world of
woman as separate from men, women eventually getting married and futility of
investment on their education. These are the significant factors in the attitude of
parents, especially uneducated parents, towards the education of women but in this
study as we are discussing the higher education of females and the most of the girls
belong to urban areas with educated parents as well as they have middle social status
in the society regarding income of their parents as it is investigated the political,
social, economic, and structural factors that limit girls' education. The results of the
interview with the parents indicated that parents were concerned about security affairs
(Mendy, 2008). Socio-economic status characteristics of households, in particular,
parental income, wealth, education and occupation, have long been known to be
major determinants of educational enrolment and achievement in both developing and
developed countries (Danial, 2002).
Education is important for the development of any nation in a long term. This is the
only way to survive in todays fast growing age. Providing education to children is the
responsibility of parents. This responsibility greatly depends on upon parents
74

perception. Their perception shapes children attitude towards the education. This
study investigates what parents think and expect from children when they get
education.
Overall, the attitude of the respondents was found to be moderately favourable
towards the higher education of their daughters. The study throws light on the fact
that growing awareness regarding literacy and education; persistent campaigns
through mass media around the country and attempts at mainstreaming have
significantly affected all sections of the society. Previously education was considered
as wastage of time and money since its outcome was perceived to be uncertain and
unimportant. Presently, the importance and the outcomes of education are highly
appreciated by people through persistent efforts at compulsory education and
increased awareness through information and technology revolution, it was also
investigated the political, social, economic, and structural factors that limit girls'
education. The results of the interview with the parents indicated that parents were
concerned about security affairs (Mendy, 2008).
The finding of the moderately favourable attitude of the parents refutes the earlier
findings that parental attitude and involvement are generally negative or low in the
minority

and

low

socioeconomic

status

families.

Socio-economic

status

characteristics of households, in particular, parental income, wealth, education and


occupation, have long been known to be major determinants of educational enrolment
and achievement in both developing and developed countries. This was also found
that family stimulation is the resultant of the influence of cultural and educational
profile of the family and active parental attitudes regarding education and attainment
of their daughters.
It can be inferred that while urban were mostly concerned with making their
daughters literate as well as these days the rural were optimistic about making their
daughters educated as asserted in a research that girls have a higher level of
enrollment and attainment when mothers are educated (Moghadam et al., 2003).
The objectives of boys and girls education differ in society. Though education of male
is looked upon as an investment for the future source of income for the family, the
education of female is more an obligation and is the obligation first to be ignored in
the case of crisis. However, in this study, evidence was not found regarding any
75

constraints for the girl child in attending school. Irrespective of whether the child is a
boy or a girl, parents wanted their children to attend education.
6.3

Recommendations

The overall favourable attitude, found in the study, among the parents in the rural
community towards their daughters education is indicative of the success of
Government endeavours towards Universal education. And this was evidenced across
the urban and rural population. Mass media and information technology revolution
have helped in shaping the attitude of people across culture and socio-economic status
of families. Better employment opportunities and income generation plans would go a
long way in improving the financial status of the rural as well as urban poor and
thereby enhancing their favourable attitude and interest in planning higher studies of
their daughters. Todays society is changed so much and the rural and urban families
should understand the need for both girls and boys of higher education for betterment
of all the sectors of society, some recommendations are for the parents are given
below:
Parents must resolve their perception about the purpose of their daughters
education. Parents should expect their daughters to learn more and more
because if they go for excellence, success will follow them.
Parents often perceive that their daughters cannot make right career choice
decision. But what is needed is no interference of parents in the career
decision. Let daughters decide on their own as per their interests, inclination
and capabilities.
Parents should encourage the spirit of entrepreneurship in their daughters
which they normally discourage. Getting job should never be the purpose of
education but becoming good human, self-reliant and productive for society
should be the priority.
It is also recommended that universities administrators and policymakers should find
ways of enhancing parental involvement towards education for change their attitude
for the higher education of their daughters. It was also recommended that the ministry
of education uses these findings to sensitize teachers about the importance of parental
attitude towards education and how it is important for every children of the family.

76

6.4

Implications for Further Research

Study about girls education is one of a unique study conducted for the research
purpose. The results of this study will lead to further researches in this field. In the
present study, the attitude of parents on the basis of their perceived benefits and fears
regarding girls education was investigated. In addition to the questionnaire,
interviews could be conducted so that the results were supported and the findings
would be validated. Families who held negative views concerning girls education
could be assessed so that the underlying reasons for their views were found out.
Especially, the families who do not send their daughters to school could be conducted
so that the barriers of girls education could be better examined. Moreover, parents
need to be included in further research so that their thoughts and attitude could be
investigated as well. Likewise, the same questionnaire could be adapted in order to
investigate the parental perception of boys education so that the results could be
compared. Therefore, the issue of gender equality could be highlighted in a more
detailed way. At the end, this study was limited to investigate the attitude of parents
on the basis of perceptions of their daughters and data was collected from the girls of
the University of the Punjab, Lahore. Further research could be carried out in several
other provinces and metropolitans with random and large samples so that the
generalizability of the study could be achieved.
6.5

Limitations of the Study

The major limitation of the present study is that it is based on self-reported data from
the girls about their parents perspective. It was assumed that daughters will
represents their parents genuine thoughts and beliefs about girls education but if data
was collected from the parents, it could be valuable for the research. Another
limitation of the study is related to the population. The population of this study
included all the girls of Punjab University who are getting the education. Therefore,
the results of the study cannot be generalized directly to all the parents and for all the
females. The results reflect the general condition of that specific sample. Lastly, the
questionnaires were given to the girls who are living in girls hostels. As the
questionnaires were not completely assumed right as researcher find difficulties
during filling these questionnaires.

77

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83

Appendix A
Questionnaire for Parental Attitude towards Daughters Education
Purpose: This questionnaire seeks to investigate the parents attitude
regarding daughters education. We request you while completing it please
keep in mind, your parents attitude and thinking about education.
Personal Information
No. of Siblings ________________
Residential Background:
CGPA

Urban/Rural

Parental Information
Qualification
Age
Occupation

Father

Mother

_________________

Some statements are given below. Please answer the ideas of your parents regarding
every statement. Read every statement carefully and encircle/tick the most suitable
opinion from your parents perspective.
1=Strongly Disagree (SD), 2=Disagree (D), 3=Neutral (N) 4=Agree (A), 5=Strongly Agree
Sr.
No. Statement

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Your Parents Think That after Seeking Education..


1

You will be able to support your family in later years.

You will be able to improve your standard of living.

You will be able to attain information about modern world.

You will be able to become physically active.

You will be able to improve moral and spiritual level of your children.

You will be able to take part in politics of country.

You will be able to get married in a good family.

You will be able to acquire equal rights in society.

Your decision making ability will be increased.

10

You will be able to choose your career.

11

Your entrepreneurial skills will be increased.

84

Your Parents Think that .


12

Education will create deviant behaviour against cultural traditions.

13

Education will make you less productive than to adopt family occupation.

14

Most of the things you learn at university are not relevant to real life.

15

16

Violence in universities will play a negative role in your personal


development.
You will not be secure in your educational institution.

17

Education makes you less responsive to family problems.

18

Learning programs in universities will not teach you the practical skills.

19

20

University takes away your valuable life time which otherwise can be spent
in a better way.
You can get involved in affairs.

21

Your parents think that you will be bullied.

22

Your parents are often afraid about your separation anxiety with family.

Any additional comments regarding your parents attitude towards daughters


education

___________________________________________________________________________
___________________________________________________________________________
Thank you for Your Precious Time!!!

85

Appendix B
Demographical Profile of the Respondent

86

87

Appendix C
Demographic Profile of the Parents of Respondent

88

89

90

91

Appendix D
Perceived Benefits towards Daughters Education
40.00

37.60
33.80

35.00
30.00

Strongly Disagree

25.00

Disagree
20.00

17.00

Neutral

Agree

15.00
10.00
5.00

Strongly Agree

7.80
3.80

0.00
Support Your Family

60.00
49.20

50.00

40.00

35.60

Strongly Disagree
Disagree

30.00

Neutral
Agree

20.00

Strongly Agree
9.20

10.00
2.20

3.80

0.00
Standard of Living.

92

60.00

47.80

50.00

40.00
35.20

Strongly Disagree
Disagree

30.00

Neutral
Agree

20.00

Strongly Agree
11.00

10.00

3.00

3.00

0.00
Information about Modern World

50.00

47.40

45.00
40.00

35.00
30.00

27.80

Strongly Disagree
Disagree

25.00

Neutral
18.20

20.00

Agree
Strongly Agree

15.00
10.00
5.00

4.60
2.00

0.00
Physically Active

93

60.00

48.00

50.00

37.80

40.00

Strongly Disagree
Disagree
30.00

Neutral
Agree
Strongly Agree

20.00

9.00

10.00
2.00

3.20

0.00
Level of Children

35.00

30.00

28.60

23.80

25.00
22.20

Strongly Disagree
20.00

Disagree
Neutral

15.00

13.40
12.00

Agree
Strongly Agree

10.00

5.00

0.00
Political Activities

94

45.00

42.80

40.00

36.60

35.00
30.00
Strongly Disagree
25.00

Disagree
Neutral

20.00

Agree
14.00

15.00

Strongly Agree

10.00
5.00

4.20
2.40

0.00
Marriage Opportunities

50.00

46.60

45.00

40.00
35.80
35.00
Strongly Disagree

30.00

Disagree
25.00

Neutral
Agree

20.00

Strongly Agree
15.00

11.60

10.00
5.00

4.40
1.60

0.00
Matter of Rights

95

45.00

42.60
40.60

40.00
35.00
30.00
Strongly Disagree

25.00

Disagree
Neutral

20.00

Agree
15.00

Strongly Agree

11.60

10.00
5.00

3.60
1.60

0.00
Decision Making Ability

50.00
43.60

45.00
40.00

36.60

35.00
Strongly Disagree

30.00

Disagree
25.00

Neutral
Agree

20.00
14.00

15.00
10.00
5.00

3.40

3.00

0.00
Career Opportunities

96

Strongly Agree

60.00

47.80

50.00

40.00

Strongly Disagree

27.80

30.00
18.40

20.00

Disagree
Neutral
Agree
Strongly Agree

10.00
4.80
1.80
0.00
Entrepreneurial Skills

60.00

50.00

40.00
Strongly
Disagree
Disagree

30.00

Neutral

20.00

Agree
10.00

Strongly Agree

0.00

97

Appendix E
Fears about Daughters Education
35.00
29.40

30.00

29.00

25.00
20.00

Strongly Disagree

19.60

Disagree

17.20

Neutral
15.00

Agree
Strongly Agree

10.00
4.80

5.00
0.00
Deviant Behaviour

45.00
38.40

40.00
35.00
30.00
25.00

Strongly Disagree
22.60

23.20

Disagree
Neutral

20.00

Agree
15.00

Strongly Agree

11.80

10.00
4.00

5.00
0.00
Productivity

98

45.00
40.40
40.00
35.00
30.00
Strongly Disagree
25.00

Disagree

21.00
20.00

Neutral

18.60

Agree

14.60

15.00

Strongly Agree

10.00
5.40
5.00
0.00
Irrelevant Learning

30.00
26.00
24.60

25.00
22.80

20.00

Strongly Disagree
15.80

Disagree

15.00

Neutral
10.80

Agree
Strongly Agree

10.00

5.00

0.00
Violance

99

45.00

42.60

40.00
35.00
30.00
Strongly Disagree
25.00

23.00

Disagree
Neutral

20.00

17.40

15.00

Agree
Strongly Agree

12.80

10.00
4.20

5.00
0.00
Security Issues

45.00

42.20

40.00
35.00
30.00
25.00
20.00

Strongly Disagree

24.60

Disagree
Neutral

18.20

Agree
15.00

Strongly Agree

10.60
10.00
4.40

5.00
0.00
Interaction Patterns

100

45.00
39.00

40.00
35.00
30.00

25.00

Strongly Disagree

24.80

Disagree
Neutral

20.00

17.60

15.00

Agree
Strongly Agree

12.60

10.00
6.00
5.00
0.00
Practical Skills

40.00
34.40

35.00

30.00

27.40

25.00

Strongly Disagree
20.80

Disagree

20.00

Neutral

15.00

Agree

13.20

Strongly Agree

10.00
4.20

5.00
0.00
Wastage of Time

101

35.00
30.80
30.00

27.80

25.00
21.40

Strongly Disagree

20.00

Disagree
Neutral

15.20
15.00

Agree
Strongly Agree

10.00
4.80

5.00

0.00
Irrelevant Activities

40.00
35.60
35.00

30.00
25.00

Strongly Disagree

22.80
21.00

Disagree

20.00

Neutral
15.80

Agree

15.00

Strongly Agree
10.00
4.80

5.00
0.00
Bullying Activities

102

40.00

37.00

35.00
30.00
25.00

22.60

Strongly Disagree
21.20

Disagree

20.00

Neutral

15.00

Agree

12.20

10.00

Strongly Agree
7.00

5.00
0.00
Separation Anxiety

45.00
40.00
35.00
30.00
Strongly Disagree
25.00
Disagree
20.00
Neutral
15.00
Agree
10.00
Strongly Agree
5.00

0.00

103

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